THE IEP Process & Product Part I: The IEP Team Writes an IEP The IEP Process is about who the team members are, how they interact with each other, how they make decisions and come to agreement about a child’s educational program. The Product is the document that the team writes to describe the child’s program. Presenter tip: Review the Federal regulations §34CFR 300.5-300.45 Definitions and 300.320-300.328 IEP if you are unsure of any information before presenting it. A Collaborative Project of WSPEI & WI FACETS, 2001 Revised by WSPEI – 2006 - 2007

IEPs: Putting It All Together An IEP is: A program of special education & related services Individualized/student centered A legal commitment of resources/services A tool to measure the child’s progress Changeable by the IEP Team Review with participants what the description of an Individual Education Program is: The IEP is a written program of services that is designed to meet the individual needs of your child. It is a legal commitment of resources and services, meaning if it is written in the IEP, the district is obligated to provide those resources and services. It is a plan of what the school will do to give the child an appropriate education. However, it can be modified at any time by the IEP team. It is not etched in stone, but instead is a living, breathing document that can change with the needs of your child. The IEP is not so detailed as to be a daily lesson plan. The IEP is not about the teacher, it’s about the student. The IEP is not predetermined, meaning that all children with cognitive disabilities do not receive exactly the same services. This is about your child and your child only. And it is not a legal commitment to reach the goals. It is the team’s best effort to predict what goals your child will achieve if specific services are given. An IEP is not: A daily lesson plan Teacher-centered A predetermined program

An IEP Team writes the IEP in a meeting What steps happen before an IEP is written for a child? The IEP process starts with a referral for a special education evaluation. Anyone can refer a child, including the child’s parent. The referral needs to be in writing and Must state the reason why the person thinks the child may have a disability and need special education. The person making the referral, if other than the parent, is required to inform the parent before making the referral. When the school district receives a referral, they will notify the parent in writing and tell them who will be on the child’s IEP team. Individualized Education Program

Who is on the IEP Team? Parent Regular education teacher Special education teacher or provider LEA representative* A person who can interpret evaluation results Others with knowledge or expertise Child, when appropriate Transition agency Parents are members of the IEP team. Parents receive written notices telling them what will happen next and inviting them to all IEP team meetings. Not less than one regular education teacher is a member of the team if the child is, or will be, in a regular education classroom Not less than one special education teacher who has recent training or experience in the child’s known or suspected area of special education needs, is a member of the team. An LEA representative is the person who represents the local education agency (LEA), which usually means the school district. This must be a person who is: qualified to provide or supervise special education; knows about general curriculum; and is knowledgeable about and authorized to commit the resources of the district. This can be the principal, the director of special education, perhaps a school psychologist or program support specialist, and it might be the special education teacher. The person who can interpret what the evaluation results mean for teaching the child can be a separate person, or it can be and frequently is, the special education teacher. The parent can invite others to the meeting. The parent decides if this person has knowledge or special expertise about the child. The district can invite other district staff to the meeting who have knowledge or expertise about the child. The notice the district sends to the parent will tell who is coming from the district. The student must be invited to the meeting if the child will turn 14 during the time that the IEP will be in effect. This is because transition planning begins at age 14. If the student does not attend, his/her preferences and interests must be considered. But we encourage parents and teachers to help the student learn about their IEP, even at a younger age. Children should become familiar with the document and be comfortable about describing their interests, learning challenges and what special education and services they require. This is a large part of learning and practicing self advocacy skills. If the parents, or a child over the age of 18 gives consent, the school must invite a representative of any agency that will be providing or paying for transition services to IEP team meetings. Presenter’s Tip: Ask the participants if someone would like to share their positive experiences of having the student attend their IEP meeting. Tips about self advocacy for students could be posted on cardstock on the wall to spark interest and questions about involving students more effectively in the IEP. (ie…Often the person with the most interest in the IEP process—THE STUDENT– is the last to realize that they are the most important contributor and significant stakeholder in the process.) *qualified to provide or supervise special education, knows about general curriculum and is knowledgeable & authorized to commit LEA resources

