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LESSON 3: INDIVIDUALIZED EDUCATION PROGRAMS

SUPPORTIVE

JOURNEYS

Key Vocab

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Lesson 4: Ongoing Advocacy

Lesson 3:Individualized Education Programs

Lesson 1: Special Education

Lesson 2:Evaluations

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Timeline and Rights

Placement refers to the amount of time the child spends in general or special education settings, while services include accommodations and modifications to support their learning needs.

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Last Session

Parental Involvement

Assessments

Purpose of the Evaluation

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Parents are a crucial part of the evaluation process, providing insights about their child and collaborating with the evaluation team to ensure a comprehensive understanding of the child’s needs.

The process includes a variety of assessments, such as cognitive, academic, behavioral, and functional evaluations, tailored to the child's specific challenges and strengths.

The evaluation assesses a child's academic, behavioral, and developmental needs to determine if they qualify for special education services and what type of support they may need.

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Purpose

The IEP must be completed within 30 days of the completion of the evaluation process. An IEP meeting must be held annually to review services.

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IEP Timelines

This is a plan or program developed to ensure that a child with an identified disability who is attending an elementary or secondary educational institution receives specialized instruction and related services.

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Individualized Education Program?

What is an

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"Each public agency must ensure that a free appropriate public education (FAPE) is available to all eligible children with disabilities and that the education provided to each child is consistent with the child's individualized education program (IEP)." Individuals with Disabilities Education Act (IDEA)

LEGAL FRAMEWORK

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  • Meeting Location and Duration
  • Meeting Leader
  • Child’s Attendance
  • Request the IEP Document in Advance
  • Notify the Team if You Wish to Record
  • Language and Interpreter
  • Parental Consent
  • Seek Help and Bring Support
  • Review Your Parental Rights

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the IEP Meeting

Preparing for

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IEP?

Who Attends the

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Special Education
Parent
General Education
Principal
Speech (SLP)
Psychologist
  • Welcome and Introductions
  • Review of Agenda and Ground Rules
  • Present Level of Performance
  • Review Previous IEP, if applicable
  • Current Assessment Data
  • Parent Input
  • Develop New Goals and Objectives
  • Determine Services and Accommodations
  • Placement
  • Decisions and Next Steps
  • Questions and Closing

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Meeting Agenda

Sample IEP

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Present Level of Performance?

What is the

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Special Education
Parent
General Education
Principal
Speech (SLP)
Psychologist

Relevant and time-bound

Progress monitored throughout the year

Aligned with grade level standards

Strategic, measurable, and achievable

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Achievable in one year based on PLOP

Written by Planning and Placement Team

SMART Goals and Objectives

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This goal is SMART.

True or False:

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This goal is SMART.

True or False:

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This goal is SMART.

True or False:

By June 1, 2025, given an array of 3 letters, Sam will independently identify 26 letters of the alphabet without adult prompting in 4 out of 5 opportunities.

By March 1, 2025, given a choice of 3 letters, Sam will independently identify 18 letters of the alphabet without adult prompting in 4 out of 5 opportunities.

By December 1, 2024, given a choice of 3 letters, Sam will independently identify 9 letters of the alphabet without adult prompting in 4 out of 5 opportunities.

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Literacy - Kindergarten

Given a choice of 3 letters, Sam will independently identify all 26 letters of the alphabet without adult prompting in 4 out of 5 opportunities.

Example

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By June 1, 2025, Sam will classify 20 objects into given categories (e.g., colors, shapes, sizes) and count the number of objects in each category, demonstrating understanding of the relationship between numbers and quantities in 4 out of 5 opportunities.

By March 1, 2025, Sam will classify 15 objects into given categories (e.g., colors, shapes, sizes) and count the number of objects in each category, demonstrating understanding of the relationship between numbers and quantities in 4 out of 5 opportunities.

By October 31, 2024, Sam will classify 9 objects into given categories (e.g., colors, shapes, sizes) and count the number of objects in each category, demonstrating understanding of the relationship between numbers and quantities in 4 out of 5 opportunities.

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Math - Kindergarten

Given a set of small rubber objects, Sam will independently classify objects by categories (colors, shapes, and sizes) and count the number of objects in each category in 4 out of 5 opportunities.

Examples

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By June 1, 2025, Sam will engage in turn-taking and cooperative play with peers during structured play activities for at least 10 minutes without redirection, in 4 out of 5 instances.

By March 1, 2025, Sam will engage in turn-taking and cooperative play with peers during structured play activities for at least 6 minutes without redirection, in 4 out of 5 instances.

By October 31, 2024, Sam will engage in turn-taking and cooperative play with peers during structured play activities for at least 3 minutes without redirection, in 4 out of 5 instances.

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Social Emotional Skills - Kindergarten

By the end of Kindergarten, Sam will develop social-emotional skills for peer interaction, including turn-taking and cooperative play, for 10 or more minutes at a time in 4 out of 5 instances.

Examples

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Here

More Examples

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Examples of Modifications

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Examples of Services

Examples of Accommodations

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Services, Accommodations, & Modifications

Residential Program

Hospital / Homebound

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Specialized School

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Self-Contained

Resource Room

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Extent of Non-Participation in General Education

Placement:

General Education

Parent
General Education

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Principal

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Speech (SLP)
Psychologist
Special Education

How can I support these goals and objectives at home?

How will we communicate about my child’s progress and any concerns that arise?

What are the options if this placement is not meeting my child’s needs?

How will the school monitor my child’s progress and adjust the supports as needed?

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You have the right to understand your child’s experiences and advocate for supports and services.

What specific supports and services will be provided to help my child succeed?

How will my child be included in general education classrooms and activities?

Helpful Questions

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Plans

504

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Plans

Transition

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Show what you know.

Show what you know.

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Show what you know.

Show what you know.

Click Here

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What is one key takeaway you learned today about the purpose of an IEP and how it will support your child?

Share your voice.

Reflection

NEXT LESSON: ONGOING ADVOCACY

LESSON 3: INDIVIDUALIZED EDUCATION PROGRAMS

YOU!

THANK

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