Johnston Public Schools Special Education Procedural Manual. IEP Overview

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1 Jhnstn Public Schls Special Educatin Prcedural Manual IEP Overview Definitin The Individualized Educatin Prgram (IEP) is a written plan fr the apprpriate educatin f students with disabilities. It is a dcument that assures a Free and Apprpriate Public Educatin (FAPE) fr eligible students and is based n the educatinal needs f that student in the general educatin curriculum. The cmpleted IEP will clearly reflect the student's needs in relatinship t his/her interests, abilities, and aptitudes. Gathering Infrmatin fr the IEP Team The evaluatin prcess shuld nt nly functin t prvide a decisin regarding eligibility fr special educatin and related services, but must als prvide essential cntent infrmatin fr the develpment f the student's IEP. In gleaning infrmatin frm the Evaluatin Prcess in the IEP design phase, the results f the instructinal evaluatin shuld be used t delineate the student's present educatinal levels. Using the results f the instructinal evaluatin allws fr a clear trail f data that begins in the pre-referral prcess, is verified in the evaluatin team's instructinal evaluatin, and is incrprated by the IEP team. This linkage f data frm the pre-referred prcess t the evaluatin prcess t the IEP ensures that all aspects f this prcess will be based n the student's needs rather than merely n eligibility requirements. The IEP team shuld cnsider data frm the Evaluatin Prcess in designing measurable gals and bjectives (where required). Prcedures such as curriculum based assessments (CBAs), perfrmance-based assessments, vcatinal assessments, and functinal behaviral assessments have been designed t prvide data needed t cnstruct measurable gals and bjectives. These prcedures can als serve as mdels fr prgress mnitring prcedures used t judge attainment f gals and bjectives and t set exit criteria. In cnsidering the student's need fr specially designed instructin, an effectively cnducted Evaluatin Prcess shuld als determine the specially designed instructin that is likely t be effective fr the student. The assessment and evaluatin requirements f the IEP prcess shuld be frmative, nging, and data driven. That is, the IEP team shuld devise prgress mnitring prcedures fr every gal. The IEP team shuld again lk t the evaluatin reprt fr ideas n effective measurement prcedures that can be utilized during the Evaluatin Prcess. These prcedures als prvide the data needed t revise the IEP (i.e., annual IEP review) and prvide the assessment framewrk fr future re-evaluatins. The mnitring prcess shuld be: Based in r referenced t the general educatin curriculum Sensitive t small increments f grwth Easily translated int frmats that allw fr quick inspectin f data (e.g., graphs) Used regularly t appraise and change instructinal prcedures Used as a basis fr regular prgress reprts Used t identify effective and ineffective instructinal prcedures In develping transitin plans fr students 14 and lder, useful infrmatin shuld again be gleaned frm the evaluatin. An evaluatin fr secndary students shuld include vcatinal assessments that lead directly t transitin planning. Jhnstn Public Schls 10 Memrial Avenue, Jhnstn RI

2 Jhnstn Public Schls Special Educatin Prcedural Manual The IEP is the basis f the student's instructinal prgram and shuld be used in cnjunctin with the district/prgram curriculum. Cmpnents f the IEP are as fllws: A statement f the child's present levels f academic achievement and functinal perfrmance including ( ): Present levels f academic achievement (recent evaluatin f the student, frmative assessment results, curriculum-based assessments, transitin assessments, prgress tward current gals) Present levels f functinal perfrmance (recent FBA, assessments, prgress tward current gals) Present levels related t current pstsecndary transitin gals if the student's age is 14 (r yunger if determined apprpriate by IEP team) including frmative assessments, curriculum-based assessments, prgress tward current gals Fr preschl children, the IEP team shuld describe hw the disability affects the child s participatin in apprpriate activities ( ). Mdificatins and accmmdatins which are effective in assisting the student t be invlved and make prgress in the general curriculum, including state and district assessment accmmdatins ( ; ). Cncerns f the parents fr enhancing the educatin f their child ( ). Hw the student's disability affects invlvement and prgress in the general educatin curriculum; Hw the student s disability affects invlvement and prgress in the general curriculum, i.e., the same curriculum as fr nn-disabled students ( ). The strengths f the student Academic, develpmental, and functinal needs related t the student's disability Areas t be Addressed, Academic Standards Student s Prgram Will Address A statement f measurable annual gals, and shrt term bjectives (fr students taking alternate assessments aligned t the alternate assessment standards) Cnsideratins ( ) Transitin services (required fr students age 14 r yunger if determined apprpriate by the IEP team) designed t facilitate a student's transitin frm schl t pst schl activities with the necessary services/activities and curses f study including ( , ): Pstsecndary Educatin and Training Emplyment Gals Emplyment Gals Independent Living Gals, if apprpriate Participatin in state and lcal assessments ( ) including explanatin f apprpriate accmmdatins r criteria fr RIAA eligibility (remember t list the accmmdatins as specially designed instructin) A statement f the special educatin and related services prvided t the student, including ( , , ): Prgram Mdificatins and Specially Designed Instructin ( , ) Related Services ( , ) Supprts fr Schl Persnnel ( , ) Extended Schl Year (ESY) ( ) Explanatin f Nnparticipatin in Regular Class, Extracurricular and Nnacademic Areas ( ) Educatinal Envirnment ( (A) Jhnstn Public Schls 10 Memrial Avenue, Jhnstn RI