Members of the IEP Team Attendance is not necessary* when an IEP team member’s area is not modified or discussed A team member may be excused from attendance when the parent and the agency consent* The member submits input in writing to the parent and the team *Parent agrees in writing Generally, the members of the IEP team come to IEP team meetings. Parents and students may choose not to come but it is in their best interest to come, and the school must take steps to make it possible for them to attend meetings. Other members of the team may not attend all or part of some meetings. If the school and parent agree that it is not necessary for a member to attend because the team will not be talking about that member’s area of curriculum or related services, the member is not required to attend. The school will ask for the parent’s agreement in writing. If a member of the team is unable to come but the team will be talking about that person’s area of service, the team member may be excused only if the parent signs consent. The school must also consent to excuse the person. The member must provide written input for the IEP to the parent and the rest of the IEP team before the meeting. *Parent consents in writing

the school must invite the Members of the IEP Team If parent requests, the school must invite the Birth to 3 coordinator or other representatives to the initial IEP meeting for a child who is transitioning from the Birth to 3 system If a child has been in Birth to 3 services and is going to receive early childhood services from the school district, the parent can ask the school to invite someone from the Birth to 3 agency to the child’s first IEP team meeting. The school must invite a Birth to 3 representative if the parent makes the request. Presenter’s Tip: The school is required to inform the parents of their right to request that the district invite the Birth to Three Program person. Parents can look for this information to the IEP meeting that they receive from the school. READY, SET, GO - OPTIONS TO PRESCHOOL workshop presentation and The Introduction Special Education Booklet and video are tools that also provide this information.

What Does the IEP Team Do? Three basic activities: 1. Evaluate the child * Determine eligibility Child meets criteria for one of categories Child needs special education * Determine educational needs 2. Develop, review and revise the IEP 3. Determine special education placement There are Three basic functions of the team. First to evaluate the child. The purpose of the evaluation is to determine whether the child is eligible for special education, and to determine what will be in the child’s IEP. Eligible means, does the child meet the criteria for the disability the child is suspected of having; and as a result of that disability, does the child need special education? We will talk more in depth about the evaluation process and reevaluations in another training. The second activity of the IEP team is: to develop, review and revise the IEP document and The third function is to determine special education placement. These happen at least once a year. Presenter’s tip: If you are only doing a basic one hour workshop then, tell your audience participants what to expect for this workshop and then share when and where they can access more information. (ie..Today we will talk mainly about how the IEP team develops and writes the IEP.)

Initial Evaluation Timeline Referral Received Up to 15 business days Request Parent Consent for Evaluation Notice sent that no additional data are needed This picture shows the timeline that the IEP team follows the first time that a child is referred for special education. Point to the last box “Within 30 calendar days” on the timeline: If the child is found to be eligible as a child with a disability, within 30 calendar days of that finding, the IEP team must hold a meeting to develop an IEP and determine the child’s placement. [This same timeline is followed if a child is reevaluated and determined to continue to be a child with a disability.] Presenter’s Tip: An explanation of this whole timeline is also listed on the Evaluation Tab of the Parent Record File… Unlimited time, up to parent Receive Parent Consent for Evaluation Up to 60 calendar days Determine Eligibility Within 30 calendar days Develop IEP, Determine Placement

What is in the IEP? Written statements of…. Now we will describe what goes into the IEP document. Presenter’s Tip: If the district IEP form is available, share with participants so they know where to find the statements that you talk about and be able to locate them on the form.

