Post by Googsmom aka Jennifer on Dec 20, 2008 17:23:36 GMT -5
Before the meeting:
1. Review records
Do you have a copy of the current IEP?
Have you reviewed the goals on the current IEP?
Do you have a copy of the most recent assessments the school has completed?
Do you understand the results of the assessments?
Do you have the results of any general state or district-wide assessments (tests) your child has taken?
Have you reviewed all assessments, from both the school and any that you had done?
2. Think about your child:
Consider writing a portrait of your child visit this website for ideas and for information as to what this means!
Have you considered the vision you have for your child for the future as well as for the next school year?
Have you listed your childs strengths, needs and interests?
Have you listed your major concerns about your childs education?
Have you talked to your child- what do they like best and least about school?
Have you thought about your childs education progress? What has been working and what has not?
Have you brainstormed with people (teacher, friend, family members, tutor, therapist, consultant) to get some ideas before the meeting?
Have you considered how your childs disability affects his or her education?
Have you considered ways of involving your child in developing his or her IEP?
3. Areas of need
Does your child have communication needs?
Does your child need assistive technology services and devices?
Does your childs behavior interfere with his or her learning or the learning of others?
Does your child have a visual impairment and need instruction in or use of Braille?
Is your child deaf or hard of hearing and have language and other communication needs?
Does your child have language needs related to his or her IEP, because English is not his or her first language?
4. Thinking about the IEP meeting
Do you know who will be attending the IEP meeting?
Are you bringing someone with you to the meeting with knowledge or special expertise regarding the child, such as a spouse, relative, friend, related service personnel or a representative from a local disability organization.
Are you planning to tape record the meeting?
Have you notified the district in writing 24 hours in advance of the meeting that you will be taping?
Do you need an interpreter at the meeting?
Do you know your educational rights?
At the IEP Meeting:
1. Formal and informal assessments reviewed to identify strengths, performance gaps (weaknesses), present levels of performance, and needs:
Has the team discussed the students strengths/ preferences/ interests?
Has the team discussed what helps your child to learn?
Has the team discussed what limits or interferes with your childs ability to learn?
Do observations of your child accurately represent his/her performance?
Has the team reviewed results from any district-wide assessments and/or individual assessments?
Does the IEP contain a statement of your childs present levels of education performance including a written statement of strengths and weaknesses?
2. List how the disability impacts the student academically and socially (includes behavior) in the school setting
Have you documented how your childs disability affects his or her ability to be involved and progress in the general curriculum?
Does your child have identified areas of need in communication?
Does your child have identified areas of gross/fine motor development needs?
Does your child have identified areas of need in social/emotional development?
Does the students behavior impede learning?
Does your child have health issues (asthma, diabetes, allergies, sleep disorder)?
Does your child have self- help needs?
Are sensory problems addressed?
Does the present level of performance include all of the needs identified in the assessment?
3. Design appropriate goals that are in line with the student's needs and are based on your states Content Standards.
Do all identified areas of need have goals?
Are all of the students educational needs addressed by appropriate goals?
Is there a baseline for each goal?
Are all of the goals on the measurable?
Are the students goals clear on what student will do, how, where and when he/she will do it?
4. Determine placement in the Least Restrictive Environment:
Does the IEP describe the extent your child will participate in the general curriculum?
Are special services scheduled so that your child will miss the least time in the regular classroom?
When determining the least restrictive environment (LRE), are potential harmful effects on the child or quality of services needed considered?
In determining the LRE for your child, was the general education class considered with supplemental services or aids?
5. Determine appropriate supports and services, accommodations and modifications the student will need to receive educational benefit and to make progress in that placement
Does the student require assistive technology devices and services?
Is the student blind or visually impaired?
Is student Deaf or Hard of Hearing?
Does the students behavior impede learning?
Are there specifics in the IEP as to how progress will be reported to the parents?
If the IEP team determines your child cannot participate in state and district-wide assessments, does the IEP contain a statement about how your child will be assessed and why it is needed?
Are the supplementary aids (such as books on tape, modified chair, one to one aide) and services (such as speech therapy, special day class, resource) to be provided clearly documented in the IEP?
For each service to be provided, are the specifics documented, including personnel responsible, initiation date, duration, frequency and location?
