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11/20/2015 WarmLine FRC IEP Training

Facing an IEP meeting may make

you feel like this little fellow.

Parents may say they feel:

• “Swept along by everyone in

the meeting.”

• “They’re professionals. I’m

‘just’ the parent.”

• “Unprepared to make

decisions.”

• “Don’t know what to ask for.”

• “I’m afraid to ask for services.”

• “They don’t listen to me.”

LET’S CHANGE ALL THAT!

WarmLine Family Resource

Center

Supporting Families of Children with Special Needs


~ Special Education ~Individual Education Plan (IEP)


Giving you the tools to understand:

The Special Education (IEP) process

&The important role

parents/caregivers/family play in planning their child’s

education plan.

IntroductionsIf you would like, please share:

Your name

Your child or children’s names

Their age or ages

The nature of your child’s special needs

What you want to learn today


Details, Details, Details…

What other parents share here today should be held in confidence!

Complete your evaluation before you leave.


Let’s get started on this adventure!

We’re Going to Discuss


• Some “Profound Suggestions”• Overview of IDEA (Special Ed. Law) • Parent’s Rights and Responsibilities• Transition to Preschool• Assessment and Evaluation• What the IEP contains• Preparing for the IEP meeting• Due Process…just a little bit

Profound Suggestions from Parents Who Have

“Been There”


Support is Important!

For parents, an IEP can be stressful.

It will be helpful to have a support person to assist you in preparing for the meeting.

Your support person can also attend the meeting to take notes and give you feedback after the meeting.

(Sometimes it is best to have a support person at the meeting who is not emotionally attached to your child.)


Keeping Records

In a binder, keep records of your child’s:

Assessments,

Evaluations,

Report Cards,

Staff Communication,

Relevant Medical Reports,

IEPs, etc.

Bring it to all meetings.

(When seeing a new medical or other provider, ask to be sent a copy of their initial assessment/evaluation and place it in the binder).


“Targeted” Questions


What service/intervention

is recommended?

Why is it recommended?

What is the goal?

What will the service/intervention look like?

Who will provide it?

When will it be provided?

Where/how will it be provided?

How will I know it’s effective?

“The ability to ask the right question is the first step in finding the right answer.” Unknown

The IEP Meeting Is An Opportunity To:


• MEET the members of your child’s team

• Provide INPUT into the design of a program tailored to your child’s needs

• SHARE the special knowledge you have about your child

• Work CREATIVELY with your child’s team to find solutions

• If something needs to be changed, PROVIDE possible alternatives.

Overview of IDEA

Individuals with Disabilities Education Act


What Is Special Education?

Specially designed instruction provided at no charge to parents

Written into an Individual Education Program (IEP)

Includes Related Services, which assist the student to access special education services


Six Main Principles of IDEA

1. Free Appropriate Public Education (FAPE)

2. Least Restrictive Environment (LRE) (see next slide)

3. Appropriate Evaluation or Assessment to establish eligibility and guide services

4. Individualized Education Program (IEP) –Plan for delivery of services

5. Parent (and Student) Participation in the Decision Process

6. Due Process and Procedural Safeguards


Classes

Residential

Placement

Non-Public Schools

Instruction in

Home/Hospitals

State Special Schools

Special Day Classes (SDC)

Self-Contained Classrooms (SCC)

Resource Specialist Program (RSP)

Supplemental Support in

General Education Class

Instruction in Regular Classroom

Continuum of Placement

The higher the category on the pyramid, the more

“restrictive” the placement.

The law requires that the student be placed in the

“Least Restrictive Environment” (LRE).


IDEA: Individuals with Disabilities Education Act.(Updated in 2004) (Originally PL 94-142 in 1975)

IDEA defined in the California Special Ed. Reference (http://www.cde.ca.gov/sp/se/lr/)

SELPA = Special Education Local Plan Area. A SELPA can consist of one school district (“single

district” SELPA) or several (“multi-district” SELPA). Financial & resource “umbrella” for Special Ed. Dept. The SELPA has policies that translate how it will follow IDEA. (Called the Local Plan.)