and Functional Performance Present Levels of Academic Achievement and Functional Performance 1. How disability affects involvement and progress in the general curriculum For preschool age children, how disability affects participation in appropriate activities The IEP team writes a present level of academic achievement and functional performance. This tells how the child is doing in school right now. The team uses a variety of information from several sources. Are there current test results? Were any assessments done? How is the child doing in their current classes or subject areas? There will be a discussion of the child’s strengths and needs. Parents will share their concerns about their child. These concerns can be about his/her current classroom work and /or progress, and any concerns for the child’s future. Your concerns can also be about other parts of the school day, school-sponsored activities, community and home.

and Functional Performance Present Levels of Academic Achievement and Functional Performance Must be a clear, descriptive statement that: Is measurable Includes baseline data Includes strengths and needs Uses understandable language Use current information Includes academic & nonacademic areas Measurable means being able to see it, hear it, touch it and count it. It tells how the child is doing right now, which is called baseline data. It should include both strengths and needs and use language that readily is understood by all, meaning there should be no educational jargon. The information should be current. How is the child doing NOW? It can be written for academic and nonacademic areas, meaning for classes, extracurricular activities, for a job site, social skills for the playground, etc. Functional means that it should be about how the child uses his knowledge and skills in daily routines and requirements.

EXAMPLE OF A PRESENT LEVEL Dan is a fourth grader with a good sense of humor. He is successful with 4th grade math. Dan uses an assignment notebook, reading of tests and peer tutor in all classes requiring reading. Dan’s reading is slow and labored. Presenter’s Tip: With a lot of wording on this slide, if possible have each sentence transition in one at a time and split the description into two slides as shown. While reading each sentence, point out the parts of the statement: This present level is measurable and tells us that Dan is in 4th grade. This present level tells us what is being used to help Dan learn, such as an assignment notebook, reading of tests and when a peer tutor is used.

PRESENT LEVEL… Currently Dan reads at a 2nd grade level at 110 words per minute with 8-10 errors. This affects Dan’s involvement and progress in the general curriculum as he can’t complete grade level reading activities independently. Dan’s parents are concerned about his reading and feels he needs more help. They report he has many friends in school. The baseline is that he reads at 2nd grade level, 110 words per minute with 8-10 errors. The statement tells us that one of Dan’s needs is that he cannot complete grade level reading activities independently, and this affects Dan’s involvement and progress in the general curriculum. It also tells us that Dan’s parent’s concerns are about reading. Dan’s academic strength is math. The statement tells about other strengths, such as a sense of humor and the ability to make friends.

2. Measurable annual goals including academic and functional goals to meet— Needs so the child can be involved and make progress in the general education curriculum Other educational needs that result from disability Annual goals are the next part of an IEP. Annual goals should answer the question: what should the child be doing in the next year? Each goal should be directly related to a need identified in the present level. It should be about improving the child’s involvement and progress in learning what other children his age are learning.

What Do Annual Goals Include? Describes what the student will do Must be measurable Consists of three parts: 1. Context (such as when reading aloud or during recess) 2. Functional behavior (what the child will do) 3. Criteria (how will we know the goal is reached) An annual goal should be measurable: something you can see, hear or touch and count. It should have three parts: Context, which is the place or the conditions when we expect to see the goal happen; Functional behavior, which is what the child will do that is useful and realistic; and Criteria, which is how will we know that the child is reaching the goal or making progress toward it. The child will do what …where or when…to what/level degree.

Examples of Annual Goals 1. Dan will read 130 words per minute daily with no more than two errors, at a 3rd grade reading level. 2. Erin will complete these functional living tasks independently 90% of the time that she is given verbal directions and requested to complete a task: washing her hands, brushing her teeth and combing her hair. 3. Ed will use 4-5 word sentences in the classroom and on the playground daily. Presenter’s Tip: Each example should transition onto the slide one at a time. Read examples if time allows for participants to ask questions or make comments. *A good resource for other examples is in “The Guide To Writing IEPs” Some other examples of preschool goals from the National Project: Communication: José will use 3 to 4 word phrases to make requests of adults during meals, self-care routines, and when moving from one activity to another at home and school 2 times a day on 3 separate days Behavior: Cassidy will use objects appropriately (not putting them in her mouth) during art, free play, and structured activities for 3 whole activities in 1 day. Mobility: When given only a little help, Tiana will walk, using her walker, to and from all activities (inside classroom, from classroom to playground, etc.) at school 3 consecutive days.

