Dr Seuss on IEPs
I do not like these IEPs
I do not like them, Jeeze Louise!
We test, we check,
We plan, we meet,
But nothing ever seems complete.
Would you, could you like the form?
I do not like the form I see,
Not page 1, not 2 not 3
another change,
A brand new box,
I think we all
Have lost our rocks,
Could we all meet here or there?
We cannot all fit any where.
Not in a room, Not in a hall,
there seems to be no space at all.
Could you, could you meet again?
I cannot meet again next week.
No Lunch, no prop,
Please hear me speak.
No, not at dusk. No, not at dawn.
At 4 P.M., I should be gone.
Could you hear while all speak out?
Would you write the words they spout?
I could not hear, I would not write,
This does not need to be a fight.
Sign here, date there,
Mark this, check that,
Beware the students ad-vo-cat(e)
You do not like them,
So you say
Try again! Try again!
And you may
If you will let me be,
I will try again,
You will see
Say! I almost like these IEPs
I think I'll write 6,003
And I will practice day and night
until they say
You got it right
CONTENTS / PAGES
Introduction / 4
IEP Components
/ 5Face Sheet / 6
IEP Participants / 7 -10
Present Level of Educational Performance (PLEP) / 11 -12
PLEP - Special Factors / 13 - 14
Transition Needs / 15 -22
Behavioral Intervention Plan / 23 - 26
Instructional Goals and Objectives / 27 - 28
Modifications, as well as Supplementary Aids and Services / 29 - 33
Related Services / 34 - 36
Supports for School Personnel & Progress Reporting / 37
Removal from Regular Education / 38 - 39
Placement Decisions / 40 -42
Special Education Determinations / 43 - 44
District and State Assessments / 45 - 48
Graduation Requirements & Statement of Special Education and Related Services / 49
Notice / 50
Appendix A – Integrating Aides into the IEP / 51 – 54
Appendix B – Writing IEPs that Address Challenging Behavior(s) / 55 – 62
Appendix C – Integrating Assistive Technology into IEPs / 63 – 72
Additional Resources / 73
INTRODUCTION
YOU CAN MAKE A DIFFERENCE! Each student’s IEP is critical because it spells out the special education program and services the student requires & the district agrees to provide to ensure a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
There are two overriding mandates & principles that should drive IEP DEVELOPMENT:
1. Free and Appropriate Public Education (FAPE) -IDEA & court cases indicate that “appropriate”:
a. Means “obtain educational benefit” and it does not mean “most appropriate” or best;
b. Means providing services to enable a child with a disability to meet the general standard of appropriately progressing in the general curriculum and advancing toward achieving the goals on the child's IEP.
2. Least Restrictive Environment (LRE) encompasses three main components:
a. Participation in the general education program & curriculum as appropriate;
b. Participation in activities with non-disabled students to the maximum extent appropriate; and
c. Attendance in school student would attend if not disabled.
Guidance in the Process
Unfortunately, the process of developing a code-compliant IEP that ensures FAPE in the LRE seems overwhelming. In addition, too often, the IEP that is painstakingly developed is not even used to meet the student’s needs. This IEP Resource Guide will provide step-by- step guidance on how to develop and write a code compliant IEP that will ensure FAPE in the LRE. In this endeavor, we will utilize the New Jersey Department Of Education’s sample IEP, which is also utilized by Newark. In addition, this IEP Resource Guide will provide guidance that can assist in ensuring that written IEPs are implemented.
Cautionary Notes - Every IEP must be individualized; therefore, what applies to one student does not necessarily apply to another student. Consequently, examples cited in this resource guide should only serve as a guide and not copied verbatim. In addition, when filling out the various IEP components, write in the relevant information. Do not say "see X section of the IEP".
Timeframe – IDEA requires that an IEP must be in effect before special education and related services can be provided to an eligible child. The appropriate placement for a particular child can not be determined until after decisions have been made about the child’s needs and subsequent services that the district will provide to address these identified needs. Therefore, the IEP must be developed before placement can be made because the placement must be based on the IEP.
IEP Components
By thoughtfully, accurately, and thoroughly filling out each section of Newark's IEP, not only will you ensure compliance with state and federal mandates, but you will be laying the groundwork to improve the student's educational program. This IEP Resource Guide will assist in this critical endeavor. There are 17 main sections of Newark's IEP that this guide will address in sequential order.
1. Face Sheet;
2. IEP Participants;
3. Present Levels of Educational Performance (PLEP):
4. Special Factors;
5. Transition Needs;
6. Behavioral Intervention Plans;
7. Instructional Goals, Objectives, & Corresponding Modifications, Supplementary Aids & Services;
8. Related Service(s);
9. Modifications in Extracurricular and Nonacademic Activities;
10. Supports for School Personnel;
11. Progress Reporting;
12. Removal from General Education;
13. Special Education Determinations;
14. District & State Assessments;
15. Graduation Requirements;
16. Statement of Special Education & Related Services; and
17. Notice
Newark's IEP Face Sheet
When viewing the NJDOE’s sample IEP, we see that Face Sheet – In the state’s annotated IEP, it states that “a section may be added at the beginning of the IEP format to include pertinent student information as determined necessary by the school district. That’s what Newark did. Much of this information will enable staff to view a snapshot of the district's commitment to the student on the front page without having to leaf-through a voluminous IEP. Although most of the information is self-explanatory, the following points should help guide you:
1. The top part of the face sheet references current information before the IEP is developed.
2. The student's ID # references his/her SASI #.
3. The student's age references his/her age at the time of the IEP meeting.
4. The student's program in the top section references the current program the student is enrolled in before the IEP is developed. If the student is currently enrolled in a special education program utilize the code (6A:14-4.3 to 4.9) to specify the program.