3 Jhnstn Public Schls Special Educatin Prcedural Manual IEP Team: The required membership f the IEP is cmpsed f: Student (when apprpriate) Parent(s) f the student Nt less than ne regular educatin teacher f the student (if the student is, r may be, participating in the regular educatin envirnment) Nt less than ne special educatin teacher f the student, r where apprpriate, nt less than ne special educatin prvider f the student A representative (LEA) f the schl district wh : a) is qualified t prvide r supervise the prvisin f specially designed instructin; b) is knwledgeable abut the general educatin curriculum; c) is knwledgeable abut the availability f resurces f the district and has the authrity t cmmit thse resurces An individual wh can interpret the instructinal implicatins f evaluatin results (this culd be smene already named) At the discretin f parent r the district, ther individuals wh have knwledge r special expertise regarding the student, including related service prviders as apprpriate ( ) In the case f a child wh was previusly served under Part C f the ACT, an invitatin t the initial IEP team meeting must, at the request f the parent, be sent t the Part C service crdinatr r ther representative f Part C. ( (f) ) IEP Team Attendance Any IEP team member may be excused frm attending the IEP meeting ( (e)(1), (e)(2) ). Items in this frm include dcumentatin f thse team members whse attendance at the IEP meeting the LEA cnsiders t be nt necessary and therefre, can be excused frm the meeting, and the request f the parents t agree r nt agree with the excusal f thse team members identified as nt necessary. Whether a team member may be excused depends n whether that member's area f expertise is being discussed at the meeting. If nt being discussed, that member may be excused nly if bth the parent and the LEA agree in writing. That team member has n additinal respnsibilities in the prcess. If the area f expertise is being discussed, that team member may be excused nly if bth parent and LEA agree in writing. That member must submit infrmatin t the parent prir t the IEP meeting. If the parent des nt agree t the excusal f a required team member, then that member must attend the IEP meeting. A member f the IEP team may be excused frm attending a meeting, even if the member's cntent is t be discussed, if the parent, guardian, r surrgate and LEA agree in writing t excuse that team member. The team member must prvide written input t the IEP team befre the meeting, including the parent. Dcument the excusal n the IEP Team Signature page. Refer t Team Member Excusal Frm fund in dcuments sectin f Tenet. Meeting ntice fr IEP review must be prvided t family 10 days prir t meeting and must indicate purpse f meeting. Please nte that when the team meets t review any reevaluatin results, parents must be infrmed n the invitatin t meeting ntice that the team will be reviewing evaluatins and determining cntinued eligibility fr special educatin as well as reviewing a draft f the annual IEP. The Case Cnference Frms must be used in this case t dcument that reevaluatins were cmpleted, reviewed, and eligibility under ne f the 13 disability categries cntinues t apply. It is the respnsibility f each staff persn t ensure that IEP s d nt expire. They cannt g beynd their annual effective date s please plan well in advance. Jhnstn Public Schls 10 Memrial Avenue, Jhnstn RI