Resource for IDEA

Special Education Rights ResponsibilitiesAvailable online or through

Disability Rights California

Disability Rights California

1831 K Street, Sacramento

916-504-5800

www.disabilityrightsca.org


Questions???


Parent’s Rights&

Responsibilities


Parents have the right to:

Participate

Receive “Prior Written Notice”

Consent… or Refuse Consent

Nondiscriminatory Assessments

Receive Independent Education Evaluations (IEE)

Access Educational Records


Parent’s Rights


Be accompanied by a relative, friend or support person

to the IEP. (Including someone with specific knowledge

of the student.)

Have a copy of the IEP and all assessments/

reports at no cost

Have the IEP implemented as soon as possible after it is

signed by the participants


Parent’s Rights


(Student) stay in current program if there is disagreement about placement (services)

Due Process

Have the IEP scheduled at a mutually agreed upon time

Have an independent language or sign interpreter

present if needed

Annual review of their child’s IEP.


Parent’s Rights

Parents have the responsibility to:

Develop a partnership with the school/providers

Try to resolve issues directly with the school/providers

Ask for an explanation of any part of the

process/plan that is not understood

Monitor the child’s progress

Keep educational and relevant medical records


Parent’s Responsibilities

Questions?11/20/2015 WarmLine FRC IEP Training

Transition to

Preschool


Transition to PreschoolWhen your child is 27-33 months, Service Coordinator of Lead Agency:

• Notifies you that transition from early intervention will occur @ 36 months.

• Notifies the LEA (and State Education Agency - SEA) that your child will be transitioning and may be eligible for special education services.

• Plans a transition conference (meeting) with you, the LEA and Lead Agency. (Parents may invite anyone else they choose.)

• Gets your permission to share your child’s information with school district (Local Education Agency - LEA).

• Writes a transition plan, which is part of the IFSP. (Individual Family Service Plan.)


If your child will turn 3 during the summer break –

Referral to the school district must occur by 33 months or before the school district breaks for summer vacation

If the child would have significant regression of skills or behavior (or long recoupment period) without services during the summer, he/she can be provided with Extended School Year (ESY) services.


Transition to Preschool


Transition Plan - Part of the IFSP & written with YOUR input:

1. Steps for your child (and your) exit from Early Start,

2. Transition services that IFSP team identifies as needed

3. Steps to support transition into whatever program is appropriate and which you desire for your child; i.e., special education, Head Start, etc.




Transition Conference (Meeting):

(May occur at same time as final ISFP Transition Plan Meeting.)

• Discuss your vision for your child from 3-5 years old i.e., preschool (public or private), child care, home with parent, etc.

• Determine assessment(s) which school district will require in order to determine needed Special Education services and provide your consent

• Individual Education Plan (IEP) must be completed by child’s 3rd

birthday

Early Intervention Special Education

Early Start services are DEVELOPMENTALLY based.

EI is concerned with all the basic skills that babies typically develop during the first three years of life, such as:• Physical (reaching, rolling, crawling, and

walking);• Cognitive (thinking, learning, solving

problems);• Communication (talking, listening,

understanding);• Social/emotional (playing, feeling secure and

happy); or,• Self-help (eating, dressing).

Special education services are EDUCATIONALLY based.

Services are provided in order to help the student access the school curriculum.


How Early Intervention Programs and Special Education Preschool Programs are DIFFERENT


Regional Center Services After Age Three

Criteria for Eligibility: Intellectual Disability

Cerebral Palsy

Epilepsy

Autism

“Other handicapping condition found to be closely related to intellectual disability or to require treatment similar to that required to intellectually disabled individuals…can be expected to continue indefinitely and constitute a substantial handicap which results in major impairment of cognitive and/or social functioning.”

Assessment & Evaluation


Requests for Assessment

Should always be in writing (Email is O.K., but make sure it was received and note date.)

