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Individualized Education Program (IEP) Individualized Education Program (IEP)

Individualized Education Program (IEP) - PowerPoint Presentation

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Individualized Education Program (IEP) - PPT Presentation

Workshop 1663 Mission Street 7th floor San Francisco CA 94103 Tel415 2827494 Fax415 2821226 Warmline415 9205040 Email infosupportforfamiliesorg Web wwwsupportforfamiliesorg ID: 587888

education iep transition services iep education services transition special disabilities idea process parent assessment child program handout youth children families school adult

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Slide1

Individualized Education Program (IEP)Workshop

1663 Mission Street, 7th floor San Francisco, CA 94103 Tel:(415) 282-7494 Fax:(415) 282-1226Warm-line:(415) 920-5040Email: info@supportforfamilies.orgWeb: www.supportforfamilies.org

SUPPORT FOR FAMILIES OF CHILDREN WITH DISABILITIESA support and resource organization providing services for families of children with disabilities.

Joe R. Goyos,

Education ManagerSlide2

AcknowledgementsSupport for Families would like to acknowledge the following resources used in this training:

Special Education Rights and Responsibilities, Community Alliance for Special Education (CASE) and Protection and Advocacy, Inc. (PAI), 1992-revised April 2003. This manual is available online in .pdf format at: http://www.pai-ca.org/pubs/401601.htmThe Complete IEP Guide: How to Advocate for Your Special Ed Child, Attorney Lawrence M. Siegel, 2nd edition, Nolo Press, San Francisco: Revised January 2001California Department of Education, Special Education Division. Documents available online at http://www.cde.ca.gov/spbranch/sed/Slide3

Grantors

Support for Families would like to thank the following for continued financial support:California Department of developmental servicesSan Francisco Children and Families CommissionSan Francisco Department of Children, Youth and their FamiliesSan Francisco Department of Human ServicesUS Department of education, Office of Special Education and RehabilitationFoundationsCorporationsIndividual donorsSlide4

Individualized Education Program (IEP) Workshop

PurposeTo provide families and professionals with an overview of the individuals with Disabilities Education Act (“IDEA”) and how to participate in the development of an Individualized Education Program(“IEP”) as well as implementing a Transition Plan through the IEP.ObjectivesParticipants will gain an understanding of the principles of IDEAParticipants will gain an understanding of the IEP and Transition process as well as obtain resourcesSlide5

Workshop Agenda

Introductions/QuestionsMedical Home CharacteristicsOverview of the IEP and Six Principles of IDEARelationship: How services are determinedFive Steps of the IEP Process & TimelinesTransition to Adult Services5 Steps to TransitionQuestion and Answer SessionSlide6

Medical Home Characteristics:

AccessibleFamily CenteredComprehensiveContinuous CoordinatedCompassionateCulturally CompetentSlide7

The IDEA and Individualized Education Program (IEP)

The Individuals with Disabilities Education Act (IDEA) mandates special education services for children with certain disabilities, who because of this disability needs special education and related services. Slide8

IDEA Core Concepts

The IEP requirements under Part B of the IDEA emphasize the importance of three core concepts:the involvement and progress of each child with a disability in the general curriculum including addressing the unique needs that arise out of the child’s disability;the involvement of parents and students (at age 16), together with regular and special education personnel, in making individual decisions to support each student’s educational success;and the preparation of students with disabilities for employment and other post-school outcomes.Slide9

Changes under IDEA 2004Parental written consent is required before an IEP team member can be excused from attending the meeting.

There are new provisions that allow alternate means of meeting participation (e.g., conference calls) if the parent and school agree. This agreement must be in writing, too.Slide10

Knowing the Legal Language of the IEP Process

What does the Individual Education Program (IEP) signify:Process MeetingDocumentSlide11

IDEA 2004 defines a child with a disability as a child having the following:

*Mental retardation*Hearing impairment (including deafness)*Speech or language impairments*Visual impairments (including blindness)*Serious emotional disturbance*Orthopedic impairments*Autism*Traumatic brain injury*Other health impairments

*Specific learning disabilitiesBlindnessDeafnessMultiple disabilitiesAnd, who because of this disability needs special education and related services* CA Ed code not FederalSlide12

Special Education: refers to specifically designed instruction to meet the unique needs of a child with disability.

Services may include:Audio logical servicesSpeech therapyOrientation & mobility servicesInstruction in the home or hospitalAdapted physical educationVision servicesSpecialized driver training instructionCounseling and guidancePsychological services other than assessment and development of the IEPSlide13

Services cont.

