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IEP
IEP Info
| Question | Answer |
|---|---|
| IEP | Individualized Education Plan - cornerstone of special ed |
| IEP - IDEA | IEP main aspect of IDEA |
| Why have IEP | requirement that IEP be developed for every eligible disabled child |
| IEP must contain | goals and objectives individualized for chld |
| IEP must have | scheduled services for the child, description of placement where the IEP will be implemented |
| IEP rules set by | IDEA, Federal regulations, and Texs Commissioners Rules |
| IEP document | most important document in eligibility folders |
| ARD Committee | determines goals and objectives child works on for next year, determines necessary placement to make progress on goals and objectives - basic function develop IEP |
| IEP Child'sPlacement | occurs after goals and objective determined |
| IEP must be | specific, clear, comprehensive, attainable, reasonable, measureable, logical, and complete |
| 1982 Supreme Court said IEP | must be reasonable calculated to confer educational benedits to child |
| Hendrick Hudson Centeral School District vs. Rowley 458 U.S. 176 (1976) | IEP designed so child may reasonable make meaningful progress on appropriate goals and objectives |
| IEP doesn't have to | maximize child's potential or guarantee any particular level of achievement. |
| IEP must provide | basic "floor of opportunity - in light of child's needs and disabilities |
| ARD | Admission, Review, and Dismissal |
| ARD Committee | multidisciplinary team composed of teachers, assessment personnel, administrators, and most importantly theparent |
| ARD - broken down | Admit students into special ed process, Review their programs (IEPs), Dismiss students no longer eligible for sp ed and related services |
| ARD Committee's time | reviewsing, modifying, and fine-tuning IEP's. |
| ARD works by | works by consensus not votes - yes or no -- if not it's usually bc a parent disagrees with IEP |
| Parent disagrees with IEP | parent offered a recess of 10 days or less then committee meets again to revisit issues that led to disagreement. |
| ARD committee no concensus | district must proceed with implementation of proposed plan, parent has right to seek due process hearing to contest District's IEP |
| IEP Team By law include who: | one general education teacher,one special education teacher or provider,representative of the local educational agency who is knowledgeable about specially designed instruction for children with disabilities, parents, child,if appropriate |
| IEP team should know about: | services available to child,what child will do (compute addition problems),the level your child will perform the behavior (accuracy level -70% or 80%), evaluation procedure — the tool used to evaluate child’s performance,the timeline to reach objective |
| School districts | writes goals,objectives,or benchmarks differently |
| Each goal | should have at least two objectives or benchmarks to help evaluate the child’s progress regularly. |
| How Are Goals Developed? | based on how your child's needs,look at areas to focus on |
| Continue goals or not | Sometimes the IEP team chooses to continue goals in the last IEP; or change them in some way. |
| New Goals? | When new areas of need are identified, the team writes additional goals and objectives or benchmarks to address them. |
| How Many Goals Are Enough? | consider setting one goal for each "big" area of concern,maybe basic reading skills,reading comprehension, math calculation, study skills, etc. |
| Who Carries Out the Goals? | goals/objectives the team writes determines who will carry them out; special ed teacher, general ed, speech teacher |
| Child's role | child needs to understand what his goals and objectives or benchmarks are. As he gets older, he should be involved in developing them, as well. The more he is aware of what he’s working on,the greater his chances of achieving the goals. |
| The reauthorized Individuals with Disabilities Education Act (IDEA) | signed on 12-3-2005 by President Bush provisions effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a “highly qualified teacher” that took effect upon the signing of the act. |
| IDEA 2004 uses the term “complaint” to | indicate a request for a due process hearing. |
| The timeline described in Section 615(f)(3)(C shall not apply to parent | if parent was prevented from requesting the hearing bc certain misrepresentations by the local ed agency (LEA) that problem was resolved |
| The timeline described in Section 615(f)(3)(C shall not apply to parent | • The LEA’s withholds required information from the parent-under Part B to be provided to the parent. [615(f)(3)(D)] |
| The timeline described in Section 615(f)(3)(C shall not apply to parent | requires either party to provide notice to the other party. |
| The section 615 required procedures | procedures that require either party, or |
| the representing attorney, to provide a request for due process hearing notice in accordance with Section 615(c)(2) (confidential) to the other party,forward a copy to the state ed agency (SEA); | |
| 615 procedures shall include: | name, address of the child(or available contact information in the case of a homeless child),name of school |
| homeless child or youth (within the meaning of Section 725(2) of the McKinney- | |
| Vento Homeless Assistance Act (42 U.S.C. 11434a(2)), | available contact information for child,school name,description of problem,proposed resolution of the problem to the extent known and available to the party |
| procedures required by Section 615 must include notice that requirements | be filed by party/attorney before due process hearing-request is sufficient unless the receiving party notifies hearing officer and the other party, in writing, that the receiving party believes the notice hasn't met the requirements Section 615 |
| Timelines for actions related to request for due process hearing. | LEA has not sent a prior written notice toparent regarding the subject matter in the parent's request for a due process hearing, then LEA, within 10 days of receiving request for due process, send parent a response |
| LEA response to parent includes 1: | explanation of why the agency proposed- refused to take the action raised in the request for a due process hearing; |
| LEA response to parent includes 2: | description of other options the IEP team considered and reasons why those options were rejected |
| LEA response to parent includes 3: | A description of each evaluation procedure, assessment, record or report the agency used as the basis for the proposed or refused action |
| LEA response to parent includes 5:A description of the relevant factors to the agency's proposal or refusal. [615(c)(2)(B)(i)(I)] | |
| A response filed by an LEA pursuant to Section 615(c)(2)(B)(i)(I) shall not | be construed to preclude such LEA from asserting that the parent's request for hearing notice was insufficient when appropriate-except as provided in Section 615(c)(2)(B)(i), |
| Due Process hearing the non-complaining party shall, within 10 days of received notice | send to the other party a response that specifically addresses the issues raised in the request for a due process hearing.[615(c)(2)(B)(ii)] . |
| The party providing a hearing officer notification under Section 615(c)(2)(A) shall | provide the notification within 15 days of receiving the request for a due process hearing. [615(c)(2)(C)] |
| Within 5 days receipt of notification provided under Section 615(c)(2)(C),the hearing officer shall | determine on the face of the notice of whether it meets the requirements of Section 615(b)(7)(A), immediately notify the parties in writing of such determination [615(c)(2)D)] |
| Per Section 615 parents may file | separate due process requests on additional issues or separate issues. |
| Categorical | - Being without exception or qualification; absolute. |
| Noncategorical | – students with varied handicaps but all at a similar functioning |
| Cross categorical programs - | cross-categorical model which reflects teachers needs serving students with disabilities including learning disabilities, behavior disorders, and mental retardation in P-12 educational settings |
Created by:
amjshock
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