the iep process by kristin j szewczyk ed d ccc slp intermediate unit 1 speech language pathologist n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
The IEP Process by Kristin J. Szewczyk Ed.D./CCC-SLP Intermediate Unit 1 PowerPoint Presentation
Download Presentation
The IEP Process by Kristin J. Szewczyk Ed.D./CCC-SLP Intermediate Unit 1

Loading in 2 Seconds...

play fullscreen
1 / 45

The IEP Process by Kristin J. Szewczyk Ed.D./CCC-SLP Intermediate Unit 1 - PowerPoint PPT Presentation


  • 107 Views
  • Uploaded on

The IEP Process by Kristin J. Szewczyk Ed.D./CCC-SLP Intermediate Unit 1 Speech-Language Pathologist. WELCOME!. Training Objectives. Discuss/Define terms associated with the Individualized Education Plan (IEP) process Define the steps in the IEP process Discuss the content of the IEP

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'The IEP Process by Kristin J. Szewczyk Ed.D./CCC-SLP Intermediate Unit 1' - sancha


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
the iep process by kristin j szewczyk ed d ccc slp intermediate unit 1 speech language pathologist
The IEP Process

by

Kristin J. Szewczyk Ed.D./CCC-SLP

Intermediate Unit 1

Speech-Language Pathologist

training objectives
Training Objectives
  • Discuss/Define terms associated with the Individualized Education Plan (IEP) process
  • Define the steps in the IEP process
  • Discuss the content of the IEP
  • Discuss the role of the parent in the IEP process
  • Discuss accepting your child’s disability
  • Identifying resources for the family
terms
Terms
  • IEP-Individualized Education Plan
  • IDEA – Individual’s with Disabilities Education Act
  • FAPE – “Free appropriate public education”
  • Parent Consent

(Pennsylvania Department of Education, 2009; Slater & Norlin, 2007;

U. S. Department of Education, 2004, 2006a, 2007a)

terms1
Terms
  • LRE- Least Restrictive Environment
  • ESY- Extended School Year
  • Inclusion
  • Accommodations/Modifications
  • Procedural Safeguards

(Pennsylvania Department of Education, 2009;

U. S. Department of Education, 2006a, 2006c, 2006d, 2007a)

identification
Identification
  • Child may be in need of special education services
    • “Child Find” activities
      • (U. S. Department of Education, 2000, p. 2)
    • Referral
      • Reasons
      • School Personnel or Parent

(Pennsylvania Department of Education, 2009;

U. S. Department of Education, 2000, 2006a)

evaluation
Evaluation
  • Parent Consent
  • Assessed in ”areas related to the suspected disability” (U. S. Department of Education, 2000, p. 2).
  • Performed by a team of qualified professionals
  • 60 days to complete the evaluation

(Pennsylvania Department of Education, 2005;

U. S. Department of Education, 2000, 2006a, 2006b)

eligibility
Eligibility
  • Review results of evaluation
    • Evaluation Team
    • Parents
  • Determine eligibility for special education services
    • IDEA Guidelines
    • Disability Categories

(Pennsylvania Department of Education, 2009;

U. S. Department of Education, 2006a, 2006b)

disability categories
Disability Categories
  • Autism
  • Deafness-Blindness
  • Emotional Disturbance
  • Hearing Impairment
  • Mental Retardation
  • Multiple Disabilities
  • Orthopedic Impairments
  • Other Health Impairment
  • Specific Learning Disability
  • Speech/Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment

(Pennsylvania Department of Education, 2009;

U. S. Department of Education, 2006a)

individualized education plan iep
Individualized Education Plan (IEP)
  • If student is found eligible, IEP meeting is held within 30 days after evaluation
  • IEP Team
  • IEP is written
    • Needs of the student

(U. S. Department of Education, 2000, 2006a, 2006b, 2006c)

iep implementation
IEP Implementation
  • Written IEP is put into practice
    • Implemented when parent consent is given
    • Accommodations, Modifications, Related Services, etc.
  • Parents must receive a copy of the IEP
  • Teachers responsible for implementing IEP
    • Must have access to a copy of the IEP

(U. S. Department of Education, 2000, 2006a, 2006b)

measuring iep progress
Measuring IEP Progress
  • Progress towards goals/objectives is measured
    • Teachers/Related Service Providers
  • Parents informed of progress

