1. Getting Acquainted with the IEP Process
4/15/2017
Getting Acquainted with the IEP Process
Developed by
Contra Costa SELPA
Module I - The IEP Process

2. IEP Process Overview 2-8-06
Facilitated by
Malisa Cochran,
Coordinator
Cathy Rice,
Program Specialist
IEP Process Overview

3. IEP Process Overview 2-8-06
Purpose
The purpose of this training is to inform parents, teachers and general education staff of the Special Education Individual Educational Planning Process according to the Individuals with Disabilities Education Act 2004 from referral to placement.
IEP Process Overview

4. IEP Process Overview 2-8-06
Agenda
IDEA 2004
Guiding Principles
Key Provisions of AB 1662 (IDEA Conformity 9/05)
Eligibility
Timeline
Assessment
Free and Appropriate Public Education
Least Restrictive Environment
Goals and Objectives
The IEP Meeting
Parent Rights and Dispute Resolution
IEP Process Overview

5. Guiding Principles of IDEA 2004
High Expectations and Agency Accountability
Improving Results through the General Curriculum
Education with Nondisabled Peers
Parental Involvement and Partnerships
Increased Efficiency and Flexibility
IEP Process Overview

6. IEP Process Overview 2-8-06
Key Provisions of AB 1662
Review Blue Sheet (Key Provisions)
Discuss changes
IEP Process Overview

7. High Expectations and Agency Accountability
State and district assessment programs with appropriate accommodations
Standard, non-standard, alternate assessment
Schools report progress on goals and objectives - 4x/year (AB 1662)
IEP Process Overview

8. Improving Results through the General Curriculum
Relating a child’s education to what non-disabled students receive
Providing for general education teacher’s participation in the IEP process
Requiring the IEP team to consider special factors
IEP Process Overview

9. Education with Non-disabled Peers
Research supports the instruction of students with disabilities in general education with nondisabled peers
Service in general education means needed supports and modifications
IEP Process Overview

10. Education with Non-disabled Peers (cont.)
The Individual Educational Plan must include:
An explanation of the extent, if any, to which the child will not participate with non-disabled peers in the general classroom, and other activities
A statement of specific special education and related services and supplemental aids and services to be provided in general education
IEP Process Overview

11. IEP Process Overview 2-8-06
Role of the Parents
Provide consent to assessment and provision of special education services
Participate in meetings for the identification, evaluation, placement and FAPE
Parents are included in eligibility and placement decisions
IDEA 2004 recognizes the importance for parent/school partnerships and non-adversarial dispute resolution. Parents are offered mediation as a voluntary option for dispute resolution.
IEP Process Overview

12. Increased Efficiency and Flexibility
The focus is on obtaining useful information for instruction and decision-making
At three-year review: No need to reestablish eligibility if the IEP team agrees that the student continues to be eligible for special education services
Each IEP is an opportunity to review progress, evaluate needs and set expectations for the student
IEP Process Overview

13. Summarizing the Guiding Principles
High expectations and accountability
Improved results through general education curriculum
Education with non-disabled peers
Parental involvement and partnerships
Increased efficiency and flexibility
IEP Process Overview

14. Teacher Conference and Student Study Team Opportunities
Prior to referral to special education, meet with the teacher(s) individually or in a group to discuss strengths, weaknesses, modifications and accommodations
Identify concerns and needs
Implement and document accommodations
Develop accommodations and options
Review and evaluate impact of modifications and accommodations on the student’s progress
IEP Process Overview

15. IEP Process Overview 2-8-06
Eligibility
A disability as listed in law, and because of the disability the student requires special education and/or related services
Specific Learning Disability
Hard of Hearing/Deaf
Visual Impairment/Blind
Speech or Language Impairment
Other Health Impairment
Orthopedic Impairment
Mental Retardation
Traumatic Brain Injury
Emotional Disturbance
Autism
Deaf/Blindness
Multiple Disability
IEP Process Overview

16. IEP Process Overview 2-8-06
Timeline
15 days: After a written referral is received to develop and offer an assessment plan
15 days: For parents to provide informed written consent
IEP Process Overview

17. IEP Process Overview 2-8-06
Timeline (cont.)
60 days to complete the assessment followed by:
An assessment report
A meeting to determine eligibility
A written Individualized Education Plan, if eligible
Placement recommendations
Parent’s signature (approval)
Expeditious placement
Annual review from date of last IEP meeting, or earlier if necessary
IEP Process Overview

18. Assessment: To Determine Eligibility
Whether a student has a disability
If there is a need for special education and/or related services to benefit from education
Present level of educational functioning and needs
IEP Process Overview

19. IEP Process Overview 2-8-06
Assessment Requires
Parent notice and obtain written consent
A meeting to review assessment and existing information from parents, teachers and others
The determination of additional information needed
Collection of additional information and/or administer tests
A written report by individual assessors or by the team of assessors
IEP Process Overview

20. IEP Process Overview 2-8-06
Reassessment
IEP team discusses need for
re-assessment
Parents are notified
Parents must provide written consent to any testing
After obtaining written consent, LEA conducts the reassessment
IEP Process Overview

21. IEP Process Overview 2-8-06
Reassessment
Factors to consider and determine:
Whether the student continues to have a disability
The student’s present level of performance and educational needs
Whether the student continues to require special education and related services
Whether any additions/modifications to the special education and related services are needed to enable the student to meet the annual goals of the IEP and to participate, as appropriate, in the general education curriculum
IEP Process Overview

22. Free and Appropriate Public Education, Definition
Provided at public expense, under public supervision and direction, and without charge
Meets the standards of the State Education Agency
Includes preschool, elementary and secondary
Provided in conformity with the IEP requirements of IDEA 2004
IEP Process Overview

