Understanding and Reading Individualized Education Plans (IEPs) by Cindy Rodas: Key Insights

 
Understanding and How to Read
IEP’s
 
    Presented by:
 
Cindy Rodas, Education Advocate
 
LEARNING OBJECTIVES
 
 
You will be able to identify:
 
Overview of Special Education 101
IEP’s-what are they?
Components of IEP
Examples of IEP’s
Tips
 
Overview of Special Education 101
 
What is Special Education?
Who is an appropriate education right’s holder?
Common warning signs hat a child might need special
education services
How to request special education assessments?
How to prepare for an IEP meeting?
 
What is an IEP?
 
Special education must be individualized to meet child’s unique
needs.
 
Individualized Education Program is created to address each
students needs.  The program identifies each students needs,
goals, classroom placement and services.
  Cal. Educ. Code § 56013
 
Education Manual, Page 18
 
6 kinds of IEPs
 
1.
Initial
—Determines eligibility for special education.
2.
Annual
—An IEP must be held at least once a year.
3.
Triennial
—Every 3 years, schools must conduct new assessments to determine
a student’s progress, and discuss those assessments at an IEP meeting.
4.
Amendment/Addendum
—The ERH or school can request a meeting at any
time to modify an existing IEP. After written ERH request, the IEP must be held
within 30 calendar days.
5.
30-Day/Transfer
—An IEP must be held within 30 calendar days of transfer to a
new school district to discuss placement options and services within the new
district.  District must implement the old IEP and provide ‘comparable’ services
for the first 30 days.
6.
Manifestation Determination IEP
—If a child with an IEP is suspended for 10+
days in a school year or is recommended for expulsion,  a manifestation
determination IEP meeting must be held. If the behavior was closely related to
the disability, no further discipline can happen and the school must conduct a
behavior assessment. Schools must notify you of a manifestation IEP.
Cal. Educ. Code §§ 48915.5, 56043, 56302.1, 56341.1
 
 
 
 
 
 
 
 
 
 
 
Education Manual, Page 18
 
Who should attend IEP meetings?
 
Required Members
 
Education Right Holder
General Education Teacher
Special Education Teacher
Administrative Designee
Any person who has
assessed the child or who
provides services, if those
services are being discussed
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Optional Members
 
Parent or current caregiver
(if not ERH)
School Psychologist
Social Worker
Other school personnel who
provide services or complete
an assessment (e.g. speech
and language pathologist)
 
Education Manual, Page 18
 
What happens at the IEP meeting?
 
The Written IEP includes
5 main components:
1.
Statement of Eligibility
2.
Present Levels of Performance
3.
Annual Goals and Objectives
4.
Statement of Services
5.
Statement of Placement
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Manual, Page 18
 
Cal. Educ. Code § 56341.1
 
DETERMINING ELIGIBILITY FOR
SPECIAL EDUCATION SERVICES
 
 
Eligibility
 
Categories
 
Developmental Delay (DD)
Deaf/Hard of Hearing (DHH)
Specific Learning Disability (SLD)
Visual Impairment (VI)
Traumatic Brain Injury (TBI)
Orthopedic Impairment (OI)
Speech and Language Impairment
(SLI)
Autistic-Like Characteristics (AUT)
Mental Retardation (MR)
Other Health Impairment (OHI)
Multiple Disabilities (MD)
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Basics
 
Only one category needs to be
present in order be found eligible
for the special education program
 
The eligibility category does not
limit the student to any specific
placement, service or therapy
 
See Handout 4: Eligibility Checklist
for more details
 
Education Manual,  Page 18
 
Eligibility Examples
 
Example 1
 
 
Example 2
 
Emotional Disturbance (ED)
 
Myth: a child’s IEP records and ED label will follow them for the rest of their
lives.
Truth: a child’s IEP records are confidential and can only be released with
written permission of the ERH.
 
Myth: children will be ineligible for certain jobs if they are labeled as ED.
Truth: If the youth applies to a profession that will use weapons (such as
police or military), the applicant must agree to release their education and
mental health records as part of the application process, which will be one
piece of information that is considered.
 
Myth: Not labeling a child as ED will protect them.
Truth: Making a needy child eligible as ED will help them access services to
hopefully address the emotional or behavioral need.
 
 
 
 
 
 
 
 
 
 
 
 
Present Levels of Performance and
Annual Goals & Objectives
 
PLOP: Indicates how the child is currently doing in all areas
where they are having problems
G&O: Indicates what the IEP team will work on for the next
year to help the child perform better in school.
Both PLOP’s and G&O’s must be Understandable, Measurable,
Specific and Comprehensive
Example:
Billy is having trouble communicating. 
vs.
 Billy has limited expressive
vocabulary & is not able to express his feelings with words.
Billy will use more words to express himself. 
vs. 
Billy will use 2 to 3 word
phrases to communicate his needs and feelings 80% of the time.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Manual, Page 19
 
PLOP/GOAL Example
 
Example 1
 
 
Example 2
 
WHAT IS A SPECIAL EDUCATION
PLACEMENT?
 
