IEP

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(IEP) 101

Individualized Education Plan

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A Self-Directed Learning Opportunity

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“Everybody is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

-Albert Einstein

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Thank you for participating and contributing toward my goal of earning my Master's degree in Learning Experience Design and Educational Technology. This module is designed to take about one hour to complete, and therefore it offers more of an overview of information related to the various topics.

The goal of this module is to allow you to engage with the topics (a minimum of three) that you feel are appropriate for your role and background knowledge. Most of the sections include links to websites/documents and embedded videos; you know how you learn best, so feel free to interact with the text, videos, or both. Since this is part of my capstone project, there will be various activities, assessments, and a survey that will help me to collect the data and feedback required. Participants are welcome to use an alias throughout their engagement, to provide an assurance of anonymity.

Course Introduction

Module Instructions

Navigating the Module

1. Complete the Pre-Assessment
2. Review IEP Introduction and Statistics Slides
3. Once you arrive on the Quicklinks page, you can explore information about the course (e.g., instructor contact information, references, etc.).
4. Through the Quicklinks page, go to the Learning Topics page and select a minimum of three learning topics that you would like to focus on.
1. You can use the results of the pre-assessment to help choose topics, but ultimately it is your choice
5. Engage with (you click links to access websites and documents and/or watch videos) and complete a minimum of three topics.
1. Each section will have a short check-in/reflection activity, that is linked to the Learning Topics page
6. Complete Post-Assessment
7. Complete Post-Survey

At the top right corner of every slide (except for the first and last) there will be three buttons that will help direct you. Quick Links Page Previous Page Next Page Link to Slide/Website/Document Learning Topics Page Post-Section Check-in/Reflection

Continue to the next page, once you have completed the pre-assessment

Pre-Assessment

IEP Introduction

• An IEP is an Individualized Education Plan that is created for students with disabilities (however, not every student with a disability qualifies for one).
• The IEP is a legal document that is required to be followed by any school staff member who interacts with the student.
• Once it has been determined that a student qualifies for special education services, an IEP meeting is held and an IEP is created.
• The IEP includes many things, such as the student's current level of functioning, services received, accommodations and modifications to be provided, and goals that are specific to their needs and current level.
• At minimum, an IEP must be updated annually, in order to ensure that the student is receiving appropriate services, accommodations and modifications, and has goals that reflect their growth/needs.
• Students receive an evaluation prior to qualifying for an IEP. In addition to the annual IEP review, students evaluation must also be reviewed triannually (this can simply be a review of existing data or completing new testing as part of the reevaluation process).
• The goal is to always have an accurate understanding of the student's current functioning level and needs.

The percentage of students, enrolled in public education, with an IEP varies from state to state. During the '22-'23 school year, 14% of Missouri's public education students had an IEP.

If you have any questions about this e-learning module, please contact me at my personal email kara.prewitt@gmail.com or call (660) 216-8860.

Course Information (Page 1)

Course Information (Page 2)

Post-Assessment

Navigating the Module

Pre-Assessment

Start Here - Learning Topics

Post Survey

Quick Links

Course Information - Page 1

Learning Goal & Objectives

Privacy & Purpose

Instructor Background &Contact

Course Information - Page 2

Course, Accessisibility, & Technical Support

References

Quick Links

These will be helpful if you want to quickly return to a specific page

Directions: Choose a minimum of 3 Learning Topics. Once you are done reviewing the material for that topic, return to this page and take the check-in/reflection. Reminder: the arrow icon will take you to the selected learning topic, and the checkmark icon will take you to the check-in/reflection activity.

Once you have completed reviewing your three topics and completing the check-in/reflection activities, proceed to the next page to take the Post-Assessment.

7. The Difference Between an IEP and 504 Plan

6. Providing Accommodations and Modifications in the Classroom

...

5. Understanding and Organizing Information in an IEP

Learning Topics

1. Qualifying for an IEP

2. Sections of an IEP

3.IEP Responsibilities and Legalities

4. IEP Team Members

Once you have completed the Post-Assessment, please go to the next page and complete the Post Survey

Post-Assessment

Continue to the next page, once you have completed the post survey

Post Survey

Sincerely, Kara Prewitt

Thank you for your time, feedback, and participation. I am truly grateful for the role you played in helping me complete a major part of my capstone project!

Course completed!

Page 1 of 2

This video that provides an overview of the referral process and timeline (watch section 10:04-13:42).

A very simplified flowchart of the initial IEP process would look like this: referral for evaluation ---> if disability is suspected, an assessment is conducted ---> if eligibility is determined, an IEP is created. For more detail, regarding who can make the referral, timelines, consent required, etc., flowcharts for the two different kinds of referrals are linked below.

1. Qualifying for an IEP - Initial Process

Agency Referral

A flowchart of events, when an LEA staff member requests there to be a consideration of a special education evaluation.

Parent/Guardian Referral

A flowchart of events when a parent or guardian requests a (or First Steps provider) requests an evaluation.

Page 2 of 2

This video provides an overview of the IEP qualification process

Specific eligibility criteria for each disability

The eligibility criteria to qualify for an IEP differs, depending on the disability. Having a disability, such as Autism, doesn't automatically qualify a student for an IEP. There are requirements, for each disability, that have to be met during the evaluation in order for a student to qualify.

