How to be an IEP
(Informed Effective Parent)
Team Member
For Parents of Children Receiving Preschool Special Education Services
Anne Arundel County Public Schools
Partners for Success Resource Center
410-222-3805
partnersforsuccess@aacps.org
Core Assumptions
All children have dignity, potential, and talents as well
as the right to an education that allows them to
develop those abilities fully and contribute to society
(Senge et al., 2000).
 All families want the best for their children and can
be valuable resources to the school community
(Henderson et al., 2007).
 Partnership entails clarifying and sharing roles and
responsibilities (Lawrence-Lightfoot, 2003).
Partnership
Partnership is a relationship between two people
in which each has equal status and certain
independence but also some obligation to each
other.
Equal in value and status. Partnerships require sharing knowledge
for the good of the child.
Independence in regard to each partner’s ability to bring viewpoints
and contributions for cooperative decision making.
Obligation or responsibility to work together for the child’s
education.
Teamwork
Teamwork is the concept of people
working together cooperatively.
Coming together, sharing together, working
together, succeeding together
Unknown
Special Education
Process
Special Education
Process
Screening
Annual
Review
Evaluation
Instruction
Eligibility
IEP/IFSP*
Development
Parent
Cycle
Special
Education
Process
Screening
Requested
Awareness
Information
Gathering
Checking Up
up
Programming
Planning
Acceptance
Evaluation
Annual
Review
Eligibility
Individualized
Education
Program
Instruction
Services
Needed
Screening
Screening Requested
When parents or teachers notice that a child is having
difficulty learning and a disability is suspected, they
should give that information in writing to the school
principal.
Screening Completed by the IEP Team
A team of people from the school will gather available
information about the child. The team will consider
whether the child has responded to scientific, researchbased intervention as part of the process of determining
whether a disability may exist. Then together with the
parents, the team will conclude if an evaluation is needed
or appropriate. Written permission is obtained from the
parents to conduct the evaluation process.
Evaluation
An evaluation is a careful look by a team
of teachers and specialists at a child’s
abilities, strengths and weaknesses. It
provides information about the child’s
educational needs based upon a multidisciplinary battery of standardized
assessments through individualized
testing of the child.
Eligibility
The IEP team, which includes the
parents, meets to review the evaluation
results and determines if the student is
eligible for special education services
under federal guidelines. An IEP must
be developed as soon as possible once the
student has been identified with a
disability and in need of special education
services. If the disability suspected is
not confirmed, alternative intervention
strategies will be designed to address
the presenting problem.
IEP Development
The IEP team meets to determine what special
education instruction and supports are required
to meet the child’s educational needs. An IEP
is then developed which may require related
services (e.g. speech/language therapy,
occupational therapy, physical therapy, etc.) in
addition to specialized instruction.
The IEP is written and approved and will be
implemented as soon as possible.
IFSP Extension Development
The IFSP Extension will allow parents of students who
previously received services under an IFSP and who are
determined eligible for IEP (Part B) services, to choose
the continuation of IFSP services (Part C). Families of
eligible students will continue to receive family training and
supports. This option creates the opportunity to
incorporate the strength of the special education
preschool/pre-kindergarten educational component with the
existing infants and toddlers family-centered service
model.
The IFSP Extension “will wrap the arms of family support
around early childhood education practices to promote
school readiness.”
Extended Part C Option: Age 3 to Kindergarten Age Policies and
Procedures. MSDE, Div of Sp. Ed/Early Intervention Services, Early
Childhood Intervention and Education Branch
Instruction
After the IEP is written, the child
receives special education instruction,
which focuses on the goals and objectives
outlined on the IEP. This instruction will
be directed toward teaching the skills
necessary to become a successful and
independent learner.
Annual Review
At least once a year, parents and
teachers meet to review the child’s IEP
and the progress the child has made.
During that meeting, the team will
evaluate goals and objectives, identify
current levels of educational performance
and revise goals, objectives,
accommodations and services as needed.
