What is an IEP?

What is an IEP?

An IEP, short for Individualized Education Program, is a comprehensive and tailored document designed to support students with disabilities in their academic pursuits. This personalized roadmap is created through a collaborative effort involving teachers, parents or guardians, school administrators, and, when applicable, specialists such as therapists or counselors. The main purpose of an IEP is to ensure that students with disabilities receive appropriate and tailored educational services and support to help them succeed academically and make progress toward their educational goals. The IEP serves as a blueprint for your child’s educational journey.

The IEP is legally mandated under the Individuals with Disabilities Education Act (IDEA) in the United States. This law ensures that eligible students with disabilities have access to a free appropriate public education (FAPE) and that their educational needs are met through the development and implementation of an IEP. Other countries may have similar laws or educational support systems in place for students with disabilities.

What does it mean when a student has an IEP?

When a student has an IEP, it means they are eligible to receive special education. To receive Special Education, you must have an IEP. If you have an IEP, you are receiving Special Education.

IEP refers to the actual document that details what type and frequency of Special Education Supports and Related Services they will receive.

IEPs are defined by IDEA. Your local school district develops and implements an IEP. The IEP age range is 3-21. Prior to age 3, children get an IFSP.

To get an IEP, your school team of evaluators must have evaluated your child and found them to be eligible under one of the IDEA 14 Categories of Disability.

Whether or not you refer to your child as ‘disabled’ is up to you and your child. I do not think ‘disabled’ is a derogatory term, nor does much of the disability community.

The IEP Process

It’s a common myth that IEPs give students an advantage over students without one. This is not true. It is to level the playing field and address any disabilities that are affecting your child’s ability to access and benefit from their education.

If your child has been evaluated and found eligible for an IEP, that means they have been identified as a child with a disability. And that disability is interfering with their education.

For an IEP, there is General Education and Special Education. With an IEP, you can receive Special Education in the General Education setting. Receiving Special Education does not mean you forfeit regular education.

Who writes an IEP?

It is developed by an IEP team. Before an IEP can be written, your child must be eligible for special education. Per IDEA, a multidisciplinary team must determine that your child is a child with a disability and your child requires special education and IEP-related services to benefit from the general education program.

IDEA defines who must attend an IEP meeting as:

  • Parents – As a parent, you have valuable information and insights about your child’s needs and strengths, as well as ideas to enhance his education.
  • General Education Teacher/s – They share information on your child’s performance versus the expectations in the classroom.
  • Special Education Teacher/s – The teacher has the experience and training in educating kids with disabilities. They also work with other teachers in planning accommodations.
  • Results Interpreter – The person who interprets your child’s evaluation results that can help in planning for the appropriate instructional program.
  • School System Representative/LEA – The school system representative knows special education services well and is authorized to commit resources.
  • Knowledgeable Experts – people with special expertise or knowledge about your kid invited by the school district or by you.
  • Transition Service Agency Representative – When related services are discussed, representatives from transition service agencies may be invited.
  • The Child – When discussing transition, and whenever appropriate, the child may also be invited. Yes, it is considered a ‘best practice’ to include them (depending on their age).

What must be included in my child’s IEP?

Present Levels of Performance

Parents, teachers, and school staff tasked to evaluate the child present information on the child’s needs and strengths. It also includes comments on how your child is doing within the general education classroom, interventions, and any data that has been collected.

Setting Goals and Objectives

Once the team has a clear understanding of your child’s strengths and needs, the next step is to set measurable, achievable, and yet ambitious goals. These goals encompass both academic and functional aspects, with the intention of fostering growth and progress. By setting realistic objectives, we empower our students to reach their full potential. The goals are based on the discussions, data-based, and documentation in the current educational performance levels. The goals are not meant to help the child achieve above grade level or to maintain skills.=

Specialized Support and Services

Perhaps one of the most valuable aspects of an IEP is its provision of specialized services and support. These services can range from specialized instruction to various related services like speech therapy, occupational therapy, or counseling. Moreover, the IEP may include the use of assistive technology and accommodations tailored to the student’s unique needs. These adaptations ensure that students can access the curriculum on an equal footing with their non-disabled peers. In addition to the above, an IEP includes:

