2. Developing an Effective IEP: A Collaborative Effort ANGELA CAVE ADMS 625 SUMMER 2013

3. What is an IEP?  I ndividualized Educational Program  Requires a collaborative effort.  Designed for the student to achieve success in the general curriculum.  Levels the academic playing field for a student who has a disability.  A fluid document.

4. Why do I need to create and follow an IEP?  The law requires that schools abide by the IEP!  NCLB (No Child Left Behind) demands that we set up all children for success in our schools.  All students are expected to pass standardized tests.  IDEA (Individual with Disabilities Education Act)  Subgroups - No “invisible” kids

5. The Eligibility Process Identification Referral for Assessment Proposed Assessment Plan – 15 Days Parental Consent – 15 Days IEP Team Meeting – Held within 60 calendar days

6. The IEP Process: Evaluation Gathering Student Data IEP Meeting Creating the IEP Implementation

7. Who attends the IEP Meeting  Parent  General Educator  Special Educator  Person who administers tests used for evaluative purposes.  Special Education Designee  The student, if appropriate  Other participants

8. Setting the Stage  Introductions  Purpose of meeting  Ground rules, agenda, anticipated length of meeting  Recorder  Parental Rights  Use descriptive language, but language everyone can easily understand

9. What goes into an IEP?  Student’s Current Level of Performance  Statement of Measureable Annual Goals  Statement of Short-term Objectives  The amount of time a student will spend outside the general education classroom  Accommodations  Related Services  District and State Assessments  Extended School Year Services

10. IEP Goals should be SMART  S pecific  M easurable  A chievable  R elevant  T ime Limited

11. Accommodations you shouldn’t MISSS..  M aterials  I nstruction  S etting  S cheduling  S tudent Response

12. Implementing the IEP and Follow-up  Carry out your responsibilities.  Communicate successes and problems.  When problems occur, take care of them ASAP.  If you need help, ask for it.  Resolve problems sooner, not later.  Most importantly, keep communication open between all members of the IEP team.

13. Principal Review  Clear Message  Accommodations – Be Specific.  Accommodations – Make sure they are available.  Attendee Selection – Too many in attendance can be helpful but can also make decision-making cumbersome and time-consuming.  Special Education is complex. You need to know your facts, but you will learn how as you go.  Know when you ask for help.

14. Parent’s Role in IEP Video

15. Resources  http://www.understandingspecialeducation.com/special-education- law.htmlInstruction  http://nichcy.org/schoolage/accommodationsScheduling  http://idea.ed.gov/  http://www.greatschools.org/special-education/legal-rights/856-NCLB- learning-disabilities-opportunities-and-obstacles.gs http://www.greatschools.org/special-education/legal-rights/856-NCLB- learning-disabilities-opportunities-and-obstacles.gs  http://nichcy.org/schoolage/steps http://nichcy.org/schoolage/steps  http://www.dsawm.org/ http://www.dsawm.org/  http://nichcy.org/wp-content/uploads/docs/legacy/11-trainerguide.pdf http://nichcy.org/wp-content/uploads/docs/legacy/11-trainerguide.pdf  http://sped.dpi.wi.gov/files/sped/pdf/iepguide.pdf