Parent counseling and trainingHealth and nursing servicesSocial worker servicesSpecifically designed vocational education and career developmentRecreation servicesSpecialized services for low incidence disabilities, such as readers, transcribers, and vision and hearing servicesSpeech and language servicesMedical evaluation for diagnostic purposesSlide14

The Individuals with Disabilities Education Act (IDEA)

Six Principles1.Free and Appropriate Public Education (FAPE):2.Assessment3.Individualized Education Program (IEP)4.Least Restrictive Environment (LRE)5.Parent/Student (age 16-22) Participation6.Procedural safeguardsSlide15

1.Free and Appropriate Public Education (FAPE):Slide16

2.AssessmentAll areas of suspected disability

EligibilityAssessorNative languageMore than one testing toolCant be discriminatorySlide17

3.Individualized Education Program (“IEP”)Slide18

4.Least Restrictive Environment (“LRE”)Slide19

LRE cont.The continuum of placements must permit students to receive an education to the maximum extent appropriate with children who do not have disabilities.Slide20

5.Parent Participation

Parents and Students are considered to be an equal member of the IEP team.Slide21

IEP Team Members

StudentParent/Family memberSpecial Education TeacherGeneral Education TeacherPrincipal or Site managerSchool district representativeEtc.The student or family may invite whomever they want to participate in the IEP meeting. See handout titled, Potential Consultants to the Transition Team.Slide22

Preparing for the Transition IEP Meeting

Student:Explain the Transition IEP process to your child.Help your child organize their thoughts, preferences, goals, etc.Your youth can invite anyone they want to the IEP mtg.Review current assessments with your youth.Assist in taking self-assessments (i.e. vocational assessment/skills inventory). * See Handout: About Me!Slide23

Preparing for the Transition IEP MeetingParent/Family:

PrepareReview Your Child’s IEPKnow What’s Available/Be InformedInviteSlide24

6.Procedural safeguards

TimelinesCompliance ComplaintsResolution SessionsDue ProcessMediation/Alternative Dispute ResolutionFair hearingSlide25

Five Steps of the IEP Process & TimelinesSlide26

Special Education: IEP process map

1. Written Referral Requesting Special Education Assessment Submitted

2. Assessment Plan Sent to Parent/Guardian (signature required within 15 days)3. Assessment completed, Report is Written, initial IEP is Held Child Found IneligibleNo services offeredParent can choose to appeal findingChild Found eligible to Receive Special education ServicesIEP is developed

* Subsequent IEP’s held, at minimum, once a year

* Re-assessments Conducted, at minimum, once every 3 years

15 Calendar Days

60 Calendar DaysSlide27

Five Steps of the IEP Process

Referral to District for initial or additional assessmentsAssessment PlanIEP MeetingPlacementProgram ImplementationThree-year evaluations are required; however, the parent may waive this requirement. Parents can request an evaluation if they feel it is necessary. A parent may call an IEP at any time, and the school district must hold the IEP within 30 days (CA Ed Code) of the parent’s request.Slide28

The Relationship of Service Delivery

ASSESSMENT IdentifiesEDUCATIONAL NEEDDeterminesSERVICE DELIVERYSlide29

Transition To Adult Services

Transition is defined as the movement of youth with disabilities into employment, post-school education, independent living and community participation.Slide30

When Should Transition to Adult Services Begin?IDEA states that transition to adult services must begin at

16 years of age or younger (if determined appropriate by the IEP team).The transition to adult process and beginning before the age of 16. Slide31

What Happens at Graduation?

Students can graduate from high school with:A regular high school diploma.A certificate of completion.Slide32

When Our Children Turn 18!In California, the age of maturity is 18. What does this mean regarding the IEP and beyond.

Beginning at age 17, the student’s IEP could include a statement about the transfer of educational rights from the parent(s) to the student.Conservatorship and Special Needs Trusts.Slide33

What Are Transition Services?

IDEA defines transition services as a coordinated set of activities that are:Designed with an outcome oriented process.Based on individual student’s needs.Slide34

The Transition IEPFor transition planning the IEP must include:

Academic InstructionRelated ServicesCommunity ExperiencesDevelopment of Employment and other Post-School Objectives.* If appropriate, the transition plan may also address daily living skills and functional vocational assessments.Slide35

Five Steps to Transition

What are your youth’s goals for the future?What skills does your youth have or what are their strengths?What supports and services would she/he need to pursue her/his goals?Where should your youth receive these supports and services, and who could provide them?How do you ensure your youth is on track to successfully meet hers/his goals. * See Handouts: - Plan Backwards from Your Vision - The 5 Step Worksheet Slide36

Resources

Resources mentioned during workshopSample Letters.Post Secondary Education (Handout: Opening Doors Article).Employment Options (Handout: Massachusetts Employment and Related Services).Residential (Handout: Self Assessments).Healthcare (Handout: Transition to Adult Health Care).Finance/Estate Planning (Handout: Financial & Estate Planning).Recreation (Handout: Recreation)Slide37

Thank you, Gracias,謝謝!

Any question?