Re-Evaluation
Every three years, or sooner if needed,
each child is eligible for a new
comprehensive evaluation and a
determination will then be made
regarding whether the child continues to
need special education services.
Special Education Timeline at Glance
Parent or member of school staff requests an evaluation in writing.
Process begins.
IEP Team meets to review existing data
(collects additional data, if necessary)
Up to
90
Calendar
Days
If a disability is suspected, parent consents to an evaluation (The IEP Team
has up to 60 calendar days to complete evaluation without going over the 90
calendar days from receipt of written request)
Evaluation is completed and results are shared
Up to
30
Calendar
Days
ASAP
If student is eligible, an IEP is written by the team and parent/guardian
must consent to implementation for services to begin
IEP is implemented as soon as possible
1 Year
Annual Review (within one year)
3
Reevaluation (within three years)
Years
IEP
Individualized
Education Program
Who is Eligible?
Children Ages 0 to 21 with:
Autism
Deaf-Blindness
Developmental Delay
Emotional Disability
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impaired
Specific Learning Disability
Speech/Language Impairment
Traumatic Brain Injury
Visual Impairment
Definition of IEP
The Individualized Education Program (IEP) is the
central component of the special education law: the
Individuals with Disabilities Education Act, referred to as
IDEA.
The IEP is both a process and a document:
… the process includes the planning steps taken by a
multidisciplinary team, including the parent, to assess the
child, determine eligibility, and to design an appropriate
educational program.
…the IEP is a dynamic working document describing the
special education and related services specifically
designed to ensure that every student with disabilities
receives an appropriate education.
Purpose of IEP
…mutual agreement, shared ownership, an opportunity for
creative collaboration
…communication between parents and school personnel, as a
joint agreement
…management tool to make sure that the program is carried
out by all members of the team
…monitoring instrument to check whether the student’s
special needs are being met by the IEP
…evaluation measure to determine whether the student is
progressing toward stated goals
 The IEP is not a contract, but a tool. It is to be
changed as the needs of the student change, or if
adequate progress is not being made.
IEP Content
 Present Levels of Academic Achievement and
Functional Performance
 Measurable annual goals
 Statements of special education and related
services with accommodations and modifications as
needed
 Dates, frequency, location, and duration of
services and accommodations which meet the child’s
LRE (least restrictive environment) based on his/her
needs
 Statement of participation in statewide and local
assessments
 By age 14, transition statements focusing on
course of study, and by age 16, transition goals
including interagency involvement. (A.ACPS)
Least Restrictive Environment
(LRE)
 It means that children with disabilities are educated with
their typically developing peers to the maximum extent
appropriate
 The child's placement is
- determined at least annually
- based on the IEP
- as close as possible to the child’s home
 The child is educated in the school that he or she would
attend if non-disabled unless the IEP requires some other
arrangement
 Placement decisions are based upon the unique needs of
the child and made by the IEP team
Least Restrictive Environment
Preschool Services
Single Service (Primarily Speech)
Less
Restrictive
Community-Based Settings
(Private Preschool, Child Care, Head
Start
Early Childhood Intervention (ECI) Classes
(Pre-K, Swinging Door)
Separate Public Schools
(Ruth Eason, Marley Glen, Central
Special)
More
Restrictive
Least Restrictive Environment
Continuum of Services
Regular Education Classroom
Less
Restrictive
 Regular Education Classroom with
Supplementary Aids, Services, Instruction
(Team-Teaching)
 Anchor Room (Elementary School)
 Modified Self-Contained
(MINC, ED, FLS)
 Self-Contained Classroom
 Separate Public Schools
(Ruth Eason, Marley Glen, Central Special)
 Private Schools
More
Restrictive
Reporting on Student Progress
 IEP progress is to be reported on
IEP goals and objectives at least
quarterly. These reports are included
with report cards each marking period.
IFSP Extension – Progress is
reported as with an IFSP: Periodically,
every 6 months, or more frequently if
conditions warrant.
Advocacy
What is Advocacy?
Speaking on behalf of
another individual or group
to bring about change.
Type of problem solving.
Advocacy Is...