Benchmarks or Short-term Objectives For children taking alternate assessments, annual goals will include benchmarks or short term objectives Benchmarks are major milestones. Short-term Objectives are measurable intermediate steps Benchmarks are major milestones to a goal that specify time segments. The child , will do what, to what level/degree by when? Short term objectives are measurable, intermediate steps to a goal. The child will do what, to what level/degree, under what conditions. These steps or milestones are required only when a child will be taking the Wisconsin Alternate Assessment or alternate assessments to district-wide tests. They are not required for other children’s IEPs, but the IEP team may write them if they feel they are needed to help the team write the goal or make it measurable. Presenter’s Tip: You could point out that this is in the Federal Law and that Wisconsin Law says the same.

Measuring/Reporting Progress 3. Measuring/Reporting Progress How we will know that the child is doing what we want him/her to do Uses work samples, classroom tests, records of observation or other measurable ways that can be compared with the baseline and the goal. The next part of the IEP is about progress. The IEP must tell how will progress toward IEP annual goals be measured. It must also tell when periodic reports will be given to parents on the progress that the child is making toward meeting the annual goals. Progress reports help parents and the school know if they are doing the right things to help the child to learn. Tip for parents: At the IEP meeting, discuss with the school staff what kind of information you will receive. If you need more in depth information about progress towards goals, ask them if that is possible to provide. This will help to avoid misunderstandings about what types of information are included in future progress reports. When periodic reports will be given to Parents May be at conferences, quarterly reports or other

4. Services advance toward annual goals Special education and related services and other supports and services for child to: advance toward annual goals progress in the general curriculum participate in extracurricular and non-academic activities be educated and participate with all children We have described three parts of the IEP, the present level, the annual goals, and how progress will be measured from where the child starts out to where we want the child to be in a year. The fourth part of the IEP is services. Services are the things that the school will do for the child to help her reach the goals and be involved in school activities with other children her age. Services will always include special education.

What Else is in the IEP? Types and amounts of services Time away from regular classrooms State and district assessments In the next training about the IEP, we will talk about: The types of services that the IEP team writes into the IEP, The extent that the child will not be in regular classes or activities with children who don’t have disabilities, and How the child will take tests that all other children in the state or district take. These are all things that must be written into the child’s IEP. Presenter’s Tip: If this is not going to be a two part presentation, pick out the slides from the second part that fit to continue the discussion of the IEP process.

IEPs : There’s More Transition Special Factors Procedural Safeguards [This is a transition slide or may be used to preview areas that will be presented at another time].

Getting Ready If this is your first IEP meeting, talk with others who understand the IEP process. Talk with your child. Review the present IEP. Write down a list of questions that you want to ask at the meeting. Write down a list of the strengths and needs of your child. Write down some goals you’d like to see your child achieve in the coming year. How can you as a parent get ready for an IEP meeting? [Review a list of suggestions, refer to handouts.] Examples for “talk to others who understand the IEP process” can be a CESA/District Parent Liaison, WI FACETS staff or another parent who has a child with special needs. When you talk to people who provide services to your child ask them what their expectations are for your child. Presenter’s Tip: Have a parent share either in this presentation or from the audience, about how they get ready for the IEP Team Meeting. Have flip chart paper on hand to have audience participants share different ideas of how to get prepared to be a better participant in their IEP Team Meeting. Include a handout with suggestions for the participants to take home.

YOUR PARTICIPATION IS IMPORTANT! Be an involved parent in the special education process! Ask for clarification of anything you don’t understand. Ask for more time if you feel you need to have more information. Presenter’s Tip: Include audience participation in sharing why their participation in IEP meetings is important.

