dopey: administration grumpy: child with an emotional disorder doc: school psychologist
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Dopey: Dopey: AdministrationAdministration
Grumpy: Child with Grumpy: Child with an Emotional an Emotional DisorderDisorder
DOC: School DOC: School PsychologistPsychologist
IEP Team Roles and Responsibilities
Jason Bodnar, Susana Desaro, Ashely DiMattia,
Rebecca Lippincott, Kristen Mangino, Gina Powell, Audrey Stull
Team 5
IEP Meetings
IEPs should be accurate roadmaps created collaboratively for a particular student by an
educational team. They are agreements between team members that will become a particular child’s
educational program for a years time unless changed by a the team consensus.
Who Must Attend an IEP Meeting?
According to IDEA 2004, the IEP team includes: The parents of a child with a disability; Not less than 1 regular education teacher of such
child; Not less than 1 special education teacher; A representative of the local education agency; An individual who can interpret the instructional
implications of evaluation results; Other individuals who have knowledge or special
expertise regarding the child The child with the disability.
Pre-Meeting Strategies
What to do before the group meets:Meeting purposeMeeting participants/rolesAgenda planningLogistics
Evaluation Specialist Roles and Responsibilities
Serves as an individual who can interpret the results of the child’s evaluation and use the results to help plan an appropriate instructional program
Part of the Child Study Team Determine the child’s strengths and
weaknesses Collaborates with team members by:
Clearly interpreting the findings to the parents and other team members
Making specific recommendations that can be communicated to teachers and tutors
Evaluation Specialist Explain range of services, from short screening
to a full evaluation Initial Evaluation
Must examine anything that might have an effect or impact on the child’s education
School information Targeted tests Additional tests:
IntelligenceMental healthMedical HealthPsychological
Observations
Evaluation Specialist Purpose of Initial Evaluation is to
determine if the child is a child with a disability
Two requirements:1. Defined criteria for at least one disability:
Autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, visual impairment, developmental delays
2. Needs special education and related services to benefit from the educational program because of disability
Evaluation Specialist Results are discussed at a multidisciplinary
team meeting to determine if child meets two criteria Gives a clear diagnosis with supporting evidence States the extent of problem, highlights strengths and
an estimate of the outcome Gives specific, focused recommendations that are
prioritized IEP formed
Participates in identification of curricula modifications and instructional interventions based on evaluations
Conducts follow-up observations to determine success
General Education Teacher Major goal of instruction: For the child to
participate and progress in the general education classroom – All students are held to the same Standards
Pivotal role in determining necessary supports and strategies that promote full or partial participation in the general education classroom
Includes students with severe disabilities Standards-based functional curriculum
General Education TeacherPrior to the referral: General classroom behavior or performance provides a
framework for determining the need for special education
Develops strategies, makes accommodations and provides supports that will allow a child’s needs to be met within the bounds of general education May consult the Child Study Team for this
Referral should clearly indicate what the child does or does not do that suggests the existence of a disability
Data and information that teacher collects and includes in referral will be used in developing the students IEP
General Education TeacherDuring the IEP meeting: Collaborate with the special ed. teacher to ensure that the
instructional plan meshes within the general ed. classroom
Data from classroom to determine child’s present levels of performance (PLOP)
Develop (review and revise) IEP goals, objectives and benchmarks Need to be connected to curriculum and measurable Determine and document how goals will be assessed and
evaluated in their classroom Identify related services and supports – “only as
specialized as necessary” Typically resumes responsibility for maintaining
communication between home and school
Special Education TeacherRoles in an inclusive general education classroom:1. Assessment to help determine whether or not a student
has a disability
2. Co-teaching with a general education teacher
3. Instructional planning for a student in inclusive classroom Examples: Extra time on tests and other classroom assignments Enlarged print for students with vision impairments Seating assignments (such as for vision impairments)
Also to ensure that students are included with the class and not singled out
Special Education TeacherIEP Team Responsibilities: Explain the process of the IEP meeting Help the parents by making sure their ideas,
concerns, and views are expressed Collaborate with the general education teacher to
make sure plans mesh with the classroom set-up The main developer the instructional plan** Identify alternative resources and assistive
technology (example: WYNN) Provide parents with suggestions on how to work
with their children at home Act as the students’ advocate by sharing their
interests, preferences and rights
Special Education TeacherThe instructional plan:
1. Who will teach the student – the regular education teacher, special education teacher, paraprofessional, or other
2. When they will teach and how it will fit with the general curriculum
3. Where it will be taught – the general education classroom vs. resource room or small group vs. large group settings
4. What teaching methods and supports should be used
Parents Roles and Responsibilities at IEP
Meetings Before the Meeting: Review child’s evaluation
report Consider child’s hopes,
dreams, and aspirations Prioritize 2 to 3 areas
where you want to see your child improve
Prepare questions to ask the team
During the Meeting: Discuss child’s hopes,
dreams, and aspirations Have an equal voice in
the development process Discuss child’s
educational programming Make sure you
understand what the team is proposing
Parents
The parent needs to be aware that: They may bring family members, advocates, or
community members to the meeting They may also request accommodations:
Physical Accommodations Transportation Child care Interpreter services Audio taping of the meeting
Parents Major role of parents is to ask a lot
of questions. Sample questions: Are there clear statements about what
my child can do right now in various areas?