  • The limit of your child’s participation with kids without disability in regular school and class activities.
  • When will the services be given, where, how often, and for how long?
  • The necessary transition services (by age 14/16 or the initial IEP to take effect on the child’s 14/16th birthday).
  • Strategies and supports for behavioral management if the behavior affects the child’s or other children’s learning
  • Language requirements concerning the IEP in case the child has limited English proficiency or mastery
  • Communication needs
  • Assistive technology services or devices needed to receive FAPE
  • Needed classroom accommodations in general education

Inclusion and General Education

An essential consideration in the IEP process is determining the extent to which the student will participate in the general education setting. Inclusion is highly encouraged whenever feasible, as it not only fosters a sense of belonging but also allows for valuable social interactions and opportunities to learn from peers.

Upon completion of the IEP, the team decides on the implementation. The school district must provide the FAPE (Free Appropriate Public Education) under an LRE (Least Restrictive Environment. The IEP team will consider the most appropriate for both in educating your kid together with children without disability.

The team identifies the services your child requires to reach the objectives and goals, as well as the delivery. General classroom education is preferable for most kids. However, there are various options available. These include special day classes.

Progress Monitoring and Flexibility

An IEP is a living document, subject to regular reviews and updates. Educators continuously monitor your progress and make necessary adjustments to ensure the plan remains effective and relevant. Flexibility is key in responding to the evolving needs of your child and adapting strategies accordingly. This progress should be reported and shared timely but you can request this data at any point if you have questions about your child’s progress.

Transitions and Beyond

For students approaching the threshold of adulthood, the IEP also includes a crucial transition plan. This plan outlines the steps for transitioning from school to post-secondary life, including further education, vocational training, employment opportunities, and essential life skills development.

Next Steps

Your first IEP is written once your child had been found eligible. At that point, you will come back together and rewrite the IEP every year. The annual meeting is something you’ll hear parents talk about a lot if you are in this space. Per IDEA, a child’s IEP is reviewed and updated at least annually. As stated above, IDEA clearly defines who must attend an IEP meeting. Anyone on the team can request a meeting to review or make changes at any time.

No, you don’t have to think about or communicate with your teachers daily. But if you only think about or act on your child’s IEP once a year at renewal time, I can almost guarantee you that it will be a stressful experience.

Engage and stay involved all year long.

 

 




Parent Roles on School Committees

Parent Roles on School Committees 

It’s that time of year! Schools are desperately reaching out to parents to provide extended services that may include:

  1. Volunteering in your child’s classroom or lunchtime supervision support
  2. Fundraising for the school or a student group
  3. Driving for field trips or sports activities
  4. Acting as a leader for the Parent-Teacher-Student Association
  5. Serving on a school or district advisory team for curriculum adoption, school plan development, special education services, English language learner services, Title I services, gifted or talented services, or local education bond oversight
  6. Providing added after school or weekend services

Support Your Children’s Schools

Parents should seriously consider how they can best support each of their child’s school activities when considering their added job and family support needs. Many families struggle with accepting too many responsibilities at one school and not having any more time for the demands from another school. It is better to talk with each child to determine how they want their parents to support them. For example, could another family member offer more help? As grandparents, we provide carpool and homework help for the younger grandkids. Older grandkids may invite us to attend special sporting events as they prefer to carpool with their friends to most events.

Classroom parent volunteer help may include:

  • Organizing and helping at special events
  • Creating curricular units for a classroom teacher
  • Listening to students read in small classroom groups
  • Reading to children and managing an art or social studies activity that supports a story
  • Helping students with their small group math assignments
  • Sitting near challenged students to give encouragement and help them focus on assignments

School leadership activities that may incorporate parents’ special talents may include:

  • Writing public relations stories for the school
  • Organizing and leading fundraising activities
  • Organizing and leading school events
  • Organizing parent carpools for field trips or sporting activities
  • Recruiting parents to serve on school leadership and advisory groups
  • Helping with the after school childcare services

Consider Leadership Opportunities with Various Countries

When a parent has immigrated from another country or attended a different type of school, they can offer teachers a wider variety of culturally rich activities. Many parents are reluctant to become involved in their children’s classroom activities because they may have had limited experiences in the American school systems. Some parents from different countries help classroom teachers by sharing their cultural practices through cooking, art projects, storytelling, social studies projects, and plays. A few parents lead cultural history days. Several parents volunteer in classrooms during the Thanksgiving holiday season by talking about their holiday cultural practices. Others may lead students with various acts of kindness. They may host a fundraising event for cultural communities in need or adopt a school from another country with letter writing activities.