(U. S. Department of Education, 2000, 2006a, 2006b)

review of the iep
Review of the IEP
  • At least once per year
    • May be revised as needed
  • IEP meeting
    • IEP team in attendance
  • Update IEP
    • To meet current needs of student
      • Academic/functional performance levels
      • Goals/Objectives

(U. S. Department of Education, 2000, 2006a, 2006b)

reevaluation
Reevaluation
  • Determine if student continues to be eligible for special education services
    • Assess need for additional special education services
  • At least every 3 years
  • May be more frequent, depending on disability category
  • May be requested at any time by school personnel or parent

(U. S. Department of Education, 2000, 2006a, 2006b)

content of the iep
Content of the IEP
  • Academic/Functional Performance
  • Accommodations for Assessments/ Alternate Assessments
  • Transition Services
  • Goals and Short-Term Objectives
    • How progress will be measured

(Pennsylvania Department of Education, 2005;

U. S. Department of Education, 2000, 2006a, 2006c, 2007b)

sample goals objectives
Sample Goals/Objectives
  • Reading
    • Goal: When presented with a timed weekly reading test, Joe will read 40-60 words per minute on four out of six tests.
      • How progress will be measured: Timed weekly tests
      • How parents will be informed of progress: Quarterly progress reports

(IEPWriter.com, 2008)

sample goals objectives1
Sample Goals/Objectives
  • Math
    • Goal: Given a weekly math probe, Joe will increase his digits correct per minute from 20 to 30 per minute at a math grade equivalent of grade 4.5 on four out of six probes.
      • How progress will be measured: Weekly Math Probe
      • How parents will be informed of progress: Quarterly progress reports

(IEPWriter.com, 2008)

sample goals objectives2
Sample Goals/Objectives
  • Functional
    • Given a toothbrush and toothpaste, Joe will independently complete 8 out of 10 steps involved with tooth brushing on four out of six measures of performance. 
      • Objective 1: Given a toothbrush and toothpaste, Joe will independently complete 4 out of 10 steps involved with tooth brushing on four out of six measures of performance.
      • Objective 2: Given a toothbrush and toothpaste, Joe will independently complete 6 out of 10 steps involved with tooth brushing on four out of six measures of performance. 

(IEPWriter.com, 2008)

sample goals objectives3
Sample Goals/Objectives
  • Functional (continued)
      • How progress will be measured: Data collection, observation, and consultation with staff
      • How parents will be informed of progress: Quarterly progress reports

(IEPWriter.com, 2008)

content of the iep1
Content of the IEP
  • Supplementary Supports
    • Related Services
    • Program Modifications
    • ESY services
  • Educational Placement
    • Type of services
    • Location of services

(Pennsylvania Department of Education, 2009;

U. S. Department of Education, 2000, 2006a, 2006c)

role of the parent
Role of the Parent
  • Request Evaluation/Reevaluation
  • Provide Input for Evaluation/Reevaluation/IEP
  • Inform IEP team of progress outside of school
  • Parent Rights
    • Procedural Safeguards

(Pennsylvania Department of Education, 2005, 2009;

U. S. Department of Education, 2000, 2006a, 2006b, 2006d)

my child has a disability
My child has a disability.
  • You are not alone.
    • Educational Team
    • Ask Questions/Express Concerns
    • Learn more about the disability
  • Resources and Supports for Families
    • Family Support Groups
    • Counseling
    • Therapies outside of the school environment

(Bailey & Smith, 2000; Hastings & Johnson, 2001)

resource list
Resource List
    • Families and Advocates Partnerships for Education (FAPE)
      • PACER Center 4826 Chicago Avenue South Minneapolis, MN 55417-1098

(888) 248-0822; (612) 827-2966; (612) 827-7770 (TTY)

E-mail: fape@pacer.org; Web: www.fape.org

  • National Information Center for Children and Youth with Disabilities (NICHCY)
    • P.O. Box 1492 Washington, DC 20013 (800) 695-0285 (Voice/TTY); (202) 884-8200 (V/TTY) E-mail: nichcy@aed.org ; Web: www.nichcy.org Education
resource list1
Resource List
  • Office of Special Education Programs Office of Special Education and Rehabilitative Services
    • U.S. Department of Education

Mary E. Switzer Building

330 C Street SW Washington, DC 20202

(202) 205-5507 (Voice/TTY)