 
Placement Options
 
 
Education Manual, Page 20
 
Children with disabilities should be placed in the Least
Restrictive Environment (“LRE”). 
Cal. Educ. Code § 56040.1
 
Placement Examples
 
Example 1
 
 
Example 2
 
 
Tip: Make sure that to always tour the classroom placement
options before consenting to IEP.
 
WHAT SERVICES ARE
AVAILABLE?
 
 
Services
 
Speech and language therapy
: Helps children develop expressive and receptive
language skills and improve their pronunciation of sounds/words.
 
Occupational therapy
: Helps improve fine motor and visual motor skills
necessary for writing, drawing, copying and cutting.
 
Adapted physical education
: Helps children who have difficulty with motor skills
to be able to participate in PE.
 
Physical therapy
: Helps children with physical limitations access their school
environment.
 
Psychological (DIS) counseling, ERMHS/ERICS therapy, or behavioral support
services
: Help children develop social and emotional coping skills and improve
behavior through school-based (and school provided) supports.
 
Transportation
: For kids whose placement puts them in a school other than their
home school or if a student’s disability limits ability to get to school.
 
Extended School Year Services
: Special education summer school.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Manual, Page 21
 
Related Services Examples
 
Example 1
 
 
Example 2
 
 
Tip:  Remember this is a contract.  Frequency and duration
should be identified for each related service offer.  Also, make
sure to ask whether it will be a collaborative/direct/group
service.
 
IEP CONSENT
 
 
IEP Consent
 
The IEP is a contract.
The ERH can agree with none, all, or certain portions of the
document.
If the ERH does not sign an IEP, the prior IEP remains in place.
Make sure any disagreement is noted in writing on the IEP
document.
Make sure to thouroughly review the IEP before consenting.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Manual, Page 21
 
Overview
 
 
Overview of Special Education 101
IEP’s-what are they?
Components of IEP
Examples of IEP’s
Tips
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
For more help…
 
 
 
If you have exhausted every outlet, seek help.
 
Ask the minor’s attorney to complete a referral for a 317(e) attorney to
be appointed
 
Call the Alliance for Children’s Rights (213) 368-6010 or visit our website:
www.kids-alliance.org
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Gain valuable insights on understanding and reading Individualized Education Plans (IEPs) through this educational presentation by Cindy Rodas, an Education Advocate. Learn about the components of IEPs, examples, and essential tips. Explore topics such as the basics of Special Education, identifying the needs of children, the IEP process, and the different types of IEP meetings. Discover who should attend IEP meetings and understand the importance of individualized education to cater to each student's unique requirements.


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  1. Understanding and How to Read IEP s Presented by: Cindy Rodas, Education Advocate

  2. LEARNING OBJECTIVES

  3. You will be able to identify: Overview of Special Education 101 IEP s-what are they? Components of IEP Examples of IEP s Tips

  4. Overview of Special Education 101 What is Special Education? Who is an appropriate education right s holder? Common warning signs hat a child might need special education services How to request special education assessments? How to prepare for an IEP meeting?

  5. What is an IEP? Special education must be individualized to meet child s unique needs. Individualized Education Program is created to address each students needs. The program identifies each students needs, goals, classroom placement and services. Cal. Educ. Code 56013 Education Manual, Page 18

  6. 6 kinds of IEPs Initial Determines eligibility for special education. Annual An IEP must be held at least once a year. Triennial Every 3 years, schools must conduct new assessments to determine a student s progress, and discuss those assessments at an IEP meeting. Amendment/Addendum The ERH or school can request a meeting at any time to modify an existing IEP. After written ERH request, the IEP must be held within 30 calendar days. 30-Day/Transfer An IEP must be held within 30 calendar days of transfer to a new school district to discuss placement options and services within the new district. District must implement the old IEP and provide comparable services for the first 30 days. Manifestation Determination IEP If a child with an IEP is suspended for 10+ days in a school year or is recommended for expulsion, a manifestation determination IEP meeting must be held. If the behavior was closely related to the disability, no further discipline can happen and the school must conduct a behavior assessment. Schools must notify you of a manifestation IEP. Cal. Educ. Code 48915.5, 56043, 56302.1, 56341.1 1. 2. 3. 4. 5. 6. Education Manual, Page 18

