MYTHBUSTERS Samantha Ricci Antonia Miller Eliza Pope Anthony Jones Jessica Hass Jeffrey Martin Hunter Allen Mythbusters! Parental Roles in the IEP Process Samantha Ricci First Thing’s First: the IEP
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Parental Roles in the IEP Process
The U.S. Department of Education believes the IEP process “to be one of the most critical elements to ensure effective teaching, learning, and better results for all children with disabilities.”
Parents are not members of their child’s IEP team.
A parent has to sign an IEP even if they do not agree with it.
Once an IEP is signed and implemented, it is set in stone and cannot be changed.
The school can change my child’s IEP at any time.
The school can choose to take my special education child out of the regular classroom
Restraint and seclusion no longer occur in schools
When determining a child’s placement, it is typically the school who decides where the IEP will be carried out.
Placement decisions are made based on the school’s access to special education and related services and the availability of trained staff.
Children with severe disabilities must be placed in special centers for disabled children or in private schools.
Once you have approved your child’s Notice of Recommended Educational Placement and IEP, you must wait until the next year to request a change in your child’s program or placement, or go to a due process hearing.
It is ideal for a BIP to try and control the child’s behavior.
The Child should always be returned to their prior placement if the behavioral problems were determined to be a manifestation of the child’s disability.
When pinpointing the behavior causing learning or discipline problems it is best to list the problem using broader language.
BIP’s only address disciplinary problems.
Standardized tests do not measure the achievements of disabled children.
Only students who take the SOLs are eligible to receive a standard diploma.
Schools are not held accountable for educating children who do not take the SOLs.
ESY is just about regression and recoupment.
Download the manual from the Virginia Department of Education.
Understand the basics.
ESY is essentially a summer IEP.
Areas that your child’s IEP currently addresses:
Recent case law … FAPE.”
ESY p. 3.
3 4 5 6
Sept. June GOAL
The benefits gained will be significantly jeopardized without ESY.
ESY pp. 4-5.
Are FAPE benefits significantly jeopardized?
“Jadyn has made significant gains this year in math, reading and processing; however, the benefits she gained will be significantly jeopardized without ESY because . . .”
Observation by parents
Observations after long weekends, vacations and past summer breaks
Can be objective
Deep Regression &
Slow Recoupment that significantly jeopardizes . . .
“not required to demonstrate regression” ESY p.16
-MATH: counting coins- 2 weeks off –she totally forgot –I had to start all over –took just as long
-NEXT YEAR: Ask now for your child to be objectively tested in June and then in September
“The first few tests of the school year are VERY important. Document the time the student spends preparing for a test, the test grades (if failing), and comments from the teacher regarding the student’s preparedness at the beginning of the year. I usually ask a teacher to do this in a little note after the first two weeks of school.”
Degrees of Progress
Your child is BEHIND meeting his IEP goals. Significant chance FAPE will not be met.
your child improved but. . .
significant jeopardy he’ll lose what he got
at the start of the school year
-absences due to disability
(cannot get the 180 days)
The nature and severity of the disability
-Window of opportunity between 5 and 8 years old. Lawyer
Special circumstances or other factors
-Why you cannot provide the services during the summer.
Do the Ask!
“I then made my prepared and practiced statement:
Multiple unmet IEP yearly goals show that Alex is making little progress in reading…”
ESY is all about regression and recoupment
I am all alone.