Are modifications and accommodations included in the IEP? This includes such things as extra time on tests, sitting close to teacher, use of a laptop, note taker, daily homework check, etc.
Are supports to be provided to school personnel (training, consultants, etc.) documented?
Will all special education services be provided at the students school of residence?
Has extended school year been considered by the IEP Team?
Has transportation been addressed?
Do you know who is directly responsible for each part of your childs program?
Given your childs ability and skills, is the school expecting the kind of progress you think your child should make?
6. Before the meeting is adjourned:
Has everyone that paticipated in creating the IEP signed and dated that they were in attendance?
Did you sign that you attended the meeting?
Did you initial that you understand your rights?
Did you review the IEP to make sure you understand everything?
Did you ask what you can do at home to reinforce skills being taught at school?
Did you agree with the proposed IEP at the end of the meeting?
Did you know you can review the proposed IEP document at home first?
If you reviewed the IEP at home, did you return the unsigned IEP to the school as soon as you have made your decision?
Did you receive a copy of the IEP before leaving?
If you have no transition issues (age 14 and up) select Create Document Below
Transition Plans
Transition services is a term used in the Individuals with Disabilities Education Act (IDEA) that defines a coordinated set of activities that may address, among others, the assessment, planning process, and educational and community experiences for youth with disabilities as they turn age 14. The intent of transition is to create opportunities for youth with disabilities that result in positive adult outcomes for life.
A transition plan is based on the students desired outcomes, and outlines a program for the students school including community activities. The course of study may include rquired elective, advanced placement, modified or specially designed instruction. The decisions regarding the course of study should directly relate to how the student is functioning and what he/she wants to do after high school.
Transition Services Participants
Did the public agency invite the student?
If the student did not attend the IEP meeting, did the public agency take steps to ensure that the student's preferences and interests were considered in the development of the IEP?
Did the public agency invite a representative of any other agency that is likely to be responsible for providing or paying for transition services?
If an agency was invited to send a representative to a meeting and did not do so, did the public agency take other steps to obtain his or her participation in the planning of transition services?
Exception to FAPE and Prior Written Notice
(To understand Prior Written Notice, go to www.fape.org/pubs/FAPE-24.pdf )
If the student will graduate with a regular* high school diploma, has the IEP team provide the parent(s) (and student, if rights have been transferred) with prior written notice that graduation from high school with a regular diploma constitutes a change in placement and that the high school student is no longer entitled to provide a free appropriate public education (FAPE)?
*Does not apply to students who have graduated but have not been awarded a regular high school diploma.
Content of the Individualized Transition Program (ITP)
Does the ITP include a statement of needed transition services that is a coordinated set of activities that promotes movement from school to desired postschool activities?
Does the ITP have instructional goals, including requirements to complete certain classes to succeed in the general curriculum and to gain needed skills?
Does the ITP require related services so the student can achieve goals?
Have community experiences been included, such as shopping, recreational activities and travel training?
Are students involved in employment-related activities such as career exploration and supportive employment?
Are post school adult living skills considered, such as vocational training, college or other specialized training?
Are daily living skills needed, including activities such as preparing meals, grooming, shopping, paying bills?
Is there a statement, if appropriate, of the interagency responsibilities or any needed linkages (i.e., linkages to agencies or services the student needs)?
If a participating agency failed to provide agreed-upon transition services contained in the IEP, did the public agency responsible for the students education reconvene the ITP team to identify alternative strategies to meet the transition objectives for the student set out in the IEP?
Has the student had a functional vocational evaluation which provides practical information about job or career interests?
Is there a statement of needed transition services that addresses postsecondary education?
Is there a statement of needed transition services that addresses vocational training?
Is there a statement of needed transition services that addresses integrated employment (including supported employment?
Is there a statement of needed transition services that addresses continuing and adult education?
Is there a statement of needed transition services that addresses adult services?
Is there a statement of needed transition services that addresses independent living?
Is there a statement of needed transition services that addresses community participation?
Is the transition plan a coordinated set of activities that is based on the individual students needs, taking into account the students preferences and interests?
Has the team reviewed age of majority information at least one year before the student reaches the ages of majority under state law?