Grow Your Volunteer Leadership Talents

As parents become active in their children’s schools, many will gain leadership skills that can benefit their jobs. Others may explore new skills as they learn how to fundraise for a project or write a public relations story. Some may manage the social media platform for the school. The talents gained from these experiences may lead a parent to run for their local school board, substitute teach, work as a lunch time supervisor, or return to school to become a teacher. My own parent volunteer activities led me back to college many years ago to become a teacher and an educational leader. Please share your own leadership journey as a parent volunteer in the comments section under this blog.

 

 

 

 




What Are the 6 Principles of IDEA?

What Are the 6 Principles of IDEA?

One of the most important aspects of special education is understanding the law. It’s big. It doesn’t make sense, but it’s the cornerstone of everything I do as a professional. It doesn’t matter which state you live in or which district your school is in these 6 principles are EVERYTHING! (Don’t worry I’ll share more on these later, and give you more details.)

The 6 Principles of IDEA are what school districts are held accountable for funding. They must adhere to these principles and concepts or risk losing funding. And knowing these core special education concepts helps you as a parent with a child with a disability. If you have IEP issues and are having trouble defining them, chances are that issue will fit into one of these 6 buckets. First, a little background.

What is IDEA?

IDEA is the Individuals with Disabilities Education Act. It was enacted in 1975 and was re-authorized in 1990 and 2004. Ideally, it is supposed to be updated as appropriate every 10 years, but you can see that doesn’t happen. IDEA was authorized by the federal government to ensure that all children with disabilities are provided with “equality of [educational] opportunity, full participation, independent living, and economic self-sufficiency.” Meaning an IEP is to prepare a child for further education, employment, and independent living.

To get special education services for a child, you have to follow a legal process. The most important law for this process is the Individuals with Disabilities Education Act (IDEA).  It gives rights and protections to kids with disabilities. It covers them from birth through high school graduation or age 21 (whichever comes first). Parents and legal guardians also have rights under the law.

The IEP process should exhibit all of these principles. Trouble starts when something is left out. Everything from an IEP fits into one of these principles.

Of course, there often is an overlap of issues. For example, if a team does not include your parent concerns on the IEP or does not provide you with Prior Written Notice (PWN), you could correctly claim one or all of the following:

  1. Your child was denied a Free Appropriate Public Education (FAPE).
  2. You weren’t allowed meaningful parent participation.
  3. They didn’t put your concerns on a PWN.

The purpose of an IEP is to prepare a child for further education, employment, and independent living. This is IDEA law.

Free Appropriate Public Education

Under the IDEA, every child with a disability is entitled to a Free Appropriate Public Education (FAPE). The IDEA emphasizes special education and related services, which should be designed to meet a child’s “unique needs and prepare them for further education, employment, and independent living.”

The courts have held that the IDEA requires schools to prepare Individualized Education Plans, which provide “meaningful educational benefit” to children with disabilities. The “meaningful educational benefit” requirement includes a focus on raised student expectations, appropriate progress, and transition into postsecondary education and independent living.

Public schools and local school boards are responsible for ensuring that every child with a disability receives a FAPE.

Appropriate Evaluation

The Law requires that schools conduct “appropriate evaluations” of students who are suspected of having a disability. An appropriate evaluation must be implemented by a team of knowledgeable and trained evaluators, must utilize sound evaluation materials and procedures, and must be administered on a non-discriminatory basis. If your primary language is not English than the team must use evaluations that take this into account.

