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Outline IEPs

Outline for Lesson 2: Initiating IEP Development

Parents' roles and responsibilities in IDEA Enforcement by state education agencies and U.S. Office of Special Education Local enforcement by parents of special education students Barriers hinder parental participation Menu-driven district approaches "Teachers know best" mind sets Overview of parents' roles "Equal participants" Provide information, express concerns Participate in discussions abut child's need for special services Join other participants in decisions Participation in meetings Referral for evaluation of child Determination of IDEA eligibility Manifestation of determination (in case of misconduct) Parents' roles in IEP process Active, clear contributor to IEP process Needs Expected progress Measurement of progress Common sense should guide determination as to whether goal is measurable Parents can ask valuable questions Measurement of child's accomplishment Delivery/implementation of services and accommodations Communication and trust Sample IEP meeting invitations Tone between school and parent often established prior to meeting Concern over child's performance Defensiveness and accusations Misunderstandings and fear Emotions such as denial, frustration, and hope Meeting - an opportunity to clear up confusion, misunderstanding Parents and schools - same understanding of IDEA ground rules Parents are equal partners Parents, district may invite others to meeting Services based on needs FAPE must be provided Entitlement to a service based on necessity Parents determine whether/how a child under 14 participates Good idea to tape meetings Parents and school - a common language Too many meetings undesirable Creating the atmosphere School staff must consider meeting setting and atmosphere Comfortable, pleasant atmosphere reflects respect Using a completed "draft" not a good practice Prioritized list of child's unique needs best starting place Conducting the IEP meeting Those with brief, specific contributions at the beginning, then leave Fine line between moving discussion along and making certain parents fully heard Types of meetings Initial - ground rules, good communication, clearing up misconceptions Routine annual review - what's working well, what isn't Non-routine meetings - necessary revisions Mediation training helpful Knowledge of IDEA and special education background needed Evaluation of student IDEA eligibility Child's unique educational needs