Keep a copy

Should be addressed to Director of Special Education (for initial) or Program Specialist (if already has IEP)



Timelines for Assessment and IEPREFERRAL

(Request for Assessment)

ASSESSMENT PLAN15 days

PARENTS REVIEW/APPROVE ASSESSMENT PLAN (15 days)

ASSESSMENT COMPLETED & IEP HELD (60 days)

IEP IMPLEMENTATIONImmediately after being signed by the parents.

(You may take the IEP home to review it before signing it.)

ANNUAL IEP REVIEW (At least once per year)(Special Education eligibility reviewed every three years.)

Evaluations (assessments) help determine if a child is eligible for special education services and what services are needed to provide access to the curriculum.

No one assessment tool can be used to assess eligibility.

Child must be assessed in all areas of suspected disability.

The assessment plan tells what areas will be assessed and the title of the examiner, e.g. school psychologist.

If parents disagree with assessment results, they can request an Independent Education Evaluation (IEE) at public expense. (Only one IEE each time the school conducts an evaluation.)



There must be on-going evaluation which monitors progress on IEP goals

Progress needs to be reported as often as students receive report cards; at least 2-3 times a year! (Including providers of related services.)

(“Offer of FAPE Educational Settings” page.)



Standardized Tests (On “State-wide Assessments” page.

Will include needed accommodations/modifications.

Smarter Balanced (SBAC) – Gr. 3-8 & 11 (ELA & math). Online

Calif. Standards Test (CST) – Science – Gr. 5, 8 & 10

Calif. Modified Asmt. (CMA) – Science - Gr. 5, 8 & 10

Calif. Alternate Asmt. (CAA) – Gr. 3-8 & 11 for students w/ significant cognitive disab. (ELA & math). Online

Calif. Alternative Performance Asmt. (CAPA) – Multiple grades for students with significant cognitive disabilities (Science, ELA, Math)

Calif. English Language Dev. Test (CELDT) (Gr. K-12)11/20/2015

WarmLine FRC IEP Training

Standardized Tests (On “State-wide Assessments” page)

Calif. Modified Assessment (CMA) – Science - Grades 5, 8, and 10 with individualized education program (IEP). Assignment of the CMA is made in the student’s IEP only.

Calif. Alternate Performance Assessment (CAPA) Science -Grades 5, 8, and 10 who have significant cognitive disabilities and who are unable to take either the CSTs even with accommodations or modifications or the CMA with accommodations. Assignment of the CMA is made in the student’s IEP only. Individually administered.

11/20/2015

WarmLine FRC IEP Training

Preschool Assessment: DRDP & DRDP-A• Stands for Desired Results Developmental Profile. For

children with disabilities there is DRDP-A. The “A” stands for Access.

• Assessments done twice yearly on preschool students ages 3-5 years.

• Documents progress in learning, getting along with other, being safe and healthy.

• DRDP-A is based on observations of the child in typical, everyday activities with familiar people.


http://www.draccess.org

Questions?


The IEPIndividual

Education Program

11/20/2015

What the heck does it all mean?

Legally binding document describing school district’s plan to provide educational & related services to eligible child

with disability.

What are Related Services?

Related services, known as Designated Instruction and Services (DIS)

in California, are “any services necessary to help a student benefit from a

special education program”.


Examples of Related Services(From California Department of Education, Special Education Division)

(On “Offer of FAPE” page)

Language and Speech Development & Remediation

Audiology

Orientation and Mobility

Instruction in the Home and Hospital

Adapted Physical Education

Physical Therapy

Occupational Therapy

Vision Services/Vision Therapy




Specialized Driver Training Instruction

Counseling and Guidance Services (Including rehabilitation counseling.)

Psychological Services (Other than asmt. and dev. of the IEP.)