1. Qualifying for an IEP - Who Qualifies?

Disabilities That *May* Qualify a Student For an IEP

• Autism
• Deaf/Blind
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impairment
• Learning Disability
• Language Impairment
• Sound System Disorder
• Speech/Fluency
• Speech/Voice
• Traumatic Brain Injury
• Vision Impairment
• Young Child with Developmental Delay

This video provides an overview and explanation of the required sections of an IEP

Blank IEP document and forms available through MODESE. While these can be used, most school districts have a system that they use to create and amend IEPs; the information is the same, but the order and format may be slightly different.

An overview and explanation of the some sections that are included in an IEP

2. Sections of an IEP

Overview of the Sections of an IEP

Once an IEP is in effect, it is the school district's responsibility to ensure that every teacher has acess to their students' IEPs and is informed of their specific responsibilities.

This video reviews legal and ethical considerations for teachers of students with IEPs

A general overview of special education law

This video reviews Free and Appropriate Public Education (FAPE) in relation to special education (0:47-3:05)

3. IEP Legalities and Responsibilities

Special Education Law

Teacher's Responsibilities

This video reviews who is required to attend an IEP meeting

This video explains the important role general education teachers play as part of the IEP Team

A document covering minimum requirements for an IEP team, in regard to meeting attendance

4. IEP Team Members

IEP Team Requirements

Ultimately, you know what organizational system works best for you in your classroom. If you need help brainstorming ideas, a special education staff member in your building would be more than happy to help.

Example of an Accommodation and Modification Quickview

Example of an IEP Snapshot

5. Understanding & Organizing IEP Information

Every staff member who works with a student is allowed to have access to a student's IEP. However, while the IEP is filled with a lot of insightful information that may help you better understand your student, it is also typically multiple pages in report format that has information spread throughout. For that reason, it is important that you know the sections of an IEP (link back to section). If you review the entire document, you will be able to learn about a student's current functioning, their growth since their last IEP, simplified evaluation report, goals, services provided, state and district testing accommodations and modifications, distance learning plan, etc.For your classroom purposes, knowing what category your student qualified under, if their is a behavior intervention plan, their current level of functioning, and the classroom accommodations and modifications are most important. Special Education teachers/IEP Case Managers will often share this information in the form of an IEP Snapshot. If you want to read the whole IEP, you can request access at any time.

Prior to reviewing suggestions for providing accommodations and modifications in the classroom, it is important to distinguish the difference. Accommodations are alterations to the way that a student access and engages with the curriculum. Modifications are changes to what the student is learning.

By reviewing the IEPs/IEP Snapshots of the students in your classes, you can build common acccommodations into your lessons and assignments. It also allows you to plan, and collaborate with a special education teacher if needed, for testing and projects.

Optional Peer Collaboration (Padlet Discussion Board) Link: Share a strategy for providing accommodations and modifications that has been successful in your classroom

Focus on Accommodations and Modifications begins at 3:24

6. Providing Accommodations and Modifications in the Classroom

Strategies

Strategies and suggestions, broken down by common accommodations and modifications, for general education teachers to implement in the classroom

A video explaining the difference between an IEP and 504 Plan

A written explanation of the differences

7. The Difference Between an IEP and 504 Plan

IEP vs. 504

Learning Goal and Objectives

Learning Goal: Learners will increase their pre-existing knowledge of what qualifies a student for an IEP, what is included in an IEP, their role with an IEP, legalities related to IEPs, how to interpret the document and prepare for students based on their IEPs, how to provide accommodations/modifications, and the differences between an IEP and 504 Plan. Learning Objectives: Learners, utilizing their prior knowledge and/or what was learned through interacting with a minimum of three self-chosen topics, will accurately answer questions related to the qualification process, sections of an IEP, legalities and responsibilities of teachers, IEP team members, how to understand and organize information in an IEP, strategies for providing accommodations and modifications, and the difference between an IEP and 504 Plan with 80% accuracy, as measured on the final assessment.

Privacy and Purpose

• As part of my capstone project, I will be utilizing the information obtained from formative and summative assessments, participation in discussion boards, survey results, etc. in order to complete my research. While I will know who participated, you will remain anonymous within my capstone report. If you would prefer your name not be attached to assessments, surveys, discussion boards, etc., please choose an alternative name/word that you use throughout the module; this will allow me to compare scores, etc.
• I am linking the privacy policies for the websites that are primarily used for this e-module
• Genially
• Google
• Padlet

Most of you, who have graciously donated your time, already know me. For anyone who may not, I am Kara Prewitt. This is my eighth year as a 6th grade Special Education teacher, and my eleventh year working in the Special Education field. I earned my Bachelor's Degree in English from Truman. After working as a para for three years, I was then provided the opportunity to begin teaching. This required me to dive in head first and take graduate classes through UMSL's Temporary Authorization Certification program. Earning my Master's Degree has been a goal that I have put off for years. I am happy to report that I am so close to reaching it. If you have any questions about this e-learning module, please contact me at my personal email kara.prewitt@gmail.com or call (660) 216-8860. I am available from 6 AM - 10 PM daily to answer questions or provide assistance.

Instructor Background and Contact

Course, Accessibility, and Technical Support

Course Information

• Directions for the course can be found on the Quick Links (home button at the top right corner of every page). If there are any additional questions, please contact Kara Prewitt at kara.prewitt@gmail.com or (660) 216-8860.
• Any assessments are designed to provide immediate feedback (via automatic grading through Google Forms)

Accessibility

• Text and video options have been provided for each learning topic.
• Videos have the option for closed captioning.
• If it would be beneficial for text to speech, please contact me to discuss Google extensions.

Technical Support

• If you experience any issues with the module, please contact me. I will do my best to help determine if it is the Genially, Google Forms or Docs, Padlet, or a linked website or video issue.

References