23. FAPE Definition (cont.)
4/15/2017
FAPE Definition (cont.)
Requires specially designed instruction
Meets unique needs of the student with disability
Provides related services when required including: Transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education
Defines the relationship to the general education curriculum
FAPE
“Appropriate education” includes student involvement in general education
Mandates that the IEP team consider involvement in the general education curriculum
Not appropriate to provide parallel but separate curriculum
Agency’s responsibility to procure and ensure all services are provided according to the IEP goals and objectives
IEP Process Overview
Module I - The IEP Process

24. IEP Process Overview 2-8-06
FAPE (cont.)
Requires that alternative services continue to be made available to suspended or expelled students
IEP Process Overview

25. Least Restrictive Environment (LRE)
To the maximum extent appropriate, children with disabilities, including children in public or private institutions and other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the general education environment occurs only when the nature or severity of the disability of the child is such that education in the general class with the use of supplementary aids and services cannot be achieved satisfactorily. Section 612(a)(5)(A)
IEP Process Overview

26. IEP Process Overview 2-8-06
4/15/2017
Key Concepts of LRE
Must be individually determined and based on a student’s individual needs
Applies to all children with disabilities
The general education class is always the first choice
Consideration and use of supplementary aids and services to make the general education class a first and viable choice is required
Determination of services
Made by a group of persons knowledgeable about the child, the meaning of the assessment data and service options
Must be based on the IEP and the IEP must be developed before the team determines the services
Parents must be included as a member of the IEP team and in the decision-making
Reviewed at least annually
Placement must be made as close to the child’s home school as possible and unless the IEP requires something else, be in the child’s home school
Consider the potential harmful effects on the child or quality of services
Consider aids, services and other supports in the general education classroom to enable the disabled child to be educated with nondisabled children to the maximum extent possible
IEP Process Overview
Module I - The IEP Process

27. IEP Process Overview 2-8-06
The IEP Meeting
Members
Parents
General education teacher
Special education teacher
Administrator or designee (Representative of the Local Education Agency authorized to commit LEA resources)
Individual who can interpret assessment results, if sharing assessment
Others (i.e. agency representative)
Student, when appropriate and always included in development of transition plan
IEP Process Overview

28. Role of the General Education Teacher
Provide information about the general education curriculum
Identify the need for supplemental aids and supports
Design program modifications
Request support for school personnel
Consider request for positive behavior intervention
IEP Process Overview

29. IEP Process Overview 2-8-06
Required Forms
Notice of special education referral
Assessment plan
Notification of team meeting
Learning disability eligibility form (for SLD only)
Current levels of performance, goals and objectives form
Transition plan (16+ years)
Program Description Summary
IEP Process Overview

30. Present Levels of Performance
Stated in narrative form, Present Levels of Performance must include the following:
A description of:
the strengths of the student in each area (i.e., speech and language, reading, social skills)
the educational needs of the student that result from the disability
how the disability affects involvement and progress in general education curriculum and/or appropriate activities.
IEP Process Overview

31. Measurable Goals (and Objectives)
Addressing needs for involvement and progress in general education based on standards and benchmarks
Addressing the student’s other educational needs
Written to represent expected progress over a period of one year
IEP Process Overview

32. Goals and Objectives (cont.)
Determine whether anticipated progress is being achieved
Meet to revise IEP to address
Lack of expected progress
Results of assessment
Information provided by parents
Anticipated needs and other considerations
Meet and revise the IEP at least annually
IEP Process Overview

33. IEP Process Overview 2-8-06
Progress Reporting
Progress measured by providers and documented on IEP
Reporting progress to parents (4x/year per AB 1662)
IEP Process Overview

34. IEP Process Overview 2-8-06
Transition Plan
By age 15: Begin interest inventory with student in preparation for the ITP
By age 16: A statement of transition services and any interagency responsibilities or needed linkages
By age 17: A statement that the student was advised that all special education rights transfer to the student upon the 18th birthday (conservatorship)
Age 18: Transfer of rights, however must still notice parents as well as student
IEP Process Overview

35. Special Factors to be Considered
Behavior intervention and strategies
Language needs: Limited English Proficiency (LEP)
Instruction in and the use of Braille for a visually impaired/blind student
Communication needs and opportunities for a hard of hearing/deaf student
Assistive technology needs for a student who requires assistive devices or services to benefit from education
IEP Process Overview

36. Program Description Summary
Services determined by the IEP team:
Dates: The start and end of the service
Location: For example, pull-out or in general education with non-disabled peers
Frequency: At least 30 minutes per week which includes consultation
Duration: For the regular school year
IEP Process Overview

37. IEP Process Overview 2-8-06
Parent Rights
To receive prior notification
To participation in decision-making
To be informed of options
To provide written consent to assessment and special education services
To access an independent educational evaluation, if they disagree with district’s assessment
To access to all records
To settle disputes voluntarily
To Due Process through state level hearing and complaint options
IEP Process Overview

38. Alternative Dispute Resolution
The opportunity to resolve disputes at the earliest stage under neutral,
non-adversarial conditions.
Local Resolution Session
Resource Parents (Parent to Parent Support)
Program Specialists (Placement Specialist Support)
Facilitated IEPs
Solutions Panel
Local Mediation
IEP Process Overview

39. Alternative Dispute Resolution
Contact the
SELPA Coordinator of Dispute Resolution at
(925) ext. 13
IEP Process Overview

40. …..therefore, the IEP must change with the child!
REMEMBER: The child is not static, but a dynamic being that is living, breathing, and changing …..
…..therefore, the IEP must change with the child!

41. THANK YOU!