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IDEA and IEP Process

IDEA Part One



Refferral process

Evaluation Process


IEP COmponents

IDEA Part Two

Quarterly Progress Monitering

Parent-Student Involvment

Annual Review Process

Procedural Safeguards

Prior Written Notice

Related Services

Free Appropriate Public Education

A Free, Appropriate Public Education (FAPE) for students with disabilities is one of the key provisions of the federal Individuals with Disabilities Education Act. Families may have questions about what exactly a free, appropriate public education means in their case.

Least Restrictive Enviroment

A principle where students enviroments are altered for the betterment of the students requiring special education. LRE can be very different for each student depending on what they need to be successful. Integration in general education plays a key role in limiting social restrictions.

Refferal Process

Families are encouraged to talk with their child’s teachers and doctor about their concerns. Family members, medical professionals, and teachers— including those from Head Start or childcare programs—can contact the Preschool to ask about the evaluation process and make a referral, but evaluation of a child cannot occur until a family provides written permission. Agreeing to an evaluation does not mean a family agrees to special education services. The evaluation is free, as are the educational services from the public school system for children who qualify

Evaluation Process

Through the full and individual evaluation process, the Multidisciplinary Teamwill: Identify the student’s strengths and skills; Identify the student’s disability/ies if any exist(s); Collect sufficient information to measure the adverse effect of the student’s disability/ies on his/her educational performance; For children 3 to 5 participation in appropriate activities and daily routines; and Identify specific instructional and support services that are needed by the studentto improve his/her educational performance, regardless of whether the evaluation team determines that the student has a disability.

Eligibility Determination

To be eligible, the disability must affect how the child does at school. To decide on a child's eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

IEP Components

8 components of an iep The present levels of academic and functional performance, measurable annual goals, short-term benchmarks or objectives, accommodations and adjustments, related services, assistive technology, and transition planning are all included in the IEP.

Quarterly Progress Monitoring

Progress monitoring is the systematic and frequent data collection and measurement of student progress against their IEP goals. Monitoring student progress aims not only to assess whether learners have met benchmarks, but it is also used to determine which areas children may need extra practice in and identify the resources required for academic achievement. Information gathered from progress monitoring can also help devise strategies to address student needs through additional instruction and intervention. According to the Individuals with Disabilities Education Act (“IDEA”), school districts must perform progress monitoring specific to the goals indicated in the Individualized Education Programs (“IEPs”) for special education students.

Parent and Student Involvement

The importance of parent and student participation in the IEP process cannot be overstated. In fact, IDEA was drafted with the intention of full and meaningful partnership with families. Parents are equal members of the IEP team, and the law requires that they participate in each step of the special education process. Prior to the age of 15, students should be included to the extent appropriate; at 15, student participation in the IEP process is required.

Annual Review Process

The annual is conducted to review your child's special education program at least once a year to discuss the progress they are making toward their IEP goals. During the meeting, parents of the child and faculty members can discuss if your child has exceeded goals in some areas, met other criteria or fell short.

Procedural Safeguards

The Individuals with Disabilities Education Act (IDEA), the Federal law concerning the education of students with disabilities, requires schools to provide parents of a child with a disability with a notice containing a full explanation of the procedural safeguards available under the IDEA and U.S. Department of Education regulations. A copy of this notice must be given to parents only one time a school year, except that a copy must be given to the parents: (1) upon initial referral or parent request for evaluation; (2) upon receipt of the first State complaint and upon receipt of the first due process complaint in a school year; (3) when a decision is made to take a disciplinary action that constitutes a change of placement; and (4) upon parent request.

Prior Written Notice

Prior written notice is a legal right guaranteed to parents of kids with IEPs. Prior written notice requires the school to send written explanations of any proposed changes in your child's educational plan. Prior written notice also requires the school to send a written notice if the school denies a parent request.

Related Services

The IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child.