When the student reached the age of majority, did the public agency notify both the student and the parent that all rights under Part B transferred to the student?
1. Review records
Do you have a copy of the current IEP?
Have you reviewed the goals on the current IEP?
Do you have a copy of the most recent assessments the school has completed?
Do you understand the results of the assessments?
Do you have the results of any general state or district-wide assessments (tests) your child has taken?
Have you reviewed all assessments, from both the school and any that you had done?
2. Think about your child:
Consider writing a portrait of your child visit this website for ideas and for information as to what this means!
Have you considered the vision you have for your child for the future as well as for the next school year?
Have you listed your childs strengths, needs and interests?
Have you listed your major concerns about your childs education?
Have you talked to your child- what do they like best and least about school?
Have you thought about your childs education progress? What has been working and what has not?
Have you brainstormed with people (teacher, friend, family members, tutor, therapist, consultant) to get some ideas before the meeting?
Have you considered how your childs disability affects his or her education?
Have you considered ways of involving your child in developing his or her IEP?
3. Areas of need
Does your child have communication needs?
Does your child need assistive technology services and devices?
Does your childs behavior interfere with his or her learning or the learning of others?
Does your child have a visual impairment and need instruction in or use of Braille?
Is your child deaf or hard of hearing and have language and other communication needs?
Does your child have language needs related to his or her IEP, because English is not his or her first language?
4. Thinking about the IEP meeting
Do you know who will be attending the IEP meeting?
Are you bringing someone with you to the meeting with knowledge or special expertise regarding the child, such as a spouse, relative, friend, related service personnel or a representative from a local disability organization.
Are you planning to tape record the meeting?
Have you notified the district in writing 24 hours in advance of the meeting that you will be taping?
Do you need an interpreter at the meeting?
Do you know your educational rights?
At the IEP Meeting:
1. Formal and informal assessments reviewed to identify strengths, performance gaps (weaknesses), present levels of performance, and needs:
Has the team discussed the students strengths/ preferences/ interests?
Has the team discussed what helps your child to learn?
Has the team discussed what limits or interferes with your childs ability to learn?
Do observations of your child accurately represent his/her performance?
Has the team reviewed results from any district-wide assessments and/or individual assessments?
Does the IEP contain a statement of your childs present levels of education performance including a written statement of strengths and weaknesses?
2. List how the disability impacts the student academically and socially (includes behavior) in the school setting
Have you documented how your childs disability affects his or her ability to be involved and progress in the general curriculum?
Does your child have identified areas of need in communication?
Does your child have identified areas of gross/fine motor development needs?
Does your child have identified areas of need in social/emotional development?
Does the students behavior impede learning?
Does your child have health issues (asthma, diabetes, allergies, sleep disorder)?
Does your child have self- help needs?
Are sensory problems addressed?
Does the present level of performance include all of the needs identified in the assessment?
3. Design appropriate goals that are in line with the student's needs and are based on your states Content Standards.
Do all identified areas of need have goals?
Are all of the students educational needs addressed by appropriate goals?
Is there a baseline for each goal?
Are all of the goals on the measurable?
Are the students goals clear on what student will do, how, where and when he/she will do it?
4. Determine placement in the Least Restrictive Environment:
Does the IEP describe the extent your child will participate in the general curriculum?
Are special services scheduled so that your child will miss the least time in the regular classroom?
When determining the least restrictive environment (LRE), are potential harmful effects on the child or quality of services needed considered?
In determining the LRE for your child, was the general education class considered with supplemental services or aids?
5. Determine appropriate supports and services, accommodations and modifications the student will need to receive educational benefit and to make progress in that placement
Does the student require assistive technology devices and services?
Is the student blind or visually impaired?
Is student Deaf or Hard of Hearing?
Does the students behavior impede learning?
Are there specifics in the IEP as to how progress will be reported to the parents?
If the IEP team determines your child cannot participate in state and district-wide assessments, does the IEP contain a statement about how your child will be assessed and why it is needed?
Are the supplementary aids (such as books on tape, modified chair, one to one aide) and services (such as speech therapy, special day class, resource) to be provided clearly documented in the IEP?
For each service to be provided, are the specifics documented, including personnel responsible, initiation date, duration, frequency and location?
