Understanding The IEP Process: Transportation`s Role

Understanding The IEP Process:
Transportation’s Role
Presented By:
Jamie Warrington, ESE Transportation Specialist, FDOE
P.J. Hope, Director of Transportation, Dixie District Schools
20th Annual Lake Yale Leadership Training
March 28 – 31, 2011
Eustis, Florida
What is an IEP?
 “Individualized Education Program”
means a written statement for each child
with a disability that is developed,
reviewed and revised in accordance with
the Individuals with Disabilities Education
Act (IDEA).
 A legally binding document that instructs
a school district in what a student with
disabilities needs to be successful in
The IEP Team
 The Individualized Education Plan (IEP)
team consists of the students’ parents,
school personnel, and anyone else that is
involved in the daily instruction and
support services for the student.
 Writes the IEP for the students’
educational plan.
The Process:
 The initial IEP is written prior to entering
school for the first time, in most
 IEP’s are often reviewed and/or revised
when a student transfers in from another
district or state. The existing IEP from the
other district or state remains in effect
until the receiving district either accepts
or re-writes the IEP.
The Process (con’t):
 The student’s IEP Team is identified, and
a meeting is planned.
 The IEP Team members are invited.
This should include Transportation, if
the student will be receiving
transportation as a related service.
 Once the meeting is convened, the team
begins discussing what the student will
need to be successful in school.
Related Services:
Food & Nutrition
Speech Therapy
Parent’s Role:
 The parent(s) of the student are an
important player in the IEP process.
 Parents know their children the best.
 Parents know the educational, medical
and psychological background of the
 Sometimes tend to feel that they are
entitled to some services because the
student is ESE.
Teacher’s Role:
 Interpret existing IEP requirements (if
 Assist in the development of a daily
schedule for the student while at school.
 Provide options and ideas.
 Ensures that the IEP is adhered to.
School’s Role:
 Provide needed services.
 Maintain IEP and any supporting
 Review the IEP annually, or within the
designated time stated within the IEP.
 Ensure that the students’ needs are
being met, and to modify as needed and
within the scope of IDEA.
Transportation’s Role:
 Provide relevant information and
suggestions to the IEP Team regarding
the transportation needs of the student.
 Participate with an open mind and willing
to compromise regarding the students’
transportation needs.
 Agree to only feasible, economic and
realistically attainable goals.
Transportation’s Role (con’t):
 Provide professional and knowledgeable
insight into geography of proposed bus
stop location (bring supporting
documentation to the IEP meeting).
 Provide a realistic time frame for
implementation of specialized
transportation (within the federal law).
Writing The IEP:
 Identify the students’ disability or
 Identify the academic needs of the
student and what classes and activities
the student needs, ensuring that there is
no violation of Free and Appropriate
Public Education (FAPE).
 Basic “core” information is noted in the
beginning of the multi page IEP.
Writing The IEP (con’t):
 The IEP Team then moves on to the
behavioral needs of the student,
identifying potential issues and steps to
be taken to correct it (sometimes a
separate document called a Behavioral
Intervention Plan).
 The IEP Team then addresses the
Related Services section of the IEP,
identifying the needed non-academic
support services.
Writing The IEP (con’t):
 If applicable, the dietary needs of the
student are written into the IEP.
 If applicable, the transportation needs of
the student is written into the IEP.
 Usually the last portion of the IEP
document is notes, instructions, and any
comments, oppositions, future ideas, IEP
review date and IEP team members,
titles and signatures.
Transportation As A
Related Service
 Basic transportation needs are identified.
 AM/PM Bus Stop location(s).
 Equipment needs (Lift bus, Safety Vest,
CSRS, A/C, tinted windows, etc.).
 Bus Attendant or Monitor needs.
 If applicable, the seating location for the
student on the bus.
 Any add-on safety items not standard for
the bus (Padded windows, etc.).
IEP Overview
 The IEP document itself is legally binding
and considered a Federal document.
 Violations of the IEP are a violation of
Federal Law.
 A properly written IEP will contain all the
information needed to answer any
questions that anyone would ask (ie:
auditor, lawyer, receiving school district,
IEP Overview (con’t)
 IEP is confidential.
 Complete IEP should be maintained at
the school.
 Transportation Request Forms are not
“legal” parts of the IEP. They should be
considered addendums or supporting
IEP Overview (con’t)
 Transportation should maintain the
Transportation Request Form and a copy
of the Related Services section of the
 All documents must be secured and in a
locked location.