Parent counseling & training Health and Nursing Services Social Work Services Specially Designed Voc. Ed. & Career

Development

Recreation Services11/20/2015 WarmLine FRC IEP Training

Specialized Svcs for Low-Incidence Disabilities

Services for pupils w/acute or chronic health problems

Deaf/hard of hearing

Assistive Technology

Music Therapy

Transcription (Braille)

Behavior Services

Transportation




Eligibility for Special Education Services

Autism (AUT) Deaf-Blindness (DB) Deaf/Hard of Hearing (DEAF/HH) Emotional Disturbance (ED) Established Medical Disability (birth-5) Intellectual Disability (ID) (formerly “Mental Retardation”) Hearing Impairment (HI) Multiple Disabilities (MD) Orthopedic Impairment (OI) Other Health Impaired (OHI) Specific Learning Disability (SLD) Speech/Language Impairment (SLI) Traumatic Brain Injury (TBI) Visual Impairment (VI)


Disability must also impair the student’s ability to access the curriculum.


Components of IEPEligibility: Why the child is eligible for Special Education. (See previous slide)

Student’s Strengths/Preferences/Interests:

Parent Concerns (Relevant to educational progress):

Present Levels of Academic Achievement & Functional Performance: • Standardized Tests• Pre-academic/Academic/Functional Skills• Communication Development• Gross/Fine Motor Development• Social Emotional/Behavioral• Vocational• Adaptive/Daily Living Skills• Health


Components of IEP

Transition- IEP at 16 Years Old

Diploma or Certificate: Diploma ends Special Education services. Certificate of Completion provides Special Education until age 22.

Diploma: Calif. High School Exit Exam (CAHSEE) required? Exemption? Waiver? Accommodations? Modifications?


Components of IEPPostsecondary goals must be: appropriate, measurable

Based on: Age-appropriate transition assessments

Assessments based on: Training, education, employment, independent living skills (where appropriate)

Transition services: Courses of study to assist student reaching postsecondary goals

Related services: To allow the student to access Special Education

Outside agencies: Providing postsecondary services ID’d and invited? (i.e., Regional Center, Dept. of Rehabilitation)

Student Participation: The student was invited to the meeting

Adulthood: On or before 17th birthday, student has been advised of rights at age 18


Components of IEPAnnual Goals

Baseline: Present Level of PerformanceSpecific, Measurable, Attainable, Relevant, Time-bound

Based on grade level standards

Goals are major milestones.

Short-term objectives are measureable, intermediate steps that move the student toward achieving the (annual) goals

Parents can write their own goals prior to the meeting. More on that later.


Components of IEPOffer of FAPE (Free Appropriate Public Education)

Classroom placement – Remember the continuum of placement pyramid?

Related services: i.e., speech, OT, etc. needed to benefit from Special Education

Who will provide?Where?When?How often?How long?Beginning and end dates? (Typically date of IEP to following year.)

Extended School Year (“Summer School”): If child will have significant regression/recoupment period.


Components of IEPOffer of FAPE (Free Appropriate Public Education)

Supplementary Aids/Services: Aids, services, and other supports provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate …

• Supports to address environmental needs • Levels of staff support needed • Planning time for collaboration needed by staff• Child’s specialized equipment needs • Pacing of instruction needed • Presentation of subject matter needed • Materials needed • Assignment modification needed • Self-management and/or follow-through needed • Testing adaptations needed • Social interaction support needed • Training needed for personnel


Components of IEPOffer of FAPE – Educational Settings

Type of Physical Education (general or specially designed)

Special Ed. services provided at school of residence?

Percentage of the day will the child be outside/inside regular class, extracurricular & non-academic activities

How and when parent will be informed of student’s progress

Activities to support the child’s transitions (i.e., kindergarten, middle/high school, special education to general education, etc.)

Graduation Plan – projected date, graduate with Diploma or graduate with Certificate of Completion


Components of IEPSpecial Factors

Does the student require assistive technology?

Does the student require low incidence equipment/services?

Considerations if student is blind/visually impaired or deaf/hard of hearing

If student is English Language Learner, how will services be delivered/measured?