Are modifications and accommodations included in the IEP? This includes such things as extra time on tests, sitting close to teacher, use of a laptop, note taker, daily homework check, etc.
Are supports to be provided to school personnel (training, consultants, etc.) documented?
Will all special education services be provided at the students school of residence?
Has extended school year been considered by the IEP Team?
Has transportation been addressed?
Do you know who is directly responsible for each part of your childs program?
Given your childs ability and skills, is the school expecting the kind of progress you think your child should make?
6. Before the meeting is adjourned:
Has everyone that paticipated in creating the IEP signed and dated that they were in attendance?
Did you sign that you attended the meeting?
Did you initial that you understand your rights?
Did you review the IEP to make sure you understand everything?
Did you ask what you can do at home to reinforce skills being taught at school?
Did you agree with the proposed IEP at the end of the meeting?
Did you know you can review the proposed IEP document at home first?
If you reviewed the IEP at home, did you return the unsigned IEP to the school as soon as you have made your decision?
Did you receive a copy of the IEP before leaving?
If you have no transition issues (age 14 and up) select Create Document Below
Transition Plans
Transition services is a term used in the Individuals with Disabilities Education Act (IDEA) that defines a coordinated set of activities that may address, among others, the assessment, planning process, and educational and community experiences for youth with disabilities as they turn age 14. The intent of transition is to create opportunities for youth with disabilities that result in positive adult outcomes for life.
A transition plan is based on the students desired outcomes, and outlines a program for the students school including community activities. The course of study may include rquired elective, advanced placement, modified or specially designed instruction. The decisions regarding the course of study should directly relate to how the student is functioning and what he/she wants to do after high school.
Transition Services Participants
Did the public agency invite the student?
If the student did not attend the IEP meeting, did the public agency take steps to ensure that the student's preferences and interests were considered in the development of the IEP?
Did the public agency invite a representative of any other agency that is likely to be responsible for providing or paying for transition services?
If an agency was invited to send a representative to a meeting and did not do so, did the public agency take other steps to obtain his or her participation in the planning of transition services?
Exception to FAPE and Prior Written Notice
(To understand Prior Written Notice, go to www.fape.org/pubs/FAPE-24.pdf )
If the student will graduate with a regular* high school diploma, has the IEP team provide the parent(s) (and student, if rights have been transferred) with prior written notice that graduation from high school with a regular diploma constitutes a change in placement and that the high school student is no longer entitled to provide a free appropriate public education (FAPE)?
*Does not apply to students who have graduated but have not been awarded a regular high school diploma.
Content of the Individualized Transition Program (ITP)
Does the ITP include a statement of needed transition services that is a coordinated set of activities that promotes movement from school to desired postschool activities?
Does the ITP have instructional goals, including requirements to complete certain classes to succeed in the general curriculum and to gain needed skills?
Does the ITP require related services so the student can achieve goals?
Have community experiences been included, such as shopping, recreational activities and travel training?
Are students involved in employment-related activities such as career exploration and supportive employment?
Are post school adult living skills considered, such as vocational training, college or other specialized training?
Are daily living skills needed, including activities such as preparing meals, grooming, shopping, paying bills?
Is there a statement, if appropriate, of the interagency responsibilities or any needed linkages (i.e., linkages to agencies or services the student needs)?
If a participating agency failed to provide agreed-upon transition services contained in the IEP, did the public agency responsible for the students education reconvene the ITP team to identify alternative strategies to meet the transition objectives for the student set out in the IEP?
Has the student had a functional vocational evaluation which provides practical information about job or career interests?
Is there a statement of needed transition services that addresses postsecondary education?
Is there a statement of needed transition services that addresses vocational training?
Is there a statement of needed transition services that addresses integrated employment (including supported employment?
Is there a statement of needed transition services that addresses continuing and adult education?
Is there a statement of needed transition services that addresses adult services?
Is there a statement of needed transition services that addresses independent living?
Is there a statement of needed transition services that addresses community participation?
Is the transition plan a coordinated set of activities that is based on the individual students needs, taking into account the students preferences and interests?
Has the team reviewed age of majority information at least one year before the student reaches the ages of majority under state law?
When the student reached the age of majority, did the public agency notify both the student and the parent that all rights under Part B transferred to the student?
