IFSP VS IEP

IFSP VS IEP

Families as partners . . .

Components of an IEP

Who attends the IEP?

*Parent(s)

*Student, when it makes sense

*Regular education teacher

*Special education teacher

*Local agency representative

*Someone to interpret results of evaluations

*Any other person with knowledge about the student

My Agenda for an IEP Meeting includes the necessary components for the IEP.

1. Welcome & Introductions - signatures required of those at the meeting

2. Parental Rights - Parents receive a brief description of their rights and are offered a copy.

3. Student Strengths - What does the student do well and what are his/her interests?

4. Parental Information:

* Includes all concerns for enhancing child’s education

5. Verification Statement - As determined by the MDT

6. Evaluation Results from district/state assessments

7. Present Level of Performance - How's the student performing now? And to what extent is

the student participating in age appropriate activities. Physical education must be addressed.

a. In the area of all Academic

b. In the area of Social skills and/or Behavior

c. In areas dealing with related services: Speech/Language, OT and/or PT

8. Development of goals

*Must be specific, measurable and based on present level

*Discussion of how progress will be monitored and how will it be communicated to parents?

9. Discussion of services provided

*Who will be providing services and how much time will they give?

*To what extend will student be in the regular classroom or pulled for one on one services.

10. Discussion of Accommodations & Modifications

a. What is needed for child’s education?

b. What is needed for district and state assessments?

11. Discussion of Extended School Year Services - Will summer services be necessary?

12. Obtain remaining signatures

a. IEP accessible form - My promise to parents that I will get necessary information to all the teachers involved in student's education

b. MIPs consent form

IEP

Individualize Education Program

*Education plan for students with disabilities ages 3-21

*Focuses on the child and his/her education

*Services take place at school

*The local school, or special education teacher, coordinates the services and manages the individualized program

*Meetings must take place at least once a year

IFSP

Individual Family Service Plan

Good Faith Effort

Students must be given accommodations and modifications to help them be successful in the regular classroom before any decision is made to remove them from students without disabilities. Only after these modifications and accommodations are determined to not be enough to help the student be successful in the regular classroom can students be pulled to an alternate environment.

Examples of accommodations from my experience:

Pros/Cons of IFSP

Students may be given access to manipulatives to help with math assignments. Extra time for assignments/tests. Sensory breaks where they can go to a designated room when they need a break. Fidgets and special seats that allow for movement. A standing desk. Time out/safe place in room. Microphones for teachers/students. Proximity to boards or front of the classroom. Speech to text apps. Slant boards. Para assistance. Compression vests, weighed lap pillow. 2 minute running break. Swinging break. One-on-one monitoring during transitional times... and the

list goes on!

*Family plan for services during the early development of a child -ages

birth through age 2.

*Focuses on the child & family

*Services are provided in the natural environment of the young child

*A service coordinator helps family obtain services that will help them during the critical early developmental years

*Meeting must happen at least every

6 months

Pros:

*Interventions begin early

*Coordinator knows resources and can get parents hooked up with them

*Child is serviced at home where he/she is comfortable

*Early intervention can result in fast progress and services may not be needed when the child is older

Cons:

*Difficult for parents to accept that child may have a developmental need

*Label may affect view of child by others