Do I think these skills are important things for my child to work on?
Do I think these skills represent reasonable expectations?
Are there things I can do to help my child succeed in the program?
Have these things been written into the IEP?
(Van Dycke, 2006)
Imagine….
Being a young child and hearing your parents talk about your upcoming birthday party. They discuss who will be attending, what each person’s job is, and what the theme will be. The day finally comes and you are not even invited to YOUR party. The same thing happens year after year.
Now replace birthday party with IEP meeting
(Mason, 2004)
Student-Led IEPs
Teachers should work with students and prepare them for their IEP (preparation process and the actual IEP meeting)Teaches students to take ownership for their
own educationStudents learn more about their disability, legal
rights, and accommodationsStudents gain self-confidence and the ability to
advocate for themselves
(Van Dycke, 2006)
Who Speaks During an IEP Meeting?
Special Ed. Teacher 51% Family 15% General Ed. Teacher 9% Administrator 9% Support Staff 6% Multiple Conversations 5% STUDENT 3% (and it is their IEP) No Conversation 2%
Other Team Members:
Who are they?
Could be outside people or professionals with knowledge of student (EX: physician, vision specialist, even a neighbor)
Could be staff with no knowledge of student (EX: middle school teachers if student is transitioning from elementary school)
Could be professional facilitator
Other Team Members: Roles and Responsibilities
May be there primarily to provide expertise and answer questions (vision specialist, physician, middle school teacher)
May be there to support parent and advocate for student
May be there purely in facilitator role Can contribute or question outside their area
of expertise
Consensus MUST be met
Not a democracy or autocracy
If school district does not agree, services will not be provided
If parent does not agree, he or she can take legal action
After the Meeting
What happens after the IEP is written?
Services contained in the IEP are provided
Progress is measured and reported to parents
IEP is reviewed annually
Works CitedBergin-Lytton, T (2006, October). Facilitated IEP journey. Retrieved May 24, 2007, from
Direction Service Web site: http://www.directionservice.org/cadre/conf2006/Session%201.2%20-%20Trisha%20Bergin-Lytton%20Handout.pdf
Burns, E (2001). Developing and implementing IDEA-IEPs. Springfield, Illinois: Charles CThomas Publisher, LTD..
Chapman, R (2007). Avoiding stormy IEP meetings. Future Reflections, 26, Retrieved May 22, 2007, from http://www.nfb.org/Images/nfb/Publications/fr/fr25/fr07spr15.htm
Dabkowski, Diane Marie. (2004, Jan/Feb). Encouraging Active Parent Participation in IEP Team Meetings. Teaching Exceptional Children, pp. 34-39.
Department of Special Education. (2005). Along the Path if Special Education: Questions and Answers Related to Your Child’s Individualized Education Program. Wisconsin: Madison Metropolitan School District.
Mason, Christine Y., McGahee-Kovac, Marcy, & Johnson, Lora. (2004). How to Help StudentsLead Their IEP Meetings. TEACHING Exceptional Children, 36, 18-25.
Works CitedMeyer, M. (2003). What to Expect From An Evaluation. Retrieved May 21, 2007, from LD Online Web site: http://www.ldonline.org/article/14904\
Rogers, J (1996, October). Needs-based IEP meeting member roles. RetrievedMay 24, 2007, from Northern Lights Web site: http://www.nlsec.k12.mn.us/spamdetails.asp?id=148
Snell, M., & Brown, F. (2006). Instruction of students with severe disabilities.Upper Saddle River: Pearson Education, Inc..
Vanderwerker, Wyllys D. (2006). The Role of a Parent. Retrieved May 23, 2007, from Lynchburg City Schools Web site: http://www.lynchburg.org/specialed/parentrole.htm.
Van Dycke, Jamie L., Martin, James E., & Lovett, David L. (2006). Why is This Cake on Fire? Inviting Students Into the IEP Process. TEACHING Exceptional Children, 38, 42-47.
Wright, P. and Wright, P. (2001). Tests and Measurements for the Parent, Teacher, Advocate & Attorney. Retrieved May 21, 2007, from Wrightslaw Web site:
http://www.wrightslaw.com/advoc/articles/tests_measurements.html
(2007). Facilitated IEP meetings: An emerging practice. Retrieved May 24, 2007, fromTechnical Assistance Alliance for Parent Centers Web site: http://www.taalliance.org/publications/FacilitatedIEP.pdf