the special education journey: a parent’s walk through the...

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The Special Education Journey: A Parent’s Walk Through the IEP

Tanya Braden, Ed.S., Consultant

State Support Team Region 1Lynn McKahan, M.S., CCC‐SLP, Director

2275 Collingwood Blvd., Suite C, Toledo, OH 43620www.sstr1.org . 800.346.8495 . 419.720.8999 . 419.720.8998 [fax]

A Parent’s Walk Through the IEP

During this session, you will…

Discover general information regarding the content and thepurpose of IEP’s

Learn the rights of parents during this process Learn important terms to know Learn key strategies for effective team partnerships Learn how to prepare for your child’s IEP meeting Learn important points to consider / questions to ask the IEP team

when helping to develop or review your child’s IEP Get parent resources regarding special education

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“Coming together is a beginning, staying together is progress, and

working together is success.”Henry Ford

A Parent’s Walk Through the IEPPARENTS AS PARTNERS

NCLB:The law now says that parents are to be "afforded substantial

and meaningful opportunities to participate in the education of their children." (Title I, Sec. 1001 (12))

IDEA 2004: Parents as EQUAL partners in every aspect of their child’s

education- federal regulations clearly define parent involvement in the special education process

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7 PRINCIPLES OF PARTNERSHIP

Communication: friendly, listen, clear, honest, informative

Professional Competence: quality education, high expectations, continue to learn

Respect: cultural diversity, affirm strengths, treat with dignity

Trust: reliable, sound judgment, maintain confidentiality, trust yourself

Commitment: sensitive to other needs, be available and accessible, go “above and beyond”

Equality: share power, foster empowerment, provide options

Advocacy: prevent problems, pinpoint and document problems, form alliances, seek solutions

Turnbull, A., Turnbull, R., Erwin, E., & Soodak, L. (2006). Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust, 5th Ed.Upper Saddle River, NJ: Merrill/Prentice Hall.

A Parent’s Walk Through the IEPEffective Partnerships

Student Growth

Communication

Advocacy ProfessionalCompetence

Respect

TrustCommitment

Equality

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The Purpose of IDEA

“To ensure that ALL children withdisabilities have available to them a free

appropriate public education (FAPE) in the leastrestrictive environment (LRE) that emphasizes

special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent

living…”


A Parent’s Walk Through the IEP Parent’s Rights

Take an active and equal part in decision making about your child: eligibility, services, placement, discipline

See your child’s school records

Receive regular reports of your child’s progress

Have test results explained to you in language you understand

Ask for a reevaluation if you feel your child’s needs have changed

Request an Independent Educational Evaluation if you disagree with the school’s evaluation

Dispute Resolution Procedures

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What is an IEP? Individualized Education Program = document that specifies what special education support and services your child will receive in the educational setting

What does IDEA 2004 require of IEPs?

Parent and Student Involvement General Education Curriculum Reporting on Student Progress Team Approach Annual Review

A Parent’s Walk Through the IEPWho are the members of the IEP team?

MUST INCLUDE (Core Team):* You, the parent/guardian * Your child (when appropriate) * At least one general education teacher * At least one special education teacher* A school district representative;

Excusals of IEP core team members: must be agreed upon in writing between the parent and school district

MAY ALSO INCLUDE:- a friend / relative / agency representative who knows your child well and can help

you in making decisions- other individuals who have knowledge or special expertise regarding your child- related services personnel- any collaborative school or agency providing services to your child

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A Parent’s Walk Through the IEPTerms to Know

ACCESS = have an opportunity to participate in activities with typically developing peers.

EVALUATION TEAM REPORT (ETR) = the written report (documentation) that summarizes the evaluation results, including the child’s educational needs, and team determination of special education eligibility.

LEAST RESTRICTIVE ENVIRONMENT = to the maximum extent possible, children with disabilities are educated with children who are nondisabled.

PARENT’S GUIDE: WHOSE IDEA IS THIS? = given to you at least one time per year, this guide summarizes Ohio’s special education rules, including your rights and the rights of your child.

A Parent’s Walk Through the IEPTerms to Know

PRIOR WRITTEN NOTICE (PR-01) = information in writing before the school district proposes to implement or refuse any action related to your child qualifying for and/or receiving special education services; also provides information on your rights if you disagree with the district’s decision.

PARENT INVITATION (PR-04) = written invitation to a meeting about your child with date, time, location, and purpose of meeting.

SPECIAL EDUCATION = specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.