Does student’s behavior imped learning of self or others?If yes, specify positive behavior interventions, strategies, supports.

Behavior Goal is part of IEP?

Behavior Intervention Plan (BIP) attached?


Components of IEPNotes

Not legally required, BUT, they:

• Establish procedural compliance• Show parent participation (requests, input, consent or

disagreement)• Document that several options were discussed and

considered• Ensure that a clear and appropriate offer of FAPE was made• Clarification of items• Elaboration/explanation


Components of IEP

Signature/Parent Consent

Attendees sign and date

Parent can agree to all or parts of IEP. If there is disagreement, include short explanation. For

example – “I disagree with the recommendation to decrease speech therapy from 30 minutes/week to 30 minutes/year.”

You do not have to sign the consent immediately after the meeting. You may take the IEP home to review. Find out who you should contact (and how) if you have questions and who you should return it to.

Participate by writing your own goals for the

meeting!


Goals Specific

Measurable & Observable

Attainable

Relevant(Provide access to core curriculum.)

Time-bound(Accomplished over the course of one year.)


Parent’s Goal Worksheet-Fill out and provide copies for other team members.

Area of Need PLOP (Pres. Levels of

Performance)

Goal

Math Assessed PLOP Progress toward grade level work

Language Arts Assessed PLOP Progress toward grade level work

Self-Help/Independent Living Skills (i.e.,

dressing grooming, organizing personal

belongings, money management,

mobility in community.

Can pull up pants

Can identify coins

Can take public transportation

w/ help

Button/zip pants

Learn monetary value of coins

Take public transportation independently

Communication Skills Non-verbal

Age appropriate receptive

language

Assess for and begin instruction of a

augmentative communication device

Work on expressive language skills

Social/Behavioral Skills Friendly

Anxious during lunch

(cafeteria noise)

Work on maintaining personal space w/

peers

Work with OT to decrease sensitivity to loud

noise


Area of Need PLOP (Pres. Levels of

Performance)

Goal

Pre-vocational/Vocational (Incl. following

directions, task completion, organization of

work.)

Interested in working in food

service

Difficulty completing class

assignments

Enroll in Workability program for food service

Create strategy to organize and reward

completion of class assignments

Recreational Skills (Leisure time, games,

sports)

Wants to socialize with peers,

but does not understand games

Teach skills and rules of playground games.

Assign peer to support during recess.

Physical Activity/Motor Skills Can skip Teach to run and dribble ball (see above)

Medical (Medication administration,

equipment use, etc,)

Knows that he has diabetes Support independent blood sugar testing per

doctor’s schedule.

(Written on “notes” page & Present Levels of

Performance. Important to be noted in IEP)

Parent’s Goal Worksheet-Fill out and provide copies for other team members.


Parent Report for: Carl Vespoli IEP date:

Primary concerns: • Completing tasks/following directions• Social interactions with peers• Behaviors associated with stress at school

Goals:• Task completion/following directions• Appropriate communication/social skills with female peers• Identify stressful situation(s) at school and plan day to avoid

them when possible• Behavior plan to assist with coping strategies when stressors

cannot be avoided• Work on finding job placement which involves food service

Parent Report Incorporates Goals from Worksheet


Preparation for the IEP meeting does not have to be difficult or

time consuming.

It will go a long way toward helping you to

feel that you are a confident and

competent member of the team.


• Create and keep up-to-date a binder that contains ALL of your child’s

• Assessments• Progress Reports/Report Cards• IEPs• Communication Logs• Educationally related medical information

Review your child’s current IEP

Know:• Why your child is eligible for special education • What services are currently being provided • What the current goals are

Steps to Prepare for the IEP Meeting



• Write your goals and parent report

• Obtain copies of new assessments prior to the meeting. If you need help understanding them, contact the person who did the assessment

• Don’t go to the meeting alone. Take someone to take notes for you and provide moral support

• You may tape record the meeting, but only openly and with 24 hours notice


• Monitor your child’s current IEP throughout the year. Know what he/she is working on and if progress is being made on goals

• Talk to your child, teachers and other professionals who provide services. Ask how things are going with the current plan and what recommended changes might be

• Prepare your Parent Report with the goals you have written. Keep it short and focus on your primary concerns

• Visit the classroom





Find out which professionals are expected to participate in the meeting.

