1. Developing an IEP for my child

2. 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

3. 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

4. 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

5. 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

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

7. 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

8. 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

9. 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.

10. 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

11. 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.

12. 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.

13. 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

14. 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

15. 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

16. 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.

17. 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

18. 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.

19. 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

20. 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.

21. 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

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

23. 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

24. 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

25. Resources District Website Department of Public Instruction
Department of Public Instruction
Advocacy Agencies
Disability Rights
FACETS
Disability Organizations
Autism Society
Down Syndrome Association of Wisconsin