SPECIALLY DESIGNED INSTRUCTION = adapting content, methodology, or delivery of instruction as appropriate to the needs of a child with a disability.

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A Parent’s Walk Through the IEPWhat other FORMS will I receive during this process, and when?

Prior Written Notice (PR-01) * Evaluation is due OR District decides to not evaluate* Change in least restrictive environment

Parent’s Guide - Whose IDEA Is This? * At least once a year

Parent Invitation (PR-02) * Develop, review, and/or revise IEP

Parental Consent (PR-05) * Reevaluation - when assessments are needed* Making a change in placement

www.edresourcesohio.org

A Parent’s Walk Through the IEPParent Preparation

Keep a notebook, or some type of organization system, to help track your notes, questions and other information relevant to your child’s disability and educational needs

Learn as much as you can about how your child’s disability may impact progress in the general education curriculum

Keep and organize your child’s work samples, progress notes, previous IEPs, evaluations, etc.

Request and review information on your child before the IEP conference (such as school performance data, work samples, evaluations, medical information, private source information)

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Share with the school your goals, priorities and future hopes for your child.

Share with the school the information about your child that will help the team prepare for the IEP meeting (examples: safety concerns, medical issues, strengths/challenges, motivators, needs, strategies that work at home/community, situations that are difficult for your child, and relevant information from outside sources – such as therapists, doctors, etc. . .).

Request other team members’ suggestions or a draft of the IEP to review / make notes.

Ask someone you trust to attend a meeting with you if you feel you need support.


If your child will attend the meeting, prepare them for what the meeting is about, who may be there, and what will be discussed and, together, write down information they can provide. (feelings toward school / peers / teachers / subjects, what do they perceive as hard / easy, goals for after graduation, extra-curricular activities interested in)

Take Whose IDEA is This (Parent Guide) to the meeting with you for reference.

Reschedule the meeting if you cannot attend; ask to meet again before you sign the IEP if you need additional time to review information that was presented to you at the IEP meeting.

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A Parent’s Walk Through the IEPAT THE MEETING

o Keep the team child centered – that is who the meeting is about!

o If you don’t understand the terminology a professional uses, ask questions. Say, “What do you mean by that? We don’t understand.”

o If necessary, write down the professional’s answers. This is particularly useful in medical situations when a medication or therapy is to be administered.

o If you don’t agree with a professional’s recommendations, say so. Be as specific as you can about why you don’t agree.

o Discuss supports / training you need as parent to help your child achieve goals.

o Provide supports / training you can provide as a parent – or have a community resource provide – to help your child achieve their goals.

A Parent’s Walk Through the IEPPoints to Consider / Questions to Ask

What skills does/doesn’t my child demonstrate in the classroom compared with typical peers?

What data does the team have (classroom skills, tests etc.) that shows how my child is doing with regard to achieving goals, benchmarks, instructional objectives and skill development?

Does data indicate progress on current IEP goals? If so, what are the next steps in the progression of skills? If not, what will be different instructionally?

What skills does my child NEED to perform in the areas of (???)?

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What are the prioritized needs of my child and are they best addressed through the IEP goals? (Not all “needs” will be addressed through IEP goals. They may be addressed through typical instruction, accommodations, behavior plans etc. This is an area for the team to discuss.)?

Would my child benefit from participating in instruction outside of the general education classroom all or part of the day?

What needs does my child have with regard to access and progress in the general education curriculum?What would that look like?

Is my child making significant progress toward achieving the IEP goals and in what way and how often will the progress be reported to me?

Are current goals measurable?


POSTSECONDARY TRANSITION AGE:

What does the student plan to do after graduation? (education, employment, independent living)

What does the student need to do this year and in subsequent years to be “transition ready” by graduation?

What classes will prepare my child with skills needed in order to achieve post-school goals?

Is the expected progress enough for my child to meet graduation requirements?

Will my child require direct experience and instruction to learn life and job skills?

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POSTSECONDARY TRANSITION AGE:

Are my child’s IEP goals related to the transition plan?

What agencies should be invited to the IEP meeting?

How does my child locate disability services after high school? What agencies should we consider contacting? Application process?What services do these agencies provide?


Let’s Take a Look

(what’s included?)