LEARN MORE… Attend more training about special education Read information from WSPEI, CESAs, DPI, and WI FACETS Go on the Internet and do research. Ask questions when you need more information about your child’s disability. Talk with your child’s teacher often. Presenter Tip: Provide copies of Intro to Special Education, Fast Facts, Circles of Life flyer and any other relevant material. Tell when the next training about Individual Education Programs will be held. Give web addresses and contact information. www.dpi.wi.gov/sped/parent.html www.wifacets.org

PART TWO: The IEP Product [This is a transition slide to the second part of the IEP Process and Product Presentation. This slide can be hidden if this is not a two part presentation and you need to condense the number of slides.] Presenter’s tip: As a lead in to the second part of the IEP workshop, Presenters may want to review the topics that have been covered in previous workshops, or if this is grouped with the first part, the transition can be made smoother by hiding slides 19-22 Other Services For Students With Disabilities

Special Education Specially designed instruction needed to meet the unique needs of the child Every IEP must include Special Education Special education may be speech therapy, specially designed physical education, assistive technology, travel training, vocational education, instruction in subject areas [Read the definition of Special Education: Be prepared to provide examples of the services that are listed, if participants are unfamiliar with what they are.] Examples may include: Speech Therapy: One-to-One individual instruction time practicing word pronunciation with a therapist. Specially Designed Physical Education: Assistance with physical activities, such as gross motor skills. Assistive Technology: Assisting a child with work on a computer using a voice recognition devise. Travel Training: Providing support for a student with cognitive disabilities to recognize signs to guide them around the school building. Vocational Education: Instruction or training about employment options. Instruction: Teaching about a subject area, such as math or science.

Required to assist the child to benefit from special education Related Services Required to assist the child to benefit from special education Speech therapy Occupational therapy (OT) Recreation Physical therapy (PT) Audiology Counseling Psychological services Nursing Transportation Parent training and counseling Orientation and mobility [Have participants take a few minutes to read this slide. Ask if there are any questions about any of the items listed. Reference handouts that explain changes in the law for related services.] 1. Federal Regulations, section 300.34 has the list and definitions 2. Does not include providing a surgically implanted device or its maintenance, mapping or replacement. This typically refers to cochlear implants.

Supplementary Aids & Services What will help the student be educated with non-disabled peers in regular education classes; other education-related settings; extracurricular and nonacademic settings? Oral test taking Small class size Class outlines Note taker Audio tapes Large print Extended time Behavior chart Individual adult support Modified format Review the list of Supplementary Aids and Services: If the student will need any accommodations for taking tests, the IEP should say so and list them. The supplementary aids and services list in the IEP may help the student request the same supports if the student goes to college or other training after high school.

Program Modifications & Supports for School Personnel What will help the educators? Training/in-service Extra staff time Special equipment Peer consultations Team teaching Classroom aide Planning time Help with material modification What does the IEP need to contain to assist the teacher to provide the child with what he/she needs? For example: For a child who has Autism, the IEP can list training and in-service that the teacher could attend to provide them with updated information for supporting the child in working towards their goals.

Amount of Services 5. Projected beginning and ending dates of IEP For each service Frequency (How much and how often) Location (Which classroom or other place) Duration (How long) Let’s continue with the process and explain how an IEP team decides what amount of services a student will receive? The IEP Team will discuss what supports a child will need. On the IEP form, the team should specify how much and how often a service will be provided to support a child with a disability in school or school-related activities. It will also list where the service will take place, and for how long. The IEP should have this information for all 4 types of services: special education, related services, supplementary aids and services, and program modifications and supports for school personnel. Presenter’s Tip: Give an example of a service that has the amount listed so that participants gain an understanding of how it may be worded. Note that writing “as needed” is not enough for any of the services.

