1. The IEP Process MAASE New Administrators Workshop October 2010

2. IEP Process The IEP process is meant to be deliberate and equitable, and the individualized program plans that it generates are the means by which the educational concepts outlined in the law are guaranteed to each student and that student's family (Office of Special Education Programs [OSEP], 2000).Office of Special Education Programs

3. IEP Process Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability. http://www2.ed.gov/parents/needs/speced/iepguide/index.html

4. IEP Process To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork. http://www2.ed.gov/parents/needs/speced/iepguide/index.html

5. Communication within the IEP Process A Shared Understanding IEP Process Administration SE Providers Parents GE Providers

6. “Big Picture” Thinking The writing of each student's IEP takes place within the larger picture of the special education process under IDEA. IEP Team Members see the same target IEP is calculated to achieve accelerated rate of growth to meet state standards IEP is monitored to ensure goal attainment Expectations for student achievement are high and result in substantial growth Special education provides intensive intervention

7. Role of the Administrator in the IEP Process Prior to the Meeting §300.321(a)(4) - A representative of the public agency who-- (i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; (ii) Is knowledgeable about the general education curriculum; and (iii) Is knowledgeable about the availability of resources of the public agency Read the MET report and/or evaluation data Review progress monitoring data

8. Role of the Administrator in the IEP Process During the Meeting Active participation as part of the IEP process Observe parent verbal/nonverbal communication. Document parent requests not included in IEP in Notice with data recorded to support district decision Verify connection of identified needs to the curriculum based on the disability Carefully consider the provision of education in the least restrictive environment

9. Role of the Administrator in the IEP Process After the Meeting Provide Notice to the parent as an offer of a Free Appropriate Public Education (FAPE) on behalf of the district Accountability - Ensure IEP is implemented with fidelity Monitor progress to ensure goals are met within one year Is student on track to meet/exceed goals? If not, what needs to be changed - QUICKLY

10. Role of the Educator in the IEP Process General Educators Provide core instruction based upon state standards Analyze data to measure student progress Develop and implement intervention plans for students not achieving at expected rates of learning Communicate progress data to parents and members of intervention team Communicate the grade level standards expected of students (including students with a disability) Special Educators Provide intensive intervention so students can access the general curriculum Communicate progress data to parents and members of intervention team Develop and implement intervention plans for students not achieving at expected rates of learning

11. Role of the Parent in the IEP Process Embrace the opportunity to participate in the educational process Participate in the development and implementation of intervention plans Communicate concerns/fears Report student strengths/areas of need Advocate for their child/student Note: It is near impossible to “catch the train” once it has left the station.

12. IEP Process Core instruction Supplemental instruction Evaluation for a suspected disability Review of Existing Data (Evaluation Review) Parent Consent to Evaluate Report of Findings Development of Initial IEP and subsequent IEPT meetings Monitor progress Reevaluate Reevaluation team IEP team meeting (ineligible) Supplemental instruction Core instruction Administration SE Providers Parents GE Providers IEP Process

13. IEP Development A student-centered, team process requiring data-based decision-making aligned to curriculum that ensures educational benefit and complies with federal regulatory standards. Administration SE Providers Parents GE Providers IEP Process

14. The Retooled IEP Plan Emphasis on Access to curriculum Integrated system to: Implement requirements and practices for compliance; AND Focus on results for students Alignment CurriculumAssessment Assessment State Standards State Standards IEPs InstructionOutcomes Provision of Notice Initial IEP Notice for Initial Provision of Services and Programs Reevaluation, Annual IEP, Amendment Notice for Provision of Services and Programs Nonpublic Services Plan

15. IEP Plan Process The Individualized Education Program Present level of performance Secondary Transition Plan Goals and Objectives Supplementary Aids and Services Participations Related Services and/or Programs Notice for Provision of Services and Programs These are two SEPARATE but connected activities

16. Step 1: Create the Individualized Education Program Plan

17. Step 2: The Notice (the form) To: Parent From: District

18. The Complete IEP “Package” IEP Notice

19. Enhance the Partnership Opportunity to build trust within IEP team Staff (general and special ed), administrator, and parent have meaningful dialogue Transparency and understanding of IEP plan Opportunity to validate parent concerns, etc. Parents and school work as partners in the development and implementation of the IEP Parent may feel they are “losing even footing” in the IEP process