Process and Procedures IEP Meetings Process and Procedures created by: Charlene Ward-Marr

Where we are headed… Our focus this year Common/standard forms Common/standard terminology Standardized procedures and practices in compliance Strong ESY program with increased attendance/participation from eligible students/families Standards based IEPs Pilot Program Periodic trainings designed by MSDE, provided by MSD IEP Coordinators

Who must attend an IEP meeting? Teacher Administrative Representative Related Service provider (s) Parent (s) Student, when age appropriate (age 14 +)

Teacher’s Role The IEP draft should have been sent to parents for review at least 10 days prior to the meeting. At the meeting: Briefly review Present Levels of Academic and Functional Performance (PLAAFP) Briefly review the proposed goals & objectives Discuss ESY Answer any related questions for the family Must stay until the end of the meeting

IEP Chairperson 1.) Ensure Communication & access for all. 2.) Introductions. 3.) State the purpose of the meeting. 4.) Offer Procedural Safeguards. 5.) Secure attendance signatures. 6.) Begin with parent input. 7.) Take clear notes throughout the 8.) Keep meeting focused/on track. 9.) Before meeting ends, summarize changes/necessary follow up. 10.) Provide timeline for follow up (inc. in notes). IEP Chair Person’s Role IEP Chairperson 1. Make sure everyone understands and has access to the communication- primarily the family. Admin. Rep. introduces themselves and then it goes around the table (this can be started by the teacher). There are many different reasons to be at the table having a meeting: be sure to state, “The purpose of our meeting today is______________” … (is this an Annual Review IEP, a Re-evaluation Planning IEP, etc). Review the procedural safeguards and obtain signature Ask for signatures. Note: this acknowledges their attendance only, not their agreement with anything. If they choose not to sign, next to their space on the paper, note that they are present. Starting with the parents allows them to feel involved and a part of the team. State, “You received a copy of the draft IEP at home. Did you get a chance to look at it? Do you need us to review the goals and objectives in detail, or do you feel satisfied with the proposals? How do you feel things are going?” The notes should be outline style. Capture the salient information and any specific requests. When people side-bar or digress from the purpose, ask them to “hold” and bring the conversation back to the IEP and student. Before everyone leaves, be sure that you re-state any recommended changes that were agreed to and the necessary follow up- summarize. WHO is responsible for the follow up and indicate a date that it will be complete. Include this in the notes.

Related Service Provider’s Role Physical Therapy Occupational Therapy Verbal Behavior Speech & Language Audiology Cochlear Implants Psychology & Counseling At the meeting: Briefly review Present Levels Briefly review the proposed goals All efforts to remain for the entire meeting should be made unless excused formally by parents (documentation required) Answer any related questions for the family

Parent’s Role Their input is critical… they must be given the opportunity to share their feelings and any suggestions for setting the goals.

Student’s Role When the child is socially ready and age appropriate, they should be sharing their input… They are legally required to attend in the year of their 14th birthday & each year until they graduate…

What we already know: Students at MSD are eligible for special education based on their deaf/hard of hearing status. All MSD students have an IEP (Individualized Education Program). Some students have additional disabilities and multiple support services All students must have at least one IEP meeting each year to assess annual progress.

5 Common Types of IEP Meetings Student Intake Meeting/ IEP Meeting Periodic Review IEP Re- Evaluation Planning Determination Annual Initial IEP Annual Review IEP Re-evaluation Planning IEP (formerly part of triennial) Re-evaluation Determination IEP (triennial) Periodic Review IEP

The IEP INTAKE MEETING: Adopted and modified w/ 60 day review planned Put into MOIEP If assessments needed: Include Re-evaluation Planning Include 30, 45, or 60 day IEP meeting Re-evaluation IEP meeting will convene at later date to enter testing information into the record. When IDEA was amended in 2004 it encouraged the consolidation of IEP meetings, to the extent possible… Re-evaluations can be consolidated where possible to include the planning/determination and annual review.

Annual Review IEP What is it? The Law states (in part): an annual [once yearly] review of the child's IEP to determine the child's current levels of progress and whether the annual goals for the child are being achieved, and a requirement to amend the IEP, as appropriate, to enable the child to continue to meet the measurable goals set out in the IEP

Re-evaluation Planning IEP Old terminology: triennial New terminology: Re-evaluation process What is it? The purpose is to re-evaluate the student’s continuing eligibility in special education (at least every three years- but can be done sooner). What does that mean for MSD students? We must meet to re-evaluate the student’s need for assessments and continuation of support services. We must invite the parents to participate. We must determine the need to assess in all areas of support- not all students need to be assessed.

Re-evaluation Planning IEP (con’t.) We DO NOT need to test every three years. If assessments are needed, diagnostic questions are documented & authorization is obtained from the parent. We have 60 days to finish testing and hold the meeting. Not all support areas will need to assess If no new assessments are needed, that related service provider must write a “status update” by the next meeting If the team determines no new assessments are necessary, this meeting can become the Re-evaluation IEP meeting also… (yes, that’s 3 meetings done in 1 meeting time!) Related service providers and teachers should prepare for this in advance and have goals and objectives ready to proceed. When this happens, the status update report can be written at a later time, sent home and entered into the record.

Re-evaluation Determination IEP Old terminology: triennial review New terminology: Re-evaluation process Team briefly shares results of their assessments and their recommendations… Parents should be contacted prior to this meeting with results and an opportunity to ask questions. This will effectively reduce the time spent in this meeting. Goals, objectives and service frequency are briefly reviewed Parents will have received an advance copy of the IEP goals/objectives for review. This meeting also serves as your Annual Review IEP meeting.

Periodic Review IEP Used when an addendum is not sufficient to meet the larger needs of the changes being suggested. An IEP meeting that is called by administrator, parents, teacher, or related service provider to revisit the IEP between regularly scheduled meetings.

Summary There are 5 common types of meetings: Initial IEP, Annual Review, Re-evaluation Planning, Re-evaluation Determination, and a Periodic Review (though, there are more…) A core group of people must attend: Teacher, Administrative Representative, Related Service Providers, Parents and Student (thought, there are more…) Roles are clearly defined: Being consistent will reduce the number of meetings, and the length of meetings (except in some rare cases).

Terminology Initial IEP- it is the first IEP/IFSP for that student; the very first time they are found eligible for special education services, by law. Annual Review IEP- all students must have at least this one meeting each year to review progress and propose goals/objectives for the coming year. Periodic Review IEP- can be called by anyone who works with the student (parents, too), at any time during the school year. Re-evaluation Planning IEP- for all students due for Re-evaluation; all related service providers meet to plan for the Re-evaluation (including parents) Re-evaluation Determination IEP- for all students after 3 years of special education (can be sooner) to reassess eligibility for [special education and] related services. Testing may or may not be done. Diagnostic Questions- questions that are specific to helping us determine problem areas.

What’s my responsibility? Teacher/Case Manager: pay attention to the IEP calendar and be prepared for Annual Review, Re-evaluation Planning and Re-evaluation Determination Meetings. You are responsible for your PLAAFP, goal areas, accommodations, supplementary aids and services and any necessary assessments. You must work together with IEP Coordinators if changes are needed in scheduling. Related Service Providers: pay attention to the IEP calendar and be prepared for each type of meeting; make IEP meetings a priority. You are responsible for your PLAAFP, goal areas, supplementary aids and services, accommodations and any necessary assessments. Any Questions? Need Help? Ask your AP or the IEP Coordinator- we are here to help!!