IEP Training for Kansas Schools Overview and Preparation

IEP Training for Kansas Schools Overview and Preparation for the IEP Kansas State Department of Education Technical Assistance System Network (TASN) May, 2020

TASN Introduction 2

Overall Purpose of IEP Core Training • Provide Kansas district IEP facilitators with materials and resources to support local personnel in developing Individualized Education Plans • Provide up-to-date information on requirements for IEPs • Provide recommended practices for developing high-quality IEPs 3

The IEP training materials include modules on: �Preparing for the IEP �Present Levels of Academic Achievement and Functional Performance �Measurable Annual Goals, Objectives and Benchmarks �Supplemental Aids, Services, and Placement �Early Childhood IEPs �Secondary Transition Plans 4

Each module includes: For Facilitators For Participants • Power Point presentation with notes, including the answers to the activities • Activities Handout • Resources Handout • Power Point slides with lines for notes. • Activities Handout • Resources Handout 5

PREPARING FOR THE IEPs 6

IEP requirements are only a piece of the puzzle PARENTS FAPE EVALUATION IEPs LRE STUDENTS PROCEDURAL SAFEGUARDS 7

Preparing for the IEP requires the right mix of information and people: Information Evaluation Assessments Data Standards Visions for future IEP 8

Collecting Student Data • • Results of most recent evaluation Results of current assessments Progress monitoring data Samples of student work Behavioral observations Impact of instructional or behavioral strategies Impact of accommodations and modifications Reports from parents 9

Future vision for student Person-centered plan: Hopes, dreams, concerns, etc. of family, friends, and student 10

Developing a Vision for the Student There must be documentation that the parent’s concerns were considered when planning the IEP. For students who need secondary transition planning, the students’ strengths, needs, preferences, and interests must be considered in the development of the IEP 11

Preparing for the IEP requires the right mix of information and people: Peo p Pare le Stud nts Gen ent e LEA ral Ed T r Eval eprese eacher s n uati on s tative pec ialis t Information Evaluation Assessments Data Standards Visions for future IEP 12

Required Members of the IEP TEAM § Parents/education advocate § Not less than one regular § education teacher of the child, § if the child is or may be § participating in the regular education environment § Special education teacher § Qualified LEA representative Someone to interpret evaluation results Student, when appropriate Others with special knowledge or expertise about the child, including related services personnel as appropriate and transition services (e. g. , outside agency) participants where relevant 13

Excusals from the IEP Meeting Required Members of the IEP team may be excused: • When the member’s curriculum area or related service IS being discussed, if 1) the parent and the LEA consent in writing to the excusal AND 2) the member submits written input to the parent and the IEP team prior to the meeting OR • When the member’s curriculum area or related service IS NOT being discussed, if 1) parents and agency agree in writing that the member’s attendance is not necessary because that member’s curriculum area or related services is not being discussed 14

Written Consent for Excusal is Needed Only for Required Team Members �Regular education teacher �Special education teacher �LEA representative �Individual who can interpret evaluation results

Strategies for Maximizing Participation • Parents • Students • General Education colleagues 16

Preparing Professionals to Involve Parents as Partners Recognize: • Parents ARE involved with their children – maybe not with the school! • IEP partnership is based on a long-term climate of respect, commitment, and trust • Parents find IEP meetings highly stressful • Cultural differences make a difference in participation 17

Preparing Parents to be Involved in IEP Decision Making Ø Provide information ahead of time Ø Create a safe atmosphere Ø Provide checklists to help parents think about the strengths and needs of their child Ø Review previous IEP and progress on goals What other strategies can teachers use to get parents involved? 18

Parent Resources Direct parents to additional resources, including: • National parent organizations and advocacy resources • State parent organizations • Kansas Parent Information Resource Center (K-PIRC) • Families Together • LEA or other local community family supports 19

Involving Students in IEPs: “If a student floated in a lifejacket for 12 years, would he/she be expected to swim if the jacket were jerked off? ” Mary E. Morningstar, Ph. D © 2005

Inviting the Student to the IEP �Prepare the student for participating in the IEP meeting. �Support the student in developing self-determination skills. �For students 14 and older, there must be documentation that the student was invited even if it is known he/she cannot attend.

Preparing General Educators to be Involved in IEPs 1. Build a positive & trusting relationship with general education colleagues serving the student 2. Educate general education teachers about the IEP process 3. Have a dialogue about basic requirements for success in the general education class 4. Discover the general educator’s concerns and needs for support to effectively include the student 5. Include the general educator in collecting assessment data 22

Involving Participants in IEPs

Preparing Notice of Meeting Provide 10 calendar day notice Date, Time, Location of meeting Purpose of meeting Titles or positions of people who will attend • Inform Parent of right to invite individuals whom parents believe to have knowledge or special expertise about their child • • 24

Who can give consent for educational decisions? Parent is available: • Natural (biological) parent(s): Notify both parents unless a court order precludes this from happening. Consent from one parent is sufficient. • Adoptive parent(s): If adoption is not final, an education advocate is needed; • Guardian: “Letters of Guardianship” issued by a court. Parent is unknown or unavailable (Person acting as a parent): • Person Acting as a Parent: A person other than a parent who is legally responsible for the welfare of a child. • Education Advocate: Appointment as education advocate completed • Foster parent: If appointed as education advocate • The student at age 18: At age 18 the student becomes his/her own educational decision-maker unless otherwise determined by a court 25

Some Recommendations for Prep ü Develop a draft of the IEP before the IEP meeting – Share the draft with the principal, team members, and parent(s) 2 to 3 days before the meeting ü Create a backward planning guide to know and ensure the IEP timelines are met – Check annual review dates – Ensure 10 -day notice of IEP meeting – Know what 3 -year reevaluations are coming up ü Check to see if the building principal will attend the IEP meeting or request that an administrative designee be assigned – the administrator cannot sign the IEP later if he/she did not attend