Six Pillars of IDEA The Individualized Education Program

Six Pillars of IDEA: The Individualized Education Program (IEP) Courtney Kenneson

The IEP • The “IEP is a written statement for each child with a disability that is developed, reviewed, and revised in accordance with Public Law Number 94 -142” (Hulett, 2009). • The intention of the IEP is “to ensure the awareness of the specific needs, requirements, services, and accommodations deemed essential to meeting the child’s individual educational needs” (Hulett, 2009).

Kansas State Law • The Kansas State law says that it is the states job to “continue the commitment of the nation to ensure that all students, including those with disabilities, have access to a free appropriate public education (FAPE), will be included in the general education curriculum and will demonstrate improved educational outcomes. ” (State and federal, 2008)

When should an IEP be written? • Once an evaluation has been done on the student, the IDEA mandates that an initial IEP meeting be held to determine the program and placement of that student. • According to the law, these meetings must be held in a timely manner.

The Function of the IEP • When an IEP is being developed, the team must consider the student’s strengths, any concerns of the parents, the results of the evaluation, academic, developmental, and functional needs of the child.

The IEP Team • With every IEP, there should be a team for that IEP. • Team Members Include: – Parent/Guardian: the most important part of the team because they are the most knowledgeable about their child, they also have to give permission for any services – General Education Teacher: provides information on the general education curriculum, state standards, grade level expectations, and the every day environment – Special Education Teacher: implements the IEP – School District Representative: Mainly principals, supervises the meeting and the IEP – Professional of Evaluation Results: School Psychologist, interprets/clarifies the information from the evaluation – Other Necessary Professionals: Speech/Language Pathologists, Social Worker, any other professional that will be working with the student – Student: When appropriate, the student can help with his/her IEP

Important Factors • There are 6 important factors required by the law that every IEP should have. • Those 6 factors are: – “The required content of each child’s IEP – How parents will receive progress reports – Who will be included in the IEP team – Considerations including special factors in the development of the IEP – The role of the general education teacher – The requirements for review and revision of the IEP” (Hulett, 2009)

Components of the IEP • There at least 8 components of every IEP. – 1. Present Level of Performance – 2. Annual Goals – 3. Reporting Student Progress – 4. Accommodations, Modifications, and Support Services – 5. LRE – 6. Participation in State and District Assessments – 7. Frequency and Duration of Services – 8. Transition Services – 9. Additional Components/Services If Needed

Present Level of Performance (PLEP) • The rationale for all components in the IEP • Student’s strengths, learning style, accommodations, modifications, and assessment data • Should be descriptive • Should clearly explain child’s disability and impact on learning

Annual Goals • Measurable goals-can be in academic and functional areas • Must be directly linked to disability • Goals should be addressed in the PLEPs

Reporting Student Progress • Parent’s will receive progress report as often as non-disabled students • Should be included with the report card

Accommodations, Modifications, and Support Services • Accommodations: allow student to demonstrate knowledge of curriculum without much change in level and content • Modifications: Changes in curriculum and expectations • All must be listed in IEP as to where each will be administered.

Least Restrictive Environment (LRE) • Students with disabilities should be educated with their non-disabled peers as much as possible.

Participation in State and District Assessments • It must be known how the students will participate in assessments. – Will they have accommodations and/or modifications? If yes, what are they and how often will they be used? • If the student will be taking the alternate assessment, the school must provide documentation and must be linked to the same achievement standards.

Frequency and Duration of Services • The beginning and end date must be listed • How much and when the services will be provided must also be listed.

Transition Services • If the student is 16 years old, the IEP must contain transition information for after their secondary education.

Additional Components/Services if Needed • Extended School Year- if the student requires extended school; weekends, holidays • Behavior Intervention Plan (BIP)-behavior disability that impedes learning of them or others • Service Plan-if attends a private school

Complaints • It should be the goal for every district that serves children to give them the very best. Unfortunately, this does not always happen; whether voluntarily or involuntarily. • There have been complaints with IEPs. • There are 7 categories that most complaints against IEPs fall under: – – – – “Improper committee composition Improper development procedures Failure to observe the timeline requirements for development Omission of required portions of the IEP Failure to provide included services Delay in implementation Failure to provide included services on a cost-free basis” (Hulett, 2009)

Doug C. v. Hawaii (9 th Cir. 2013) • In June of 2013, Doug C. filed a complaint for his son, Spencer, against the Hawaii School District. • Doug C. said that his son was denied a Free Appropriate Public Education (FAPE) and the school held the annual IEP meeting without the parent after the parent asked for a rescheduled so that he could make it. The meeting was rescheduled many different times. The school decided to hold the IEP meeting before deadline was up. • The hearing officer and district court ruled that the school district did not deny Spencer of FAPE and didn't’t deny Doug C. from participating in the IEP meeting.

My Own Experience • During the last school year, there were 24 students on my case load. I wrote an IEP for all 24. The first few that I wrote were difficult for me but once I “got the hang” of it and knew my students more, it became easier. Out of the 6 Pillars, I believe that the IEP is the most important because it is personalized to each student. In each IEP, it discusses the student’s free appropriate public education (FAPE) and their least restrictive environment (LRE). Each of the 6 Pillars are based around the IEP, in my opinion.

Work Cited • Hulett, K. E. (2009). Legal aspects of special education. New Jersey: Person Education, Inc. • State and federal statues-regulations. (2008, June 19). Retrieved from http: //ksde. org/Default. aspx? tabid=2833 • Wright, P. W. D. , & Wright, P. D. (2013). Special education caselaw-law library. Retrieved from http: //www. wrightslaw. com/caselaw. htm