4 Jhnstn Public Schls Special Educatin Prcedural Manual The Invitatin t Participate in the IEP Team Meeting r Other Meeting The Invitatin t participate in the IEP Team Meeting r Other Meeting is mandated and must be issued when a meeting is t be held fr the purpses f develping the student's IEP, t review existing data fr the reevaluatin prcess r t meet fr the purpse f gathering infrmatin. The teacher r LEA must issue the invitatin t the parent within a reasnable amunt f time (10 day perid) t prvide the parent ample pprtunity t schedule and attend the meeting. If the parent has waived the ten-day waiting perid fllwing an evaluatin/reevaluatin meeting, an invitatin t the IEP meeting must be issued. The invitatin explains the purpse f the meeting, including a time, date and lcatin that, hpefully, are mutually cnvenient fr parents and LEA, team members wh are expected t attend, and a request f parents t respnd abut their intentin t attend. Each member f the prpsed IEP team shuld be listed n the invitatin and each shuld receive a cpy f the invitatin in sufficient time t schedule the meeting. It is mandatry that the student be invited t the meeting when transitin services are discussed. The teacher r LEA must dcument that an invitatin was sent t the student. The parent has the right t invite the student at any time as well as any ther individuals they chse t attend. Agency representatives, vcatinal technical teachers, and thers needed t cmplete the transitin cmpnent f the IEP shuld be invited als. A cpy f the invitatin is t be kept in the student's recrd as the parent may nt return a signed cpy. (Refer t The Invitatin t participate in the IEP Team meeting frm available in Aspen) Timelines The fllwing timelines gvern the develpment and implementatin f an IEP: If determined eligible 1. An IEP meeting is cnducted and an IEP is develped and special educatin and related services are made available t the child in accrdance with an IEP within fifteen (15) schl days f the eligibility determinatin. 2. Ntifying parents f the meeting ten (10) schl days prir t the meeting t ensure that they will have an pprtunity t attend (the parent may agree t waive the ten day ntice requirement in rder t expedite the IEP Team meeting) 3. The public agency must give the parent a cpy f the child s IEP at n cst t the parent and nt later than ten (10) calendar days after - an IEP has been develped fr the child; and - after the receipt f a request fr a cpy f the IEP 4. As sn as pssible fllwing develpment f the IEP, but nt later than ten (10) schl days, special educatin and related services are made available t the child in accrdance with the child s IEP. 5. If there is a request fr an IEP meeting, each LEA shall ensure that an IEP meeting is scheduled within ten (10) schl days f the request by the parent r the LEA t meet t review the child s IEP. (The parent may agree t waive this ten (10) schl day meeting requirement if such parental waiver is dcumented by the LEA) 6. The IEP team meeting shall be cnvened at least annually r mre frequently if warranted. An IEP team meeting shall als be cnvened at the request f any member f the team. Jhnstn Public Schls 10 Memrial Avenue, Jhnstn RI

5 Develping the IEP Jhnstn Public Schls Special Educatin Prcedural Manual Jhnstn Public Schls uses Aspen IEP System fr the develpment f the IEP dcument and all related frms. Please be sure yu have a Aspen IEP passwrd and have been trained in the using the Aspen IEP System Refer the RI Department f Educatin dcuments*: *These dcuments (IEP Frms, IEP Guidebk) reflect the July 1, 2008 Rhde Island Bard f Regents fr Elementary and Secndary Educatin Regulatins Gverning the Educatin f Students with Disabilities are available in the last sectin f this manual Sectin XII: Resurces) Reviewing and Revising the IEP At least nce a year a meeting must be scheduled with IEP team members t review the child's prgress and develp next year's IEP. The team will talk abut: the child's prgress tward the gals in the current IEP, what new gals shuld be added, and whether any changes need t be made t the special educatin and related services the child receives. The IEP team may als meet peridically thrughut the curse f the schl year, if circumstances warrant it. ***REMINDERS: Case manager needs t remind parents where they can access prcedural safeguards and that they are n lnger given except fr the cases nted n the IEP page in that sectin. Case manager needs t prvide t the families infrmatin abut: The Lcal Advisry Cmmittee n Special Educatin. Prvide them a cpy f the brchure. Ask families t sign up fr the parent list serve utilizing the frm prvided. Have parents review and sign Parental Permissin Frm t Access Medicaid Funds Case manager needs t explain the Prir Written Ntice frm prcess utilized t implement the IEP dcument Upn cnsensus that the IEP is ready t be finalized the case manager fills ut the prir written ntice dcument. Dcument must reflect 10 schl days frm date f actin (at tp f the PWN frm) Case manager can use public statements in sectin number six: Resurces fr the parents t cntact fr help in understanding Part B f the IDEA: RI Parent Infrmatin Netwrk (RIPIN r RI Disability Law Center The Center fr Educatin Law, Plicy, and Practices Case managers need t fill in the Special Educatin Office number in this sectin als which is Prir Written Ntice and IEP must be sent hme t families. Yu must then change the IEP frm draft t final n the 10 th day: Jhnstn Public Schls 10 Memrial Avenue, Jhnstn RI

6 Jhnstn Public Schls Special Educatin Prcedural Manual Jhnstn Public Schls 10 Memrial Avenue, Jhnstn RI

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