An appropriate evaluation must determine and make recommendations regarding a child’s eligibility for special education services in a timely manner. This means evaluations should be specific to the concerns surrounding the suspected disability.  Evaluations should not be the cookie-cutter approach where everyone gets the same set of assessments.

To receive FAPE, each child needs the appropriate evaluations. Your child is entitled to the appropriate evaluations to determine if there is a disability as defined under IDEA.

Individualized Education Plan

The Individualized Education Plan (IEP) was established by the IDEA to help ensure every child’s access to a Free Appropriate Public Education. The IEP is a written document, developed and drafted by an IEP team, which is based on the evaluation information to address the student’s strengths and needs.

Under the IDEA, an IEP must include information regarding a student’s present levels of educational performance, annual goals, services and supplementary aids to be received, and a detailed explanation of instances where your child is not participating in the general classroom and why.

An IEP is also required to include information regarding consistent reporting on student progress as well as “transition” to adult life. Finally, it is required that an IEP account for the planning concerns of all stakeholders including you and your child, the strengths of a particular child, and the specific “academic, developmental, and functional needs” of the child.

The plan that your child receives must be individualized to their needs.

Least Restrictive Environment

Under the IDEA, a student is guaranteed placement in the Least Restrictive Environment (LRE) possible. Therefore, the IEP team must explore a number of alternatives for enabling your child to participate in the general education classroom. These may include classroom modifications, supplemental aids, and services, andalternative instructional methods, etc.

LRE is a concept that was decided by a Supreme Court case affecting Special Education. The main point of LRE is this: “You must be educated in the least restrictive environment to the maximum extent possible, and you cannot use budget issues as an excuse not to do it.”

If an IEP team determines that your child’s needs are such that they can’t be addressed in the general education classroom, then the team must make responsible efforts to determine the LRE for that student outside of the general classroom.

Parent Participation

IDEA itself spends a lot of time addressing parent participation. It is your right, as well as your responsibility, to participate in the IEP process. Under this provision, state educational agencies and schools must ensure that the parents of a child with a disability are members of any group that makes decisions regarding the placement and LRE of that child.

You have the right to equal and meaningful participation in this process and are entitled to notification of a planned evaluation, access to planning and evaluation materials, and involvement in all meetings regarding your child’s placement. IDEA explicitly establishes your role as an equal participant and decision-maker.

Procedural Safeguards

The law establishes procedural safeguards to help parents and students enforce and understand their rights under federal law. The primary purpose of this requirement is twofold: safeguards protect your access to information pertaining to placement and transition planning, and procedures are put in place to resolve disagreements between you and schools regarding the placement of a student. For your own peace of mind, you want to read them before you need them.

Under the IDEA procedural safeguards, you have a right to review all educational records pertaining to your child, receive notice prior to meetings about your child’s evaluation, placement, or identification, and to obtain an Independent Educational Evaluation (IEE) for consideration at such meetings.

If disagreements arise, you have the right to request mediation or due process hearings with state-level education agencies, and beyond that may appeal the decision in a state or federal court.

Look for more specific information in the coming weeks about each one of these very important points from IDEA. This law encompasses of everything within special education. Do you have additional questions or want me to share a specific topic send me an email at: alison.whiteley@toad-allyexceptionallearners.com

 

 




Raising an Athlete

Raising an Athlete 

Sports!! From fall to winter, spring to summer, I have always loved the cycle of sports. It is extremely exciting to watch a family member play in competitive sports. Being an enthusiastic follower of my daughter as an all-star softball player, I really had to let go of my instinct to be a mom-coach. I quickly learned how to become a silent and compassionate partner when my daughter competed in championship games. I discovered that the stakes were high. And maybe a bit too high for my daughter and her team to relax, focus, and enjoy their sport.

As a typical parent, I initially tried to encourage my child while being positive. This strategy failed, however, when my daughter and her team felt the pressure during the playoffs. Suddenly, the pressure was so great that the joy of the sport was lost. The team froze and became exacerbated. Then our talented team lost their focus. Finally, they lost the win of their championship game.