5. Under "District School for Grade", if the student is currently in general education, put the school they attend. If the student is currently in special education it references the neighborhood school the student would attend if they were not in special education, which could be the same as the current school. To assist in this process, every school clerk and many CST members have copies of "The Newark Public Schools Street Directory of Pupil Assignments."
6. Under "disabling condition" utilize the code (6A:14-3.5) and do not creatively fill out this section. Every student we are developing an IEP for should have already been classified, even when the eligibility and IEP meeting occur on the same day.
7. Under date of last eligibility, every student we are filling out an IEP for should have been classified; therefore, the last eligibility date should be delineated.
8. Under "Bilingual" and "ESL" indicate whether the student is currently receiving these school-based services. If they are receiving these services, make sure you reference it in the appropriate PLEP section(s).
9. Under Recommended Program/Placement, this decision should be made towards the end of the IEP process. Utilize the code to guide you in this process (6A:14-4.3 to 4.9).
10. Under projected grade, the IEP must delineate the student's grade(s) for the duration of the IEP you are writing. Since we write IEPs throughout the school year, in most cases the projected grade(s) would reflect more than one grade, with corresponding time frames.
11. Medicaid information - NPS procedures require that all students' parents are asked if their child is eligible for Medicaid. If they are, we must indicate it on the face sheet and include the Medicaid #. In addition, we must also request parental consent to participate in the State's "Special Education Medicaid Initiative" (SEMI). The parent must be informed that their written consent enables the NPS to receive Medicaid reimbursement for services the district provides and has no effect on the services &/or reimbursement the parent receives. *Note- The parent may not be pressured or forced to sign consent for SEMI in order to receive IEP services.
Some of the information that appears on the face sheet (e.g. LEP, related services, special education program, etc.) are code-mandated; however, they also occur on other IEP sections. However, the face sheet provides us with the relevant demographic and IEP-mandates at a glance.
Mandated Participants at IEP Meetings
Introduction – Research demonstrates that to develop and implement effective interventions for students, stakeholders must be integrally involved in the process. In this section guidance is provided to ensure IEP-mandated participants are integrally involved in this process.
1. The parent/guardian/adult student - Parents provide critical information regarding the strengths of their child and express their concerns for enhancing the education of their child. They can offer insights into how their child learns, what his/her interests are, and other aspects of their child. The parents can listen to what other team members think their child needs to work on at school and share their suggestions. They can also report on whether the skills the child is learning in school are being used at home. Parents should be active and equal participants in the IEP meetings
Following the code’s mandates for multiple notices, with sufficient time for the parent to respond, and scheduling the meetings at convenient times for parents will assist in getting parental participation. However, if the parent can not attend the IEP meeting, their participation and input should be sought and attempts documented through other venues (e.g. phone calls, IEP planners, positive student profiles, etc.). There are times, however, that an IEP meeting may be conducted without the parent in attendance if we can document that we provided parents with code-mandated notices with sufficient time for the parent to respond and it is not an initial IEP. An initial IEP can be developed but not implemented without a signed parental consent.
2. The student’s regular education teacher – The regular education teacher is mandated if the student is or may be participating in the regular education program, in which case, at least one regular education teacher must attend. If the student does not have a regular education teacher, then a regular education teacher who is knowledgeable about the district’s regular education programs should participate. The regular education teacher has important expertise regarding:
a. The general curriculum, including the Core Curriculum Content Standards, for their respective grades and subjects and New Jersey’s standards-based assessments;
b. The general education environment, as well as details to consider in implementing the IEP in the general program;
c. The aids, services, or changes to the general education program that would help the child learn and achieve;
d. What typical peers know and can do;
e. Strategies to help the child with challenging behavior(s); and
f. Supports for school staff that are needed so the child can:
· Advance toward achievement of his/her annual goals;
· Be involved and progress in the general curriculum;
· Participate in extracurricular and other activities;
· Be educated with other children with and without disabilities.
3. The special education teacher, or where appropriate, at least one special education provider - If the student does not have a special education teacher/provider, a special education teacher or provider who is knowledgeable about the district’s programs will participate. The special education teacher plays a critical role in implementing the IEP in the special education program, and they have expertise regarding individualizing instruction to meet the student’s needs, such as:
a. How to modify the curriculum to help the child learn;
b. The supplementary aids and services the student needs to be successful in the regular classroom and elsewhere; and
c. How to modify testing so that the student can show what he or she has learned;
It’s critical to note that a special education teacher &/or related service provider can fulfill the IDEA mandate.
4. A child study team member(s) - who can interpret the instructional implications of the evaluation plan. The CST member may be the case manager.
5. The case manager – Although not mandated or even mentioned in IDEA, the case manager is a code-mandated IEP participant in New Jersey and is charged with coordinating the process of developing and monitoring the implementation of the IEP.
6. The representative of the district board of education – This representative needs to be:
a. Qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities;
b. Knowledgeable about the general education curriculum;
c. Knowledgeable about the availability of district resources; and
d. Able to commit district resources.
This representative may be the case manager, child study team member or other appropriate personnel including the special education administrator or principal. In most New Jersey’s schools, including Newark, the CST case manager is also the district representative.
7. The student where appropriate (16 years and older, mandated attendance; 14 years, or when appropriate, must be invited) - The student’s involvement in decisions regarding their own futures is critical for buy-in and motivation, as well as to facilitate movement from school to post-school activities. Student participation allows the student to have a strong voice in his/her own education and can teach them a great deal about self-advocacy and self-determination. Generally speaking, for younger students that occurs if the parent believes that it is appropriate to participate, after discussion with district personnel. (Caution – The student does not have access to his/her records until age 18, unless their parent consents.)