Understanding the Individualized Education Program (IEP) Process for Parents, Slides of Psychiatry

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The IEP Process

It is important to understand

the IEP process:

• Increases your involvement
• Your student understands you are

interested in their academic progress

• You have knowledge of your student’s

needs

• Increase your understanding of the IEP

meetings

The IEP Team

Parents/Guardians

• Special Education Teacher/Coordinator
• Regular Education Teacher (if student is in reg. ed. classes)
• School Psychologist
• Speech Pathologist
• School Guidance Counselor
• Administrator
• Pupil Personnel Worker (PPW) upon request
• Special Education Instructional Specialist (SEIS) upon request

IEP/Educational Codes

(Maryland)

• 01 Mental retardation
• 02 Hearing Impaired
• 03 Deafness
• 04 Speech and language Impairment
• 05 Visual Impairment
• 06 Emotional Disturbance
• 07 Orthopedic Impairment
• 08 Other Health Impaired
• 09 Specific Learning Disability
• 10 Multiple Disabilities
• 12 Deaf- Blindness
• 13 Traumatic Brain Injury
• 14 Autism
• 15 Developmental Delay

Assessment

• Assessment evaluates areas of concern

• Include a variety of assessment tools

• Provide you with information about your

student’s academic needs (and emotional

functioning for some)

• Provide recommendations that can be

implemented

• Re-evaluation should occur at least every

three years

What’s on the IEP

• Type of disability
• Intellectual/Cognitive functioning
• Current levels of performance (including strengths & weaknesses)
• Academic, Developmental, and Functional needs
• Identified goals with statements of how progress will be measured for all areas of need
• Accommodations for State/District tests
• Modifications for the classroom
• Transition service needs
• Identifies type and quantity of services received
  • Service hours are based on the needs of the student. The number of hours that the student gets that type of service i.e. speech, counseling, occupational therapy

Current levels

Achievement/ Classroom-

• Standardized Measures: This compares your child to other children who are the same age and grade as your child - Maryland School Assessments - Scholastic Reading Inventory (SRI): Usually administered at the beginning and the end of the school year - Woodcock Johnson Test of Achievement, Third Edition: Areas assessed include, but is not limited to reading, math, written language, & academic achievement - Cognitive Assessment: Provides information about your child’s learning style and intellectual functioning - Social-Emotional/Behavioral/Adaptive Assessments: Ratings Scales, projective measures, clinical interviews, etc.
• This information is usually shared by the Special Education Teacher and Psychologist

Some differences between a

504 Plan and an IEP

504 IEP

The student does not require specialized instruction.

Specialized instruction is required for the student to experience success at school

Student requires accommodations such as preferential seating, extended time, small group setting, etc to meet academic success

IEP’s include specific goals. objectives, assessments, and accommodations that have to be completed within a specific time

Disability = physical/mental difficulties that limit one or more major life activities

Identifies specific disabling conditions

What do I do when I disagree

with the IEP Team?

• Ask for more clarification
• Ask for some time to review and

reflect

• Sign the attendance but not the

document

• Ask for support

Dispute Resolution

Options

• Discussion or Conference

• IEP Meeting

• Mediation

• Resolution Meeting

• Due Process Hearing

• State Complaint