All questions taken from Revised Annotations for the IEP PR-07 Form, 10-04-2011

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A Parent’s Walk Through the IEPOTHER INFORMATION

Extra information about your child that is useful to the team

May write Not Applicable or NA if this area discussed but no information written

Examples: Language other than English used in home Medication child is taking Behavior plan noted Attempts to contact parents / schedule meetings

A Parent’s Walk Through the IEPFUTURE PLANNING

Questions for the IEP Team to Consider: (IEP Annotations p. 7)

What interests does the child have? What strengths and needs does the child have? How can these interests, strengths, and needs be supported and incorporated into

the child’s educational program? What skills does the child possess? How can these skills be improved and used in the child’s educational program? What does the child want to do after high school in terms of working, living, and

learning? What do the parents want the child to do after high school? What coursework, job coaching opportunities, and career tech programs will assist

the child in accomplishing What he or she wants to do after high school?

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A Parent’s Walk Through the IEP1 - FUTURE PLANNING

Summary of child’s skills and interests / hobbies

Vision for your child’s future (education, employment, independent living) based on a discussion with your child

Younger children – emphasize school future

Older children – emphasize after graduation

A Parent’s Walk Through the IEP2 – SPECIAL INSTRUCTIONAL FACTORS

Does the child have behavior that impedes his/her learning or the learning of others? (IEP Annotations p. 8)

Does the child’s challenging behavior persist despite implementation of informal behavior change strategies?

Do functional assessment results indicate that deficits in communication and/or academic skills contribute to challenging behaviors?

Has the child lost access to instructional time due to in-school disciplinary referrals and/or suspension from school?

Does the current educational placement utilize positive reinforcement and other positive techniques to shape the child’s behavior?

Has the child’s behavior contributed to consideration of a more restrictive placement?

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Does the child have limited English proficiency? (IEP Annotations p. 8)

Does the child’s challenging behavior persist despite implementation of informal behavior change strategies?

Do functional assessment results indicate that deficits in communication and/or academic skills contribute to challenging behaviors?

Has the child lost access to instructional time due to in-school disciplinary referrals and/or suspension from school?

Does the current educational placement utilize positive reinforcement and other positive techniques to shape the child’s behavior?

Has the child’s behavior contributed to consideration of a more restrictive placement?


Is the child Blind or Visually Impaired? (IEP Annotations p. 8)

If this statement is checked “Yes,” record information in the Children with Visual Impairments section of the IEP

Determine if Braille instruction and materials must be provided

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Does the child have communication needs (required for deaf or hearing impaired)? (IEP Annotations p. 9)

What is the child’s typical mode of communication? Is the child understood by others, especially with unfamiliar communication

partners? What opportunities exist to foster communication with others? Do the child’s communication skills have an impact on learning? Does the child require assistive devices to assist in the development and use of

meaningful language used in direct instruction? What other considerations (e.g., mode of communication used at home) should be

addressed? Is an educational interpreter or transliterator needed for the child to participate in

and benefit from classroom instruction and/or social interaction? What opportunities exist for direct instruction (without interpreter support) in the

child’s language and communication mode?


Does the child need assistive technology devices or services? (IEP Annotations p. 9)

Does the child need assistive technology (AT): to meaningfully participate in the general curriculum? to participate in academic or functional activities? to access print materials? to access auditory information? for written communication and/or computer access? for augmentative/alternative communication (AAC)? to participate in state and local assessments?

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Does the child need assistive technology devices or services? (IEP Annotations p. 9)

Does the child require AT services for: evaluation of needs? purchasing, leasing, or providing for acquisition? selecting, designing, fitting, customizing, or adapting AT devices? coordinating and using other therapies, interventions, or services with AT

devices; i.e., who will charge/maintain device and provide updates? training or technical assistance for child, family, professional? (If “Yes,”

document these training/technical assistance needs in Section 7, Supports for School Personnel)


Does the child require specially designed physical education (PE)? (IEP Annotations p. 10)

Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless: The child is enrolled full time in a separate facility; or The child needs specially designed physical education as prescribed in the child’s

IEP.

For preschool: Specially designed physical education for preschool children refers to motor needs of the childand whether the child requires adapted physical education (APE).