6. Extent the child will not participate with non- disabled children in regular classes or activities How often is your child removed from a general education setting with peers in order to receive support identified in the IEP? Parents should always ask themselves three questions when considering this step: Is my child able to participate in the activity that the rest of the class is doing? 2. Can my child benefit from participating with general education peers, or will they need another setting to access the information being presented? 3. What kinds of supports help my child learn and are they available in the general education setting?

State & Districtwide Assessment 7. All children with disabilities are expected to participate in all general State and districtwide assessments All districts are required to assess student achievement. One way this happens is when students take the state & district wide assessment tests given each year during 3rd- 10th grades. This requirement extends to children with disabilities as well. The IEP should indicate what accommodations if any, are needed to assist the student to take the tests. The IEP team will decide if a student will take any alternate assessments These need to be listed on the IEP along with the reasons why. There is a process that IEP teams must use to make this decision. Accommodations as needed Alternate assessments as indicated in the IEP Aligned with State academic standards May measure achievement against State’s alternate achievement standards

IEPs : There’s More Transition Special Factors Procedural Safeguards There are many more parts to the IEP Product. [This is a transition slide to the next part] Presenter’s Tip: Make sure you have a copy of the law available and/or the revised “Special Education In Plain Language” to use as a reference, if questions arise about the changes in the law.

Transition Beginning at age 14, IEP contains measurable postsecondary goals Training Education Employment Independent Living Skills where appropriate Student invited to IEP meeting Wisconsin State Law is different from Federal Law in the age of the child when Transition Services are provided. Federal Law states age 16, and Wisconsin Law is at age 14. A Postsecondary Goal tells what the student wants to do after leaving high school. The IEP team must write a post-secondary goal in at least one of the following areas: Training Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, etc. Education 4 year college or university, technical college, 2 year college, etc. Employment Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc. Independent Living Adult living, daily living, independent living, financial, transportation, etc The school must invite the student to the IEP meeting at this age and older. And as always, the student is the main focus of their IEP, so they should be encouraged to participate in the meeting as much as possible. Presenter’s Tip: Have sample handouts about Transition Services available for participants to have. * (This is especially important if the district or community you are presenting in has other services available.)

Transition Services Coordinated set of activities Be developed as a result of the transition planning process Reflect the student’s needs, strengths, interests & preferences Lead to the postsecondary goals Specify the support needed by the student to achieve those outcomes The IEP must also contain a statement of transition services. This should: (Summary of slide) Be a coordinated set of activities in: instruction, employment objectives, related services, community experiences, post school living objectives and if appropriate, daily living skills a functional vocational evaluation. Reflect the student’s needs, strengths, interests, and preferences. Lead to the postsecondary goals that the student desires in adult life. Specify the support needed by the student to achieve those outcomes Presenter’s Tip:. Reference Guide To Transition.

Transition One year before the student reaches the age of majority, a statement that the student has been informed of rights that transfer to them when turning 18. When exiting, the Student will receive a Summary of Performance. The Summary of Performance is not part of the IEP. It is a document that is provided to the student upon graduation. This document can provide post-secondary schools with valuable information about where the student is functioning at and what services were provided to the student to support student achievement towards their goals. Presenter’s Tip: Share more information from the Transition materials provided on the WSTI website. See WSTI.org for more information… Also, it is important to have a district or CESA Transition Coordinator available to share information if participants have children with transition needs.

Special Factors Behavior- positive behavioral interventions, supports and other strategies to address behavior Limited English Proficiency- language needs of the child as they relate to the child’s IEP Communication- special communication/language skills or strategies Assistive Technology (AT)- devices or services the child needs to achieve IEP goals Braille needs- instruction in Braille and the use of Braille, if appropriate Before the IEP team can develop goals and objectives or benchmarks, and identify services, the IEP team also must discuss whether certain factors will affect the child’s ability to be involved in and make progress in the general curriculum. Presenter’s Tip: Have information available about any of these factors, should questions arise, you can direct the participant to resources available.