What I Learned as a Parent

When I reflect back on what happened, this is what I learned about parenting an athlete:

  • It is my job to stay present and supportive regardless of how my child is responding to the coach and her team.
  • When the game becomes tense, I must diffuse my energy with a calming smile and be there as a positive force of energy for my child and the team.
  • I must remember that the most important lesson for my child is not the outcome but the process. She is there as part of a team. My job is to encourage positive teambuilding through support, compassion, and concern for every team member.
  • When there is tension, it is important to refocus the team with a timeout of support and positive energy. My job is to give my daughter the space she needs to regroup and find her center of focus. Healing happens through individual choice.
  • After a major game upset, it is important to give my daughter the space she needs to regroup and relax. Some athletes need to vent about what went wrong during the game. Others need the space to self-reflect. That is when I need to be quiet and take the cues from my daughter.
  • Showing up matters!

What I Learned from the Coaches

  • Once a team member makes an error, it is past history. The coach must restore motivational energy among team members.
  • No good is ever generated from shame discussions.
  • Players are aware of their limitations. Each needs their own reinforced coping skills when they fail.
  • Players rebuild their skills and potential through acknowledged growth and full potential of the team.
  • An effective coach is a reservoir of inspirational strength and skill development strategies for every team member.

Much success as a parent who supports their child athlete and team to their next victory of self-growth as an effective team member.




7 Strategies to Support Your Child’s Special Education Needs

7 Strategies to Support Your Child’s Special Education Needs

Each spring, I say goodbye to the family I built. But it’s the work each fall that brings that family together. This year will mark the beginning of my 19th year as a special education teacher in Colorado. Parents are always asking me what they can do to help make the transition from summer to returning to school a little easier.

Here are 7 practical ways you can help your child get ready for a new school year.

Maintain Open Communication

Maintaining open lines of communication with your child’s school and teachers is essential. Take the time to introduce yourself to your child’s teacher, attend orientation meetings, and exchange contact information. Regularly check emails, newsletters, or any other communication channels used by the school to stay informed about important updates, events, and expectations. If your child has an IEP, make sure the new classroom teacher knows.

Establish Routines and Healthy Habits

A well-established routine can provide stability and structure, contributing to your child’s overall success. Before the new school year begins, gradually adjust bedtimes and wake-up times to ensure sufficient sleep. Set regular schedules for meals, homework, and recreational activities to create a sense of predictability. Encourage healthy habits such as balanced nutrition, regular exercise, and limited screen time.

Review the Individualized Education Program (IEP)

The IEP is a crucial document outlining your child’s specific learning needs, goals, and accommodations. Take the time to thoroughly review the IEP and familiarize yourself with its contents. If needed, schedule a meeting with the school’s special education team to address any questions or concerns you may have. Ensure that the IEP is up-to-date and accurately reflects your child’s current requirements.

Encourage Independence

Fostering independence in your child is a valuable skill that will serve them well throughout their academic journey. Encourage your child to take responsibility for their school-related tasks, such as packing their bag, completing homework, and organizing their materials. Teach them problem-solving and time-management skills, gradually allowing them to take ownership of their learning.

Nurture a Positive Attitude

A positive mindset can significantly impact your child’s motivation and enthusiasm for learning. Encourage your child to embrace new challenges, view mistakes as opportunities for growth, and maintain a positive attitude toward school. Celebrate achievements, both big and small, to boost their confidence and reinforce their love for learning.

Get Involved

Active parental involvement in your child’s education can make a tremendous difference. Attend parent-teacher conferences, join parent-teacher associations, or volunteer at school events. Engage in conversations about your child’s school day, listen attentively, and offer support when needed. By actively participating in their educational journey, you demonstrate the value you place on their education.

Advocate for Your Child

As a parent, you are your child’s strongest advocate. Familiarize yourself with your rights and your child’s entitlements under special education laws. Stay informed about relevant policies and procedures. If you have concerns or questions, communicate them clearly and proactively with the school’s special education team. Collaborate with the team to ensure your child’s needs are met and their educational experience is maximized.

Preparing for a new school year requires proactive involvement and collaboration. By implementing these strategies, you can help create a positive and supportive environment that fosters your child’s growth and success. Remember, your involvement and support play a crucial role in their educational journey.