IEPs for Dads

1. IEPs for Dads A Non Emotional Outcome Based Approach To Collaborative Business

2. Agenda Individualized Education Plan/Program • Establishing Eligibility • Setting Goals • Determining Services • Placement • Measuring and Reporting Progress • Reviewing the Plan • Transition to Life • Resources

3. Individualized Education Plan • Meeting • Written Plan • Procedural process • Specifies expected outcomes and services • Legal binding commitment of services • Always changing based on need. • For one child only • Developed by the team. • Cost is never a factor

4. Establishing Eligibility and Baselines

5. Initial evaluation • Early Intervening services • Referral for evaluation • Consent for evaluation • Time frames • Staffing eligibility meeting • One of fourteen categories • Consent to initiate service • Provision of FAPE • Writing the plan. • Present levels of academic and functional performance • How disability impacts learning and access • Sufficiently comprehensive not just category based

6. Setting Goals

7. IEP goals • Measurable and obtainable • Teach Skills • Standards based • Four domains • Start with baselines and build • Period of one year but can be shorter • Mastery levels reflect progress • Benchmarks if taking alternate assessment • Once mastered new goals developed • Starting from a baseline of X out of ten times, my child will learn this skill ,X out of ten times as demonstrated by and reported to me how.

8. Determining Services

9. Special Education • Goals drive service • Specially designed instruction • Related services • Supplementary aids and supports • Accommodations • Modifications • What service, how much, when, where, how delivered and who will provide • To progress in the general curriculum • Provide equal acces

10. Placement

11. In what setting? • Decided only after the IEP is written • IEP drives placement • Least Restrictive environment • Right not a privilege • Cannot confer reasonable educational benefit • Line of continuum • Always striving to return to Least Restrictive

12. Reporting and Measuring progress

13. Reporting on the goals • Specified on IEP • Can be report card or as stated • Evaluation criteria is what data is collected • Mastery Levels • Based on progress More or Different • Continuous monitoring

14. Reviewing the Plan

15. Annual review • At least once a year • Can be requested at any time. • No limit to the length or frequency of meetings to complete the IEP • Have goals been mastered • Do goals need to be added • Is there a need for evaluation • Reevaluation every three years

16. Transition to Life

17. Focus on life • Gainfully employed • Living independently • Quality of life choice • Starting at fourteen but can be sooner • Must be in place at sixteen • functional vocational evaluation • Based on post school outcome statement • Measurable transition goals • Determine course of instruction • Age of majority • Summary of Performance

18. Resources

19. Resources • Central Florida Parent Center http://www.cflparents.org/ • Florida Technical Assistance Paper http://www.fldoe.org/ese/pdf/y2005-2.pdf • All about the IEP NICHCY http://nichcy.org/schoolage/iep • National Parent Technical Assistance Center http://www.parentcenternetwork.org/

20. Wilbur Hawke 239.417.3636 wilbur@flafathers.com http://www.flafathers.com/

21. Wilbur Hawke 239 417-3636 wilburhawke@sfptic.org http://www.sfptic.org