To accomplish this, the IEP team must first understand the student’s current level of performance compared to the academic standards and functional expectations for all students (see Step 1 of the College and Career Ready (CCR) IEP 5 Step Process). ” document for Step 4 that outlines many required components of this step as well as suggestions that lead to improved student outcomes. By following the CCR IEP Five Step Process, LEA representatives can support IEP teams to develop IEPs that assist any student aged 3 through 21 who receive special education to be on track to graduate ready for further education, work, and living in the community. Let the school know in advance so it has time to make these arrangements. Remember that the IEP is a working document and can be modified and changed as needed throughout the school year. © Association of Wisconsin School Administrators, AWSA Professional Learning Handout Archive. After the IEP meeting, how long will it take for my child to get help? Many times when you start an IEP meeting, a staff person will say “And I’m the LEA today.” That means that that person is designated to represent the district. Yes, it’s true. Understanding and reminding IEP team members that disability-related needs go beyond eligibility criteria and impairment label(s). These are the basics of what goes on before and during an IEP meeting. Some kids even lead IEP meetings. You can solicit this meeting when you feel it is necessary, and it's very important that you then attend as well. Even if the attorney has not personally met the student at issue, the attorney can properly gain knowledge and expertise regarding the student through conversations with staff and review of the student’ They often serve dual roles in the IEP team. Ensuring that any and all academic and functional achievement gaps identified in Step 1 have been discussed when discussing the student’s effects of disability and disability-related needs. To assist IEP teams in Step 2: Identify Effects of Disability and Disability-Related Needs, the IEP team LEA representative can assist by: In Step 3, Develop IEP Goals, the IEP team develops ambitious and achievable goals that close achievement gaps by supporting the student’s unique disability-related needs. “We wish to discuss out of district placement at this IEP meeting, so please make sure that there is an LEA in attendance who can authorize this decision if the entire IEP team agrees.”, This comes up in various forms. Here are six benefits of having a child advocate with you in an IEP meeting: 1. Involved parents will want to know ahead of time who attend their child's Individualized Education Program (IEP) meeting. In step 1, Understand Achievement, the IEP team explores and documents the student’s current academic achievement and functional performance as it relates to access, engagement, and progress in relation to early childhood/grade-level academic standards and functional skill expectations. Such data should be analyzed regularly and is the basis for interim reports. For more information on developing standards based IEP goals, see the DPI CCR IEP Step 3: Develop IEP Goals web page for webinar, steps at a glance document, and additional resources. Data from multiple sources is used, including information and viewpoints from the family and student, regarding strengths, interests, and areas of concern. Reevaluation occurs. Ensuring present level information includes information is current, accurate, and objective. Ensuring that any IEP goals that did not show reasonable progress in light of a student’s circumstances are thoroughly discussed by the IEP team and that the IEP is revised as needed. Print Book. If the IEP meeting date is 12/14/17, the anticipated duration date must be no later than 12/13/18. (3) Entities that meet the definition of intermediate educational unit or IEU in section 602(23) of the Act, as in effect prior to June 4, 1997. Highlighting how many special education services can be provided in the regular education environment. When IEP teams are discussing possible services to support a student’s IEP goals and disability-related needs, the LEA representatives should assist IEP teams in problem-solving “how” to support a student’s various disability-related needs. This is a long one!! The Purpose of IEP Meetings. (ii) Recognized as an administrative agency for purposes of the provision of special education and related services provided within public elementary schools and secondary schools of the State. data, observations, analysis), but have not pre-determined the outcome of the IEP. An attorney and/or advocate. Document 3 attempts in communication. If disagreements occur about the type of special education service that should be used to address a disability-related need, ensure all IEP team members are given opportunities to share ideas and encourage the team to focus on the “interests”, e.g. That’s not an easy task. Wrightslaw: All About IEPs Chapter 2, p. 9. YES. organization, social and emotional, etc.) (b) Educational service agencies and other public institutions or agencies. The parent can request an additional IEP Team meeting at any time and does not have to agree to excuse an IEP Team member. Either the parents or the school can ask at any time to hold an IEP meeting to revise the child's IEP. It is a time when all of your child’s limits and obstacles will be written down. Additionally, please note that after Number 2 above, IDEA specifically mentions that Charter Schools are LEA. They state “Ensuring that all children, including children with disabilities, are held to rigorous academic standards and high expectations is a shared responsibility for all of us.” US Department of Education Dear Colleague Letter, November 16, 2015. Being prepared can help you go into them feeling confident and able to advocate for your child. If you ask for this and are met with, “I don’t have the authority to approve this, we’ll have to get back to you” then that means that an LEA was not at your IEP meeting! Words are all we have, really. 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