Building self confidence.
Organizing for change.
Investigating situations.
Understanding and using the law.
Knowing where to go for help.
Locating the person who has the
power to make decisions.
Analyzing and resolving problems.
Settling valid complaints
informally/ formally.
Deadly Sins for Advocacy
Using sarcasm.
Criticizing and finding fault.
Blaming and shaming others.
Bullying and patronizing team
members.
Why Partnership and Advocacy
Are So Important
Parent involvement is more
important to student success, at
every grade level, than family
income or education.
IDEA promotes and is based upon
the concept that “teams” make
decisions for the student, and
that parents are partners on the
team.
It’s All About Your Child
 Learn all you can about your child's
special needs
 Remember your child's strengths
 Use the knowledge and skills you
already have
 Keep current on state and federal
laws
Remember as a parent you know your child best and
bring this knowledge to the team!!!
Bridges and Barriers to
Communication
Communication
bridges are positive
exchanges between
parents and teachers.
Barriers that Improve
Communication
 Understanding each other’s roles and responsibilities and
who to communicate to
 Respecting each other’s time and responsibilities
 Setting boundaries of how and when to exchange
information, and maintain contact via phone, notes, emails
and meetings
 Exchange information in a positive way
 A mutual desire to inform, discuss, and solve problems all focused upon the student’s growth and development
Barriers that Hinder
Communication
 Failure to understand the importance of open, honest
communication
 Either parents or school personnel not fully understanding
each other’s perspective
 Different cultural expectations of parents and teachers
 Negative memories of their own school or less than
perfect past experiences
 Defensiveness
 Hesitancy of team members to communicate too often
Supporting the Partnership
through Effective Communication
Bring a positive attitude
 Build mutual trust
 Realize your value
 Commit to the process
Before the IEP
Team Meeting
 Communicate regularly with the teachers.
 Maintain close contact with anyone responsible
for coordinating your child’s program.
 Review the draft IEP and assessments and
compile a list of questions to bring to the
meeting.
 Discuss IEP draft with the child, if appropriate.
At the IEP Team
Meeting
 You have the right to invite anyone you wish.
 Bring the child into the meeting with you if
appropriate.
 Be specific as possible about child’s abilities
and needs.
 Stick with the issue at hand - your child’s
education.
At The IEP Team
Meeting
 Remain as friendly as possible, separate people
from problems.
 Remember that understanding is different
from agreement.
 Ask questions!!! Ask questions!!!
 Keep an open mind to all proposals.
 It may not be possible to finish all the
business at hand in one session.
After the IEP Team
Meeting
 If you think teachers or other team
members are doing a good job, tell them!
 On going communication with school regarding
goals and objectives.
 Ask for an IEP meeting if you think it is
necessary.
Keep a Paper Trail
Keep records in chronological order:
Medical and developmental history.
Your own notes about your child.
Assessment reports, IEPs., Transition plans
Notes of phone calls and conferences.
Include dates, person contacted, purpose, results.
Letters sent and received.
Any other relevant information.
If you have concerns…
 If you have concerns about the IEP process or
document…speak up!
 First, start by talking to your child’s teacher, then
the school administrator
 Contact your school-based resource
teacher for special education
 Follow your parental rights/procedural
safeguards regarding resolving disagreements
 Facilitated IEP’s are available upon request by
contacting the Anne Arundel Conflict Resolution
Center at 410-266-9033.
You ARE Valued
The adults in a child’s life can make a
difference. When parents and school
staff work together as “partners, ”
the child’s educational outcomes can be
enhanced.
Resources and Partners
 Infants & Toddlers /Early Childhood Services
AACPS, 410-222-6911
 Partners For Success Resource Center, AACPS
Partnersforsuccess@aacps.org
www.aacps.org/specialed/involvement.asp
410-222-3805
 Family Support Services
Family Support Network, Preschool Partners,
Partners for Success Centers
1-800-535-0182
www.marylandpublicschools.org
www.mdecgateway.org
 Parents Place of Maryland
info@ppmd.org 410-768-9100