Preparing for IEP 2014

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IEP Training
for Kansas Schools
Overview and Preparation for the IEP
Kansas State Department of Education
Technical Assistance System Network (TASN)
2013 – 2014
TASN
Introduction
2
Overall Purpose of IEP Core Training
• Provide Kansas district IEP facilitators with
materials and resources to support local
personnel in developing Individualized Education
Plans
• Provide up-to-date information on requirements
for IEPs
• Provide recommended practices for developing
high-quality IEPs
3
The IEP training materials include
modules on:
 Preparing for the IEP
 Present Levels of Academic Achievement and
Functional Performance
 Measurable Annual Goals, Objectives and
Benchmarks
 Supplemental Aids, Services, and Placement
 Early Childhood IEPs
 Developing Transition Plans for Adult Services
4
Each module includes:
For Facilitators
• Power Point presentation
with notes, including the
answers to the activities
• Activities Handout
• Resources Handout
For Participants
• Power Point slides with lines
for notes.
• Activities Handout
• Resources Handout
5
PREPARING FOR THE IEP
IEPs
6
IEP requirements are only a piece of
the puzzle
PARENTS
FAPE
EVALUATION
IEPs
LRE
2004
IDEA
STUDENTS
PROCEDURAL
SAFEGUARDS
7
Preparing for the IEP requires the right mix of
information and people:
IEP
8
Collecting Student Data
•
•
•
•
•
•
•
•
Results of most recent evaluation
Results of current assessments
Progress monitoring data
Samples of student work
Behavioral observations
Impact of instructional or behavioral strategies
Impact of accommodations and modifications
Reports from parents
9
Future vision for student
Person-centered plan:
Hopes, dreams,
concerns, etc. of
family, friends, and
student
10
Developing a Vision for the Student
There must be documentation that the
parent’s concerns were considered when
planning the IEP.
For students who need secondary transition
planning, the students’ strengths, needs,
preferences, and interests must be considered
in the development of the IEP
11
Preparing for the IEP requires the right mix of
information and people:
IEP
12
Required Members of the IEP TEAM
 Parents/education advocate
 Not less than one regular

education teacher of the child, 
if the child is or may be

participating in the regular
education environment
 Special education teacher
 Qualified LEA representative
Someone to interpret
evaluation results
Student, when appropriate
Others with special
knowledge or expertise about
the child, including related
services personnel as
appropriate and transition
services (e.g., outside agency)
participants where relevant
13
Excusals from the IEP Meeting
Required Members of the IEP team may be excused:
• When the member’s curriculum area or related service IS being
discussed, if
1) the parent and the LEA consent in writing to the excusal
AND
2) the member submits written input to the parent and the IEP
team prior to the meeting
OR
• When the member’s curriculum area or related service IS NOT
being discussed, if
1) parents and agency agree in writing that the member’s
attendance is not necessary because that member’s curriculum
area or related services is not being discussed
14
Written Consent for Excusal is Needed Only for
Required Team Members
Strategies for Maximizing Participation
• Parents
• Students
• General Education colleagues
16
Preparing Professionals to Involve
Parents as Partners
Recognize:
• Parents ARE involved with their children –
maybe not with the school!
• IEP partnership is based on a long-term
climate of respect, commitment, and trust
• Parents find IEP meetings highly stressful
• Cultural differences make a difference in
participation
17
Preparing Parents to be Involved in
IEP Decision Making
 Provide information ahead of
time
 Create a safe atmosphere
 Provide checklists
 Review previous IEP and
progress on goals
What other strategies can
teachers use to get parents
involved?
18
Parent Resources
Direct parents to additional resources, including:
• National parent organizations and advocacy resources
• State parent organizations
• Kansas Parent Information Resource Center (K-PIRC)
• Families Together
• LEA or other local community family supports
19
Involving Students in IEPs:
“If a student
floated in a
lifejacket for 12
years, would
he/she be
expected to swim if
the jacket were
jerked off?”
Mary E. Morningstar, PhD © 2005
Inviting the Student to the IEP
 Prepare the student for
participating in the IEP meeting.
 Support the student in developing
self-determination skills.
 For students 14 and older, there
must be documentation that the
student was invited even if it is
known he/she cannot attend.
Preparing General Educators to be
Involved in IEPs
1. Build a positive & trusting relationship with general
education colleagues serving the student
2. Educate general education teachers about the IEP
process
3. Have a dialogue about basic requirements for success
in the general education class
4. Discover the general educator’s concerns and needs
for support to effectively include the student
5. Include the general educator in collecting assessment
data
22
Involving Participants in IEPs
Preparing Notice of Meeting
•
•
•
•
Provide 10 calendar day notice
Date, Time, Location of meeting
Purpose of meeting
Titles or positions of people who will
attend
• Inform Parent of right to invite
individuals whom parents believe to have
knowledge or special expertise about
their child
24
Who can give consent for educational decisions?
Parent is available:
• Natural (biological) parent(s): Notify both parents unless a court order
precludes this from happening. Consent from one parent is sufficient.
• Adoptive parent(s): If adoption is not final, an education advocate is
needed;
• Guardian: “Letters of Guardianship” issued by a court.
Parent is unknown or unavailable (Person acting as a parent):
• Person Acting as a Parent: A person other than a parent who is legally
responsible for the welfare of a child.
• Education Advocate: Appointment as education advocate completed
• Foster parent: If appointed as education advocate
• The student at age 18: At age 18 the student becomes his/her own
educational decision-maker unless otherwise determined by a court
25
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