The Individualized Education Program: The Mantra of Special Education

1. The Individualized Education Program:The Mantra of Special Education Training Workshop for Teachers By Dr. Williams Emeka Obiozor OneStreet Consulting Limited

2. Screening/Identification F.A.P.E. Due Process Parent/Surrogate Consultation Least Restrictive Environment Individualized Education Program (IEP) Non Discriminatory Evaluation Confidentiality Personnel Development, In-service IDEA 1990Individuals With Disabilities Education ActEach state & locality must have a plan to ensure the following:

3. What IEP Means….! An Individualized Education Program (IEP) describes the educational program that has been designed to meet a child's unique needs.  (source: http://concordspedpac.org/WhatIEP.htm)

4. Components of IEP • Legally binding document. • Plan for every child who receives special education and related services. • Designed for one student. • Individualized document.

5. Components of IEP • Cornerstone of quality education for each child with disability. • Collaboration between parents of disabled children and school district personnel to develop an IEP.

6. Why IEP? IEP comes in when a child ………. • Is identified as having one or more of the 15 disabilities defined in state and Federal laws. (Which ever law provides the most coverage, is law that is applied.)

7. Types of Disabilities Learning Disability Emotional/Behavioral Disability Mentally Challenged Physical Disability Mental Retardation (01) Visual Impairment (05) Hearing Impairment (02) Emotional Disturbance (06) Speech or Lang. Impairment (04) Orthopedic Impairment (07) Deaf (03)

8. Types ofDisabilities Other Health Impairments (08) Specific Learning Disabilities (09) Developmental Delay (15) Autism (14) Multiple Disabilities (10) Traumatic Brain Injury (13) Deaf-Blindness (12)

9. Why IEP? IEP also comes in when a child ………. • Is unable to progress effectively in regular education as a result of the disability.

10. Which Progress? • Test scores • Academic achievement • Social skills • Other individual or specific variables

11. Review student’s existing data and determine need to conduct assessment. Evaluation review and determine eligibility/need for special education and related services. Provide an Annual Review, other Review of the program, and to revise the IEP and placement if necessary. Why IEP Teams Meet?

12. Why IEP Teams Meet? Cont’d. • Develop an IEP, determine special education and related services, supplementary aids and services needed, and determine placement in the least restrictive environment. • Consider Extended School Year (ESY) services.

13. Why IEP Teams Meet? Cont’d. • Determine if a child’s behavior, resulting in suspension or recommendation for expulsion, was a manifestation of his or her disability. • Develop or Review a Functional Behavior Assessment; a Behavior Intervention Plan. • Other (Specify) _________________

14. IEP Team/Participants • Administrative designee • Special Educator • Regular Educator • Psychologist • Speech Language Therapist • Student • Parent/Guardian/Surrogate

15. The Meeting Process • Introduction of team members/participants • Present the Procedural Safeguards-Parental Rights Document (review with parent/signature) • Purpose of the meeting:

16. Meeting Process – cont’d. • Annual IEP Review • Assessment Review • IEP Development • IEP Placement • Transition Plan Development • Consideration of Reevaluation • Review of Behavioral Matters • Other ____________________

17. Review Of Current Program • Special Education – Hours of Service • Disability • LRE Placement • Review of IEP Goals and Objectives (List briefly the goal area(s) followed by progress on the short term objectives).

18. Regular Education Classroom Report Include a review of the effectiveness of supplementary aids and services provided. * * * Summary of Current Status in • Pennsylvania System of School Assessment (PSSA) or • Pennsylvania Alternative System of School Assessment (PASSA). * Graduation Requirements: • Diploma • Certificate

19. Parent/Student Input • Assessment Review/Eligibility for Special Education and Related Services • Yes • No

20. IEP Development • Student Information • Present Levels of Performance • Special Education Needs • Strengths • Graduation Status • Transition Planning

21. Annual Goals and Objectives • Instructional Accommodations Worksheet • Specific Special Education Services, Related Services, Transition Services Required to Implement this IEP in the Least Restrictive Environment (LRE) • Service – Hours – Initiation - Duration

22. Description of Service Delivery • Student Medical Eligibility • MA Number • Physician • Recommended Service Coordinator(s) • IEP Environment/Reasons – regular school/regular classroom; regular school/regular and special classrooms; regular school, special classroom.

23. List of Supplementary aids and services Opportunities for participating in non-academic and extra curricular activities with non-disabled peers: Transportation: • Regular bus • Special bus List of all Non-Academic Activities – check the applicable areas.

24. IEP Team Consideration of Evaluation • Revision of Existing Data/Descriptions of continued impact of disability on classroom performance…. • Review of team’s determination for information/additional data or not… • Identification of the types of assessment • Due date for Evaluation/Review/justifications

25. Review of Eligibility for ESY • Follow the Criteria with your reasons for either acceptance or rejection. • Identification of Critical Life Skills. • ESY Recommended. • ESY Not Recommended. • Summary of Team Discussions. • Team Approval of IEP/Placement or Dismissal from Special Education. • Parent/Student Approval of IEP/Placement. • Signatures – Team members and Parents.

26. What else? Hey! You’ve just chaired an amazing Individualized Education Program meeting! CONGRATULATIONS! …AND THANKS FOR YOUR PARTICIPATION & ATTENTION!!