Development of a Compliant and Instructionally Relevant IEP By Melinda Hammond ADMS 625 Dr. Shelia Bailey

IEP Contents Team Members Present Level of Performance Notification Process/Meeting Notice Annual Goals (measurable) /Objectives Accommodation including Related Services Transition Plan, as appropriate Placement Prior Notice

Instructional Interventions Referral Screening IEP Review Determination of Need for Assessment Assessment Evaluation Program Reporting IEP Implementation IEP Development Student Referral and Assessment Procedures Notice of Rights to Parents

IEP Timelines Day 1 – 90 ◦Referral ◦Consent from parent to proceed with evaluation ◦Full individual initial evaluation (60 days) ◦IEP meeting to review data and determine if additional data is needed ◦Collect additional data if necessary ◦IEP team meets to determine special education needs Day 90 – 120 ◦Develop IEP and determine the dates for initiation of services (30 days) IEP Review – annually Parent can request an IEP team meeting at any time

IEP Team Members Parents/Legal Guardian Case Manager Student (if appropriate) General Education Teacher (one that works closely with the student) Special Education Teacher Administrator Other (parents or agency discretion) Interpreter (if necessary) Counselor

Meeting Notice Notice provided in ample time for parents/guardian to make arrangements to attend Meeting at agreed place and time ◦Alternatives if parent is unable to attend Includes date, time, location, and attendees Purpose of the meeting Invitation extended to all other participating team members

Present Level of Performance Formal & Informal Student’s strengths and weaknesses Results determined from current evaluation and observations ◦Including interviews with the students, teachers, and counselors who work closely with the student Academic and functional performance ◦Standardized testing ◦Curriculum-based assessments ◦Progress reports and grades ◦Skills in other areas such as social, behavior, emotional, organizational, etc Explains how present levels are affected by disability ◦Including medical and health information ◦Models/Examples of work from teachers Concerns of parents and teachers ◦Classroom observations from teachers

Annual Goals and Objectives Reasonable and attainable goals within one school year Measurable goals to determine progress Goals related to the needs of the student’s academic and functional levels Frequency of progress reports to the committee Behavioral interventions and strategies to support disabilities Student’s involvement and progress in the general education curriculum

Accommodations Services to accommodate academic and functional needs including Interventions and modifications that would enhance the student’s learning environment Frequency and location of services identified Location and classroom setting

Placement Least Restrictive Environment Services included ◦Self-contained, collaborative, and/or general population ◦Frequency, duration, and location with dates of service ◦Reasoning justifying services provided Justification of Placement Aids and other supports to accommodate academic and functional needs

Transition Initial Transition ◦Transferring from preschool or kindergarten ◦Background history Secondary Transition ◦Diploma status ◦Post-secondary goals ◦Courses needed to assist reaching diploma status and post-secondary goals ◦Projected graduation date

Prior Notice Description of action proposed or refused Reason for any specified changes Date of proposed changes Evaluation and observation results to support changes Steps to take (including alternatives) if parent does not consent

Tips for an IEP Meeting Remain Child- Focused and Child- Centered Turn off electronic devices Be an active listener and participant Follow the agenda Be respectful Work together to reach a consensus Take everyone’s values and input into consideration Review items discussed at the end of the meeting

Disabilities Codes Autism – AUT Hearing Impairment – HI Other Health Impairments – OHI Mental Retardation – MR Specific Learning Disability – SLD Deafness Blindness – DB Multiple Disabilities – MD Speech or Language Impairment – SLI Emotional Disturbance – ED Orthopedic Impairment – OI Traumatic Brain Injury – TBI Visual Impairment – VI

How can teachers help in the classroom? Referrals for evaluation should include: ◦Student’s name and other demographics including grade level ◦Date ◦Name of person initiating the referral ◦Relationship to student ◦Problems manifested in the classrooms ◦Steps taken to resolve classroom issues ◦Results of those steps ◦Supporting evidence/documents

How can teachers help in the classroom? Factors of effective co-teaching ◦Common planning time ◦Create opportunities to collaborate and reflect ◦Shared responsibilities ◦Adequate supplies and materials ◦Support from administration ◦Consistent parental contact ◦Consistent case manager contact ◦Knowledge of student’s IEP and accommodations ◦Knowledge of federal and state regulations ◦Good communication among collaborative partners

How can teachers help in the classroom? Effective styles of teaching ◦Team Teaching ◦Station Teaching ◦Parallel Teaching ◦Re-Teaching ◦One Teach, One Observe/Support ◦One Teach, One Monitor/Support ZVE

How can teachers help in the classroom? Additional classroom training ◦Effective use of media and technology ◦Time and classroom management ◦Modifying lesson plans ◦Transitioning between activities ◦Student grouping ◦Culture and diversity awareness

Principal’s Feedback Did I get the message across? Yes Will this information build the capacity of staff to support positive results for students with disabilities? Yes Have I incorporated the message of compliance with improved educational outcomes for students with disabilities? Add SPED laws especially since they’re mandatory. Keeps them inform and aware. Have I incorporated the message of the roles/responsibilities of general education and special education teachers in relationship to the core academic classes as required? May want to include training identified solely for SPED teachers.

References Bateman, D., & Bateman, C. F. (2006). A Principal's Guide To Special Education. Arlington, VA: Council for Exceptional Children. Education, V. D. (2011). Regulations Governing Special Education Programs for Children with Disabilities in Virginia. Virginia: Commonwealth of Virginia Department of Education. Education, V. D. (2013, September). Your Family's Special Education Rights. Retrieved July 2014, from Virginia Department of Education: ate/proedural_safeguards/english_procedural_safegua rds.pdf