Developing an IEP for my child 12.1.2015

What will be covered Different sections of the IEP and what to look for to ensure quality and compliance. The Post Secondary Transition Planning Parent resources

Special Education Definition: Specially designed instruction for students with a disability Two Steps: Student must meet state criteria to qualify as a student with a disability Student must need specially designed instruction to access the general curriculum

Alphabet Soup!!! IDEA, IEP, SLD, EBD, OHI, LEA, DPI, LRE, FAPE What do all those acronyms stand for???? IDEA, IEP, SLD, EBD, OHI, LEA, DPI, LRE, FAPE

What a good IEP looks like Draft is available; parents have seen draft ahead of time Invite sent to all members Parent input is requested prior to meeting 1 hour long Based on data over past year vs. past week Parent friendly Educational based vs. medical model Includes all components that are required by law Is individualized and aligned with the students strengths and disability

Who needs to be there?? Required Members; Special Ed Teacher, Regular Ed Teacher, LEA Other members; Parent, Related Services, Advocates, * THE STUDENT!!!

Present Level I-4 Student strengths and parent concerns. Parents are often asked ahead of time to fill out a worksheet or are contacted prior to the meeting. Eligibility Statement Impact Statement-describes how a child disability affects there progress in the gen ed curriculum. Academic Achievement and Functional Performance Data related to academic skills and abilities in reading, math, language arts, etc Functional performance-skills needed to be independent in school, behavior, interpersonal relationships. Statement that student does not display any deficit in functional performance

General Ed curriculum question Will the student be involved full time in the general education curriculum? What is being taught (not where) The student participates in a curriculum aligned with the Common Core State Standards (CCSS) and is taking the WI Forward/ACT exam. YES The student participates in a curriculum aligned with the Common Core Essential Elements (CCEE) and is taking the Dynamic Learning Map. NO

Accommodations vs Modifications Accommodations are intended to provide access to the curriculum, level the playing field. Accommodations do not change what is being learned. Modification change the curriculum/ expectations due to the child’s disability.

Special Factors I-5 Are there special factors that need to be considered? Behavior that impedes learning Limited English Proficiency Visual Impairment Communication Needs Assistive Technology

Annual Goals I-6 Annul Goals must be measurable Goals should be connected to disability as described in the present level At least one goal aligned to a grade level state standard. No need for benchmark unless the student is taking the DLM Parents are entitled to reports of progress for each IEP goal as frequently as parents of non-disable students.

Participation in District/State Assessments Identify the state and district tests that are taken for the grade level or indicate none are given at that grade level Enter accommodations for testing Sign off on authorization for student to receive non-ACT approved accommodations.

Transition Transition page is completed for students who turn 14 years old during their year of an IEP. Age appropriate measurable post secondary goals. Department of Public Instruction Post Secondary Transition Plan http://sped.dpi.wi.gov/sped_spp-transition

I-9 Summary of Service This is the description of the special education services the student will receive based on disability. Special Education Services Related Services Supplementary Aides and Services Program Modifications or Supports

I-9 Special Education Services Special education services targeted at disability; the specialized instruction the child will need to access the general education curriculum Services are aligned with described disability and goals Services are individualized

I-9 Supplementary Aides and Services Frequency and amount needs to be specific, as needed or as needed as determined by teacher are not considered specific. Describe the circumstances that would suggest the need for the service. Location of Service must clarify the time the student will not be in general education. Aides and services listed are connected to disability vs. the standard list.

examples Behavior support and cues; throughout the day when student expresses frustration Breaks; during academic classes when student has difficulty attending to tasks Use of computer; when writing assignments longer than one paragraph Copy of notes; when lecture exceeds 10 minutes

Participation in General Education-Where student is learning Student will not participate full time in the regular education environment with non-disabled peers. There must be a statement that describes why the student needs special education. The statement can not just name the disability but instead must describe learning needs that can not be met in general education classroom.

Least Restrictive Environment Placement is not dependent on eligibility Special education is a service not a place. Supplementary Aides and Services in place to allow child to stay in general education setting. Least Restrictive Environment Home School- where they would attend if not disabled Regular Education classroom- with non-disabled children to the maximum extent possible. Movement to more restrictive based on data. More restrictive sometimes least restrictive. 2% guideline

Service Delivery Students right to FAPE in the LRE=inclusion SWD will receive access to the district curriculum through instruction in the general education setting. Special education will be specialized instruction in addition to gen ed curriculum. Pre-teaching, reinforcement, specialized instruction/interventions. Not “in place of” Wauwatosa Core Principals of Teaching and Learning for All.

Classroom Teacher vs. Case Manager Special Education Teacher serves as case manger for student. Responsible for IEP, specialized instruction, consultation, special education issues General education teacher is responsible for delivery of general education curriculum

Communication Options-Informal Talk directly with person involved. Schedule an informal meeting Make a list of concerns Send an email to have your questions answered Focus on the what the student needs

Communication Options-Formal Call an IEP Meeting Follow the communication flowchart Contact the teacher Contact the Principal, School Psychologist Contact the Supervisor of Special Education Contact outside resources DPI Disability rights FACETS

Options for resolving disagreements Request an IEP meeting. Include individual who can facilitate a resolution. Request for mediation or a facilitated IEP through the Wisconsin Special Education Mediation System. File a complaint with the Department of Public Instruction. Request a Due Process Hearing with the Department of Public Instruction

Resources District Website Department of Public Instruction http://www.edlinesites.net/pages/Wauwatosa_School_District Department of Public Instruction http://dpi.wi.gov/ Advocacy Agencies Disability Rights FACETS Disability Organizations Autism Society Down Syndrome Association of Wisconsin