IEP Procedural Safeguards This is a transition slide to discuss procedural safeguards and protections that a child with a disability has and the rights of parents to support their child. Presenter’s tip: Make sure each participant has a copy of the short version of the new “parent’s rights” and point out where we are in the process. If time allows, try an activity of highlighting some of the important components of the procedural safeguards booklet to assist participants in learning how to use this document. IEP Procedural Safeguards

Notice To IEP Meeting Parents must receive an invitation: Early enough Mutually agreed upon time and place Notice must include: Purpose, time and location of meeting Who will be attending the meeting Parents must receive a notice inviting them to the meeting. This notice should be sent early enough for parents to make arrangements. Ten (10) days notice is usually considered sufficient time. The meeting must be held at a MUTUALLY agreeable time and place. If the date and/or time is difficult for you, call the person listed on the notice. Explain that it’s a bad time and date for you and give three (3) alternate dates that are good for you. The district should try to accommodate your schedule. The notice must include the purpose, time and location of the meeting. It will also include a list of people who will be attending the meeting and their roles.

IEP Meeting Options Parents and schools may agree to hold IEP meetings using alternative means (such as videos, conference calls) Parents and schools may agree to change the IEP without a meeting Federal and State laws provide options for parents and schools to accommodate the challenges we all face in getting together for meetings. See provisions in law: Point out the change in the law about changing the IEP without holding a meeting.

Change IEP without Meeting Decision must be individualized, not usual practice School sends notice after school and parents agree No parent signature required Parent always receives copy of revised IEP IEP team and staff informed of changes Change of placement requires IEP team meeting IEP team must meet at least once a year Review points on the slide: Change of placement means changing how much the child is with other children who don’t have disabilities. Presenter’s Tip: For more information about options in the IEP, reference “ Special Education In Plain Language”.

Parent Participation in Decision Making 8. Parent Participation in Decision Making Parent has a right to review all education records. Parent has a right to participate in all meetings of IEP team. Parents are members of any group that makes decisions on placement. Presenter’s Tip: Discuss what Placement means in the IEP Process. Point out the information in the Parent’s copy of The Procedural Safeguards as to how important our participation in decision making is.

Written Prior Notice School must tell parents in advance In writing what it is going to do, or refuses to do why where parents may obtain procedural safeguards who parents can contact about understanding their rights all records used by the district in reaching a decision what else was considered In writing A school cannot make changes to the identification, evaluation, educational placement, or free appropriate public education of a child without sending a written notice before the change happens. If a parent requests that the school make a change in one or more of these areas and the school refuses, it must send the parent a written notice explaining why. [Refer to the Procedural Safeguards notice.]

Reaching Agreement Consensus Facilitated IEP Mediation Complaint Hearing Resolution Session IEP teams try to reach agreement on goals and services that will help the child participate and progress in his or her education. Reaching consensus means that the IEP team talks about everyone’s opinion and then decides on the solutions that everyone is willing to try. Sometimes there is disagreement and an IEP team needs help in coming to agreement. The Wisconsin Special Education Mediation System offers free help to IEP teams that need to resolve conflicts. Presenter’s Tip: If participants have more specific questions about their own situation, ask them to talk to you after the presentation. This will provide them with direct attention and support and not take time away from the group who may have other questions. Have 2007 tabbed WSEMS brochure.

Remember The IEP is to be child centered. Be sure everything the IEP team discussed and agreed on for your child is written into the IEP. Communicate frequently with your child’s teacher. Presenter’s Tip: *Review with participants the following questions: Have questions listed on a handout for participants to take with them. Are the IEP goals measurable? Is my child in the regular education environment all or part of the day? Why or why not? Does the IEP list modifications, accommodations and supports for State and district-wide tests? Is the school expecting the kind of progress I believe my child should make? Is my child expected (and able) to meet graduation requirements? When will the IEP be reviewed?