  7. Who should attend IEP meetings? Required Members Optional Members Education Right Holder General Education Teacher Special Education Teacher Administrative Designee Any person who has assessed the child or who provides services, if those services are being discussed Parent or current caregiver (if not ERH) School Psychologist Social Worker Other school personnel who provide services or complete an assessment (e.g. speech and language pathologist) Education Manual, Page 18

  8. What happens at the IEP meeting? The Written IEP includes 5 main components: Placement Services 1. Statement of Eligibility 2. Present Levels of Performance Goals 3. Annual Goals and Objectives Present Levels 4. Statement of Services 5. Statement of Placement Eligibility Cal. Educ. Code 56341.1 Education Manual, Page 18

  9. DETERMINING ELIGIBILITY FOR SPECIAL EDUCATION SERVICES

  10. Eligibility Categories Basics Developmental Delay (DD) Deaf/Hard of Hearing (DHH) Specific Learning Disability (SLD) Visual Impairment (VI) Traumatic Brain Injury (TBI) Orthopedic Impairment (OI) Speech and Language Impairment (SLI) Autistic-Like Characteristics (AUT) Mental Retardation (MR) Other Health Impairment (OHI) Multiple Disabilities (MD) Only one category needs to be present in order be found eligible for the special education program The eligibility category does not limit the student to any specific placement, service or therapy See Handout 4: Eligibility Checklist for more details Education Manual, Page 18

  11. Eligibility Examples Example 1 Example 2

  12. Emotional Disturbance (ED) Myth: a child s IEP records and ED label will follow them for the rest of their lives. Truth: a child s IEP records are confidential and can only be released with written permission of the ERH. Myth: children will be ineligible for certain jobs if they are labeled as ED. Truth: If the youth applies to a profession that will use weapons (such as police or military), the applicant must agree to release their education and mental health records as part of the application process, which will be one piece of information that is considered. Myth: Not labeling a child as ED will protect them. Truth: Making a needy child eligible as ED will help them access services to hopefully address the emotional or behavioral need.

  13. Present Levels of Performance and Annual Goals & Objectives PLOP: Indicates how the child is currently doing in all areas where they are having problems G&O: Indicates what the IEP team will work on for the next year to help the child perform better in school. Both PLOP s and G&O s must be Understandable, Measurable, Specific and Comprehensive Example: Billy is having trouble communicating. vs. Billy has limited expressive vocabulary & is not able to express his feelings with words. Billy will use more words to express himself. vs. Billy will use 2 to 3 word phrases to communicate his needs and feelings 80% of the time. Education Manual, Page 19

  14. PLOP/GOAL Example Example 1 Example 2

  15. WHAT IS A SPECIAL EDUCATION PLACEMENT?

  16. Placement Options Children with disabilities should be placed in the Least Restrictive Environment ( LRE ). Cal. Educ. Code 56040.1 Non-Public School (NPS) Special Day Class (SDC) RSP/SAI Pull-Out RSP/SAI Push-In Resource Specialist Program (RSP) or Specialized Academic Instruction (SAI) Collaboration General Education Education Manual, Page 20

  17. Placement Examples Example 1 Example 2 Tip: Make sure that to always tour the classroom placement options before consenting to IEP.

  18. WHAT SERVICES ARE AVAILABLE?

  19. Services Speech and language therapy: Helps children develop expressive and receptive language skills and improve their pronunciation of sounds/words. Occupational therapy: Helps improve fine motor and visual motor skills necessary for writing, drawing, copying and cutting. Adapted physical education: Helps children who have difficulty with motor skills to be able to participate in PE. Physical therapy: Helps children with physical limitations access their school environment. Psychological (DIS) counseling, ERMHS/ERICS therapy, or behavioral support services: Help children develop social and emotional coping skills and improve behavior through school-based (and school provided) supports. Transportation: For kids whose placement puts them in a school other than their home school or if a student s disability limits ability to get to school. Extended School Year Services: Special education summer school. Education Manual, Page 21

  20. Related Services Examples Example 1 Example 2 Tip: Remember this is a contract. Frequency and duration should be identified for each related service offer. Also, make sure to ask whether it will be a collaborative/direct/group service.

  21. IEP CONSENT

  22. IEP Consent The IEP is a contract. The ERH can agree with none, all, or certain portions of the document. If the ERH does not sign an IEP, the prior IEP remains in place. Make sure any disagreement is noted in writing on the IEP document. Make sure to thouroughly review the IEP before consenting. Education Manual, Page 21

  23. Overview Overview of Special Education 101 IEP s-what are they? Components of IEP Examples of IEP s Tips

  24. For more help If you have exhausted every outlet, seek help. Ask the minor s attorney to complete a referral for a 317(e) attorney to be appointed Call the Alliance for Children s Rights (213) 368-6010 or visit our website: www.kids-alliance.org

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