How to be an IEP
(Informed Effective Parent)
Team Member
Partners For Success Resource Center
Anne Arundel County Public Schools
Outcomes
Parents will be able to understand the
Special Education Process.
Parents will be able to interact with
school personnel and other service
providers in an assertive, non-aggressive
manner.
Parents will be able to advocate for their
child within the IEP Process.
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
Development
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, research-based 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 multi-disciplinary 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.
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. (AACPS)
Learning in the 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
Anne Arundel County Public Schools
Division of Special Education
Continuum of Services
Regular
Education
without
supplementary
aids and
services
Regular
Education with
supplementary
aids and
services
FULL
INCLUSION
TEAM-TEACHING
Student remains
in the
classroom,
receiving
supports from
the special
educator and/or
instructional
assistant.
Student remains in the
regular classroom,
while the special
educator and general
educator share the
responsibilities for
instruction and followup activities.
TEAM
Teaching
classroom
Anchor
Room
Separate
class in
regular
school
Separate
schoolpublic
Separate
schoolprivate
(MINC, ED)
ANCHOR ROOM
MODIFIED
(Elementary)
SELF-CONTAINED
Students move in and
out of the classroom as
warranted. The teacher
teaches Math and
Language Arts to various
groups of children
throughout the first twothirds of the day, and
usually then goes into
the regular classrooms to
co-teach Science and
Social Studies.
Many students in this
classroom require the
structured, small
environment for the
majority of the day
including Science and
Social Studies. The
teacher is available in this
classroom throughout the
day.
SELF-CONTAINED
Students remain in
the special education
setting for all content
areas. In some
cases, they may
remain in small,
structured settings for
Specials, lunch and
recess.
Reporting on Student Progress
 Progress is to be reported on IEP
goals and objectives at least quarterly.
These reports are included with report cards
each marking period.
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.
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.
Bridges 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
• Exchanging 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.
Offer assistance to the teachers.
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.
 Be prompt.
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!!!
Compromise is always encouraged.
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 Plan.
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 or the case
manager, 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.
A child’s Individualized Education Program (IEP) is the
cornerstone of his or her special education program. As an
IEP (Informed Effective Parent) team member, parents,
along with administrators, teachers and school staff, have
the opportunity to combine their special areas of expertise
and jointly craft an appropriate educational plan for the
student. Continuous partnership and teamwork among
parents, administrators, teachers and related service
providers can help guarantee student success!
Resources and Partners
 Infants & Toddlers /Early Childhood Services
AACPS, 410-222-6911
 Partners For Success Resource Center, AACPS
Partnersforsuccess@aacps.org
410-222-3805
www.aacps.org/specialed/involvement.asp
 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