An IEP (or Individualized Education Plan) is a document that will specify what assistance the school system is required to provide your child. The IEP is developed by a team consisting of school personnel (typically principal/assistant principal, IEP coordinator, your child’s teacher) and the child’s parents/guardians, which will be reviewed every year.
No two IEP’s are identical and just because one child was able to get a specific accommodation, doesn’t mean that yours will as well, but it never hurts to ask. We asked for lots of accommodations and we received most, but not all. Accommodations are designed to remove barriers to learning. Accommodations change how kids learn, not what they learn.
Students should be placed in the Least Restrictive Environment (LRE) that the student can accomplish the goals listed in the IEP. This may mean a self contained classroom only (where all the students have an IEP), entirely enrolled in regular classes (with the assistance listed in the IEP) or a combination. Students are typically removed from the classroom for speech and occupational therapy, but not always. The way that a student gets what is needed is often through accommodations .
Accommodations
Accommodations are designed to modify how a student learns to give them the best chance for success. There are several accommodation types that can be specified on an IEP:
- Presentation – questions read aloud, information provided on the computer, information provided on a audio recording, using pictures
- Response – allowing verbal responses, pointing to answers, answering on a computer/tablet
- Timing – frequent breaks, extra time
- Setting – preferential seating, self contained special education class, inclusion
- Test Scheduling – extra time, smaller class size, have questions read to them
- Other – paraprofessional/aide, special equipment, speech, occupational therapy
Setting Goals
An IEP also sets up goals for the teachers to help your child achieve over the year. Goals should focus on social skills, behavior, self-help, communication, and academics. A goal should be specific and have some way to measure progress. It should also be achievable, but not something that should be too easy to complete right away (after all the IEP is supposed to cover the whole school year).
We’ve always had goals set for us when we come to the IEP meeting, and we can usually tweak them. The idea of the goals is to be SMART goals. That is Specific, Measurable, Achievable, Relatable, and Time Bound.
Be specific with your goal. Instead of saying John will talk more with his peers, try saying John will respond appropriately to a peer with a complete sentence in answer to a question.
Make the goal measurable. Taking the example above, go one step further – John will respond appropriately to a peer with a complete sentence in answer to a question three out of five times.
Early on we relied a little too much on the school and all of the goals were easily achievable – too easily achievable it turned out. They tried to remove our son from the program because he met the goals too easily. So now we make sure that the goals are achievable, but that our sons will have to work for them, instead of looking like easy wins for the school. We also usually leave a couple goals in as a “stretch” goals – where we are pretty sure that he won’t make it, but it gives us something to stretch for, and show that he needs continued assistance.
Each goal should be able to be observed and recorded and your IEP should include a description of how progress toward the annual goals will be measured. This can be done through observation and standardized testing. Progress will show if the student has made progress, completed the goal or if the goal needs to be re-evaluated. This information is critical for setting up the next year’s IEP. Your IEP should also specify when you will be given updates on annual goal progress (progress monitoring). Typically this is done quarterly when report cards are handed out, which is usually when the timing of the goal is defined.
The IEP must state when services will begin and must specifically describe the frequency, location, and duration of each. This will also include bus service (regular or special needs), if an assistant is on the bus, or if a seat belt/car seat is used.
Behavior Plans
The IEP can also include a Behavior Intervention Plan (BIP) if necessary. A BIP will identify any behavior problems that can create learning obstacles for your child (and other children around him/her). The BIP will also identify the reasons the behavior occurs and the intervention strategies to be used in response to the undesired behavior. It is critical that the parents be involved in the development of the BIP as this is what will be used when the student does not behave correctly.
Transition Services
Transition services and extended school year can also be included if necessary. Transition services are only required when switching from preschool to kindergarten, elementary to middle school, middle to high school and graduating from high school. Extended school year is only granted if available and if a significant knowledge loss over summer can be proved.
An IEP can either help a person to succeed or create barriers that can make success impossible. Be active in creating a strong IEP, know your rights, set strong goals that push the limits (not too easy, not to hard, but just right – the Goldilock’s philosophy), remember that you can change the IEP by requesting a meeting and make sure you get the accommodations necessary for success.
If you feel that you are not getting what you need out of your IEP, try contacting an IEP Advocate.
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