The teacher or program manager can give you this information.

If a professional’s area is not being modified or discussed at the meeting, he/she is not required to attend an IEP meeting. (The parent and school district must agree.)

If a modification to or discussion of the member’s area of curriculum or related services is involved, he/she may be excused from attending an IEP. The member must submit, in writing, input into the development of the IEP prior to the meeting.

(“IEP Team Member Excusal” page)

At the IEP Meeting

Team members may write drafts of goals prior to the meeting, but you do not have to accept goals that you had no part in developing. You are part of the team.

If the district declines to include something you feel is necessary, ask them clarify WHY it is being declined. Ask that the request and denial be added to the notes section. Ask if new or additional assessments are needed to obtain the service.


At the IEP Meeting

Always, always, always ask questions if you don’t understand something!

If you disagree with the school district, you may write a dissenting statement and attach it to the IEP. (The “Signature and Parent Consent” page provides a section for this.) Only components with which you agree can be implemented.

Discuss (only) your child’s education needs. Never discuss district budget, availability of services or the schedules of district personnel.

Do not sign the IEP until you have read it carefully. You may take it home consider it before signing, but should return it in a timely manner.


At the IEP Meeting


What service/intervention

is recommended?

Why is it recommended?

What is the goal?

What will the service/intervention look like?

Who will provide it?

When will it be provided?

Where/how will it be provided?

How will I know it’s effective?

“The ability to ask the right question is the first step in finding the right answer.” Unknown

You are the expert on your child, however, the members of the team have worked with many children and have a global view of issues and services. (You’re a TEAM!)

Dress as though you are attending a business meeting. Rightly or wrongly, the members of the team will take you more seriously if you look professional.

Take snacks to share. It helps relieve anxiety and lets the members of the team know that you appreciate their efforts for your child.


At the IEP Meeting

Questions?


Compliance and Due Process

The goal of this training is that by giving you information about Special Education, you will be able to build cooperative relationships with the members of your child/student’s team.

Although team members need to work together to ensure the needs of students are met, there are times when things do not work and use of due process is necessary.


Compliance and Due ProcessThere are two formal

methods for resolving disagreement:

COMPLIANCE COMPLAINT

AND

DUE PROCESS

11/20/2015

Compliance Complaint

Compliance Complaint is used when special education law has been broken or when components of the IEP have not been implemented. (i.e., the school district has not followed legal timelines or failed to provide something that was in the IEP.)

Compliance complaints may be filed in writing to:

California Dept. of Education Special Education Division

Procedural Safeguards Referral Service

1430 N Street Suite 2401

Sacramento, California 95814

Attn: PSRS Intake

800-926-0648

Online: http://www.cde.ca.gov/sp/se/qa/cmplntproc.asp

11/20/2015

Due Process Hearing is used when the parents of a student with a disability and the school disagree about the child’s eligibility, placement, program needs or related services. Either side can request a hearing.

To learn the details of how Due Process works ordownload the forms to make a complaint, go to theOffice of Administrative Hearing website: www.dgs.ca.gov/oah/SpecialEducation.aspx

Phone: (916) 263-0880

11/20/2015

Due Process

Questions?11/20/2015

YOU are your child’s best advocate!

You are an important part of your child’s IEP TEAM!

You CAN participate in your child’s IEP with confidence!


Thank you all for coming and please call on us if you have any other

needs!

Please fill out your evaluation. It lets us know if this training has

met your needs.

11/20/2015


The contents of this training were developed under a grant from the US

Department of Education, #H328M150011. However, those contents do

not necessarily represent the policy of the US Department of Education, and

you should not assume endorsement by the Federal Government.