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A Parent’s Walk Through the IEP3 – PROFILE

Background Information

Summary of your child’s strengths

Relevant health/medical and safety information

State / district wide assessment

Anything that helps “paint the big picture” of your child that is not directly related to a goal

special interests successes abilities motivatorschallenges needs dreams / aspirationsstrategies that work at home / in the communitysituations that may cause problems for your childlearning and behavior characteristics

Provide other non-school providers’ information regarding your child’s skills / needs (such as speech-language therapist, occupational therapist, counselor)

A Parent’s Walk Through the IEP4- POSTSECONDARY TRANSITION

Needs: Questions for the IEP Team to Consider: (IEP Annotations p. 12)

What classes will the child need to prepare for the intended job/career? Does the child intend to go to college? Is this child planning to enroll in a career/tech program during high school? What classes will provide the child with skills needed in order to achieve the child’s

post-school goals? Does the child need accommodations and/or services to support achievement and

progress in the child’s course of study? How do the child’s plans for the future match up with the child’s preferences,

interests, needs, and skills? Are accommodations and services the child currently receives providing

opportunities for the child to attain the level of independence needed as an adult? Does the child know how to: ) describe to others how his or her disability affects his

or her learning, working, and living and 2) advocate for appropriate accommodations?

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Assessments: Questions for the IEP Team to Consider: (IEP Annotations p. 13)

What do we know about the child’s preferences, interests, needs, and strengths? What skill levels are required for the child’s future intentions and how do the child’s

current levels compare? Does the child have the stamina, dexterity, coordination, and other skills needed to

meet the physical demands of the postsecondary environments of future plans? How do the child’s current behavior skills compare with those expected in the child’s

postsecondary environments? Can the child solve everyday problems and make decisions as expected in the

postsecondary environment including independent living and employment situations?

Is the child able to self-advocate and effectively communicate needs in the postsecondary environment?

Does the child need to become more independent by gradually removing any school accommodations currently in place?


Age 14 – transition assessment must be completed and results summarized and reported

Focus on transition to and through high school

Statement of transition service needs of the child – focuses on child’s course of study

IDEA requires identifying the course of study (how the student will be involved in the general curriculum) on the IEP for a student with a disability at age fourteen

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A Parent’s Walk Through the IEP5- POSTSECONDARY TRANSITION SERVICES

Questions for the IEP Team to Consider:(IEP Annotations p. 13-14)

Has the child been invited to attend IEP meetings where transition is discussed?

Is there time for the IEP team to plan for transition with the child? Is the child actively involved in making plans for the future? Are the child’s current future plans a good fit for the child’s

preferences, interests, needs, and strengths? Does the child need assistance in developing an achievable future

direction? Are the child and the child’s family in agreement regarding the

child’s plans for the future?

A Parent’s Walk Through the IEP5- POSTSECONDARY TRANSITION SERVICES

Goals reflect what the child will do AFTER graduation in the areas of Education and Training, Employment, and Independent Living (as appropriate)

District is responsible for providing supports and services needed to move toward achievement of these academic and functional goals, but NOT responsible for the child achieving the goal.

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A Parent’s Walk Through the IEP6 - MEASURABLE ANNUAL GOALS

Present Level of Academic Achievement and Functional Performance

Assessment summaries (when/how/where data was collected) Related specifically to goal Measurable baseline data Effective classroom strategies / interventions used for child Compare skills to typical peers

Detailed and targeted summary of current daily academic / behavioral and/or functional performance (strengths and needs) - note how student is progressing in the general education curriculum –current instructional level (s)

Current IEP progress

Parent input

Preschool: include levels of performance related to child’s developmental domains, functional performance,

and pre-academic skills how child can participate in developmentally appropriate activities

14 years and older: related to current postsecondary transition goals


Measurable Goal

Related to the present level Meet the child’s unique needs that result from the

disability Referenced to Ohio’s Academic Content Standards Specific statements in measurable terms that

describe what can be taught to your child using specially designed instruction within a 12-month period

Contains: Who (child) Will do what? (observable, specific) To what level or degree (criteria / mastery of goal) Under what conditions? (situation, setting, materials) In what length of time? How will progress be measured? (performance data)

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Measurable Benchmarks / Objectives

Serves as the plan for reaching the measurable annual goal

Helps to determine if child is making progress

Assures that the IEP is addressing child’s needs

A Parent’s Walk Through the IEP7- DESCRIPTION OF SPECIALLY DESIGNED SERVICES

SPECIALLY DESIGNED INSTRUCTION = All of the types of supports and services a child needs to help meet their IEP goals (content, methodology, or delivery of instruction)

RELATED SERVICES = example: speech-language therapy, occupational therapy, counseling services, work study

ASSISTIVE TECHNOLOGY = device or service that directly assists a child with a disability to increase, maintain, or improve functional capabilities of child

ACCOMMODATIONS = provide access to course content without changing curriculum information being taught

MODIFICATIONS = alter / change course content that will be taught and the expectations for achievement of grade level indicators