Web: www.ed.gov/offices/OSERS/OSEP

resource list2
Resource List
  • Special Education Manual and IEP Process Flowchart
    • http://www.ped.state.nm.us/seo/iep/e5.intro.pdf
  • Special Education in Plain Language
    • http://www.specialed.us/Parents/pliepprocess.htm
resource list3
Resource List
  • Support for Families of Children with Disabilities
    • 2601 Mission Street

Suite 606
San Francisco, CA 94110

415-282-7494

Web: http://www.supportforfamilies.org/

resource list4
Resource List
  • Technical Assistance for Parent Centers—

The Alliance

PACER Center

4826 Chicago Avenue

South Minneapolis, MN 55417-1098

(888) 248-0822; (612) 827-2966

(612) 827-7770 (TTY)

E-mail: alliance@taalliance.org

Web: www.taalliance.org

conclusion
Conclusion
  • Terms associated with IEP Process
  • IEP Process
  • Content of the IEP
  • Role of the Parent
  • Accepting Child’s Disability

(Bailey & Smith, 2000; Hastings & Johnson, 2001;

Pennsylvania Department of Education, 2005, 2009;

U. S. Department of Education, 2000, 2004, 2006a, 2006b,2006c, 2006d, 2007a, 2007b)

references
References
  • Bailey, B., & Smith, S. (2000). Providing effective coping strategies and supports for families with children with disabilities. Intervention in School and Clinic, 35(5), 294-296. Retrieved June 13, 2009, from Wilson Web database.
references1
References
  • Hastings, R. P., & Johnson, E. (2001). Stress in UK families conducting intensive home- based behavioral intervention for their young child with autism. Journal of Autism and Other Developmental Disorders, 31(3), 327-335. Retrieved September 13, 2008, from Wilson Web database.
references2
References
  • IEPWriter.com. (2008). Individualized education plan. Retrieved June 13, 2009, from https://www.iepwriter.com/pa/app/ user/index.asp
references3
References
  • Pennsylvania Department of Education. (2005). Individuals with Disabilities Education Improvement Act (IDEIA) 2004 P.L. 108-446: What’s new? Retrieved June 9, 2009, from http:// www.pde.state.pa.us/special_edu/lib/ special_edu/ IDEIA0305_six_slide_handout.pdf.
references4
References
  • Pennsylvania Department of Education. (2009). Chapter 14 special education services and programs state regulations compared to part 300 Individuals with Disabilities Education Act federal regulations. Retrieved June 10, 2009, from http://www.pattan.net/files/ law/sidebyside021209.pdf.
references5
References
  • Slater, A. E., & Norlin, J. W. (2007). Autism case law: A desktop reference to key decisions. Horsham, PA: LRP Publications.
references6
References
  • U. S. Department of Education. (2000). A guide to the Individualized Education Program (IEP). Retrieved June 9, 2009, from http://www.ed.gov/parents/needs/ speced/iepguide/iepguide.pdf.
references7
References
  • U. S. Department of Education. (2004). Statute. Retrieved June 12, 2009, from http://idea.ed.gov/download/statute.html.
references8
References
  • U. S. Department of Education. (2006a). Assistance to states for the education of children With disabilities and preschool grants for children with disabilities; Final rule. Retrieved June 11, 2009, from http://idea.ed.gov/download/ finalregulations.pdf.
references9
References
  • U. S. Department of Education. (2006b). IDEA regulations: Changes in evaluation and reevaluation. Retrieved June 10, 2009, from http://idea.ed.gov/explore/view/p/ %2Croot%2Cdynamic%2CTopicalBrief %2C4%2C.
references10
References
  • U. S. Department of Education. (2006c). IDEA regulations: Individualized education program (IEP). Retrieved June 10, 2009, from http://www.ed.gov/policy/speced/ guid/idea/tb-iep.pdf.
references11
References
  • U. S. Department of Education. (2006d). IDEA regulations: Procedural safeguards, surrogate parents, notice and consent. Retrieved June 12, 2009, fromhttp:// idea.ed.gov/explore/view/ p/,root,dynamic,TopicalBrief,15.
references12
References
  • U. S. Department of Education. (2007a). Free appropriate public education for students with disabilities: Requirements under section 504 of the Rehabilitation Act of 1973. Retrieved March 10, 2009, from http://www.ed.gov/about/offices/list/ocr/ docs/FAPE504.pdf.
references13
References
  • U. S. Department of Education. (2007b). IDEA regulations: Secondary transition. Retrieved June 11, 2009, from http:// idea.ed.gov/explore/view/ p/,root,dynamic,TopicalBrief,17.