SUPPORT FOR SCHOOL PERSONNEL = specific supports or training needed by staff to implement the IEP

SERVICE(S) TO SUPPORT MEDICAL NEEDS = medications, medical services

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A Parent’s Walk Through the IEP8 - Transportation

Not referring to general transportation, but anything SPECIAL a child would need with regard to transportation to make sure they can receive services at school

Specialized equipment or personnel

Special or adapted vehicles

Lifts, ramps

Aides, medical personnel

Car seats, securement systems, harnesses

A Parent’s Walk Through the IEP9 – Nonacademic and Extracurricular Activities

District must take steps, including provision of supplementary aids and services determined appropriate and necessary

Shall Include: Counseling services Athletics Transportation, Health Services Recreational Activities Referrals to Agencies Special Interest Groups or Clubs sponsored by District

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A Parent’s Walk Through the IEP11- LEAST RESTRICTIVE ENVIRONMENT

The Individuals with Disabilities Education Act (IDEA 2004) does require that children with disabilities must, to the maximum extent appropriate, be educated in the least restrictive environment. IDEA considers the general education classroom to be the least restrictive environment. The law does not use the term “inclusion”.

“be educated with children who are nondisabled” Any “removal of children with disabilities from the regular educational environment

occurs ONLY IF the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

Preschool: “Does the child participate in an early childhood setting he/she would attend if not disabled?

Placement Continuum regular classes, special classes, special schools, home instruction, and

instruction in hospitals and institutions Preschool: setting with 50% nondisabled; setting is not ECE setting

A Parent’s Walk Through the IEP11- LEAST RESTRICTIVE ENVIRONMENT

Factors to Consider (IEP Annotations p. 28)

What supplementary aids and services were considered? What supplementary aids and services were rejected? Explain why the supplementary aids and services will or will not

enable the child to make progress on the goals and objectives (if applicable) in the regular education class.

Can the child receive FAPE if placed in the regular education class? Why?/Why not?

What potentially beneficial effects and/or harmful effects might be expected for the child with disabilities and other children in the regular education class if the child with disabilities is placed in the class with supplementary aids and services?

To what extent, if any, will the child participate with nondisabled peers in extracurricular activities or other nonacademic activities?

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A Parent’s Walk Through the IEP13- MEETING PARTICIPANTS

Who participated in the development of the IEP?

People who were present at the meeting (including phone, video, etc. . .)

People who provided information for the development of the IEP but were not in attendance at the meeting

A Parent’s Walk Through the IEP14- SIGNATURES

Initial IEP

Annual Review / Review Other Than Annual Review Not a change of placement Change of placement

Transfer of Rights at Majority

Procedural Safeguards Notice

Copy of the IEP

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What if I disagree with the district about what should be in the IEP?

o The school district only needs your signature for the initial IEP, and/or if change of placement is made

o There is a place on the IEP for you to sign that you participated in the meeting but are not in agreement with; however, if there is no change of placement, your signature is not required to implement the IEP.

o You will need to provide your reason for disagreement in writing to the principal and special education administrator

o Dispute Resolution Procedures


What if I feel changes are needed to the IEP after implementation?

o An IEP MUST be reviewed annually, but may be reviewed at any time as requested by a team member, including the parent.

o Changes can be made in three ways: 1. Mark on original IEP; 2. Attach newly written changes to original IEP; or, 3. New IEP written.

o Agreed upon amendments can be made in writing with or without a face-to-face meeting, and a copy must be provided to the parent within 30 days.

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A Parent’s Walk Through the IEPRESOURCES

Contact your Local School District special education administrator

State Support Team Region 1 www.sstr1.orgConsultants for NW Ohio

Ohio Department of Education http://www.ode.state.oh.usClick Learning Supports -- Click Students with Disabilities

Ohio Department of Education Office for Exceptional Children www.edresourcesohio.orgOhio’s required formsParent Guide: Whose IDEA Is This? Mediation Procedures for Special EducationIEP Facilitation Procedures for Special Education

Ohio Coalition for the Education of Children with Disabilities www.ocecd.org

National Dissemination Center for Children with Disabilities: Developing Your Child’s IEP

www.nichcy.org


STATE SUPPORT TEAM CONSULTANTS

Lynn McKahan, Director [email protected] Braden [email protected] Szymanski [email protected] Ford [email protected]

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QUESTIONS

COMMENTS


There are no copyright restrictions on this document. However, please cite and credit the source when copying all or part of this document. This document was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award #H027A110111, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.

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