IEP

Question: What are some goals for a child who has an IEP for a language disorder? What are some goals for a child who has an IEP for a language disorder? I am currently working on an IEP project for one of my classes and the case study I have been assigned deals with a kindergardener who has a mild case of stuttering. Does anyone have any suggestions for some possible goals for this student?

Answer: This page and the link at the bottom may help you http://www.stutteringhelp.org/Default.as…

Question: What are your best suggestions for navigating the IEP process? Working on getting an IEP for my son to receive Special Education services and we're running into every excuse in the book from the school district. Anyone have any suggestions on things to make the process go more smoothly?

Answer: 1. Be consistent, persevering, and firm. Do not let them say no. 2. Talk to an attorney or advocate. 3. Check out these great resource websites... http://www.ldonline.org/article/6389 http://www.ericdigests.org/2002-2/iep.ht… http://www.taalliance.org/publications/A… http://www.education-world.com/special_e…

Question: Mys son needs a new IEP what is the procedure for obtaining one? My son needs a new IEP for K. He has an old one from a special ed preschool, that was in MD, I now live in NC and I am unsure of the procedure required to generate a new one from an old one.

Answer: According to the Individuals with Disabilities Education Act (IDEA), "IEPs must be reviewed and revised at least annually, and each child must be seen for reevaluation at least once every 3 years." Since your child's IEP was made a year ago, it should be up for review this year. Aside from IDEA, transferring to another state should also have prompted a new IEP meeting (differing curriculum, laws, etc). You have the right to request mediation (1st step) of your child's IEP at any time if you are not in agreement with it, and have the right to due process (after other methods have been exhausted). Usually you must submit your disagreement in writing to the school, and they have a set time to respond (or risk non-compliance). You should contact your son's school to request this information (the school psychologist would be a good place to start), and determine how/when your request should be filed. Hope this helps.

Question: How do you get the IEP team to schedule the IEP when a child is struggling health wise & team is delaying? Our child qualifies under OHI and Speech & Lang. for an IEP. We have given several dates to meet for an IEP to talk about changes that need need to be made in his IEP. The school keeps delaying, and our child has already missed half the school year due to his disability and an inappropriate IEP. His health is getting worse everytime they are not following the IEP and continuing to delay holding a new one. What do we do?

Answer: Under the federal law called IDEA, an IEP meeting must be held within 30 days of request. This request, as well as ALL other requests, should be done in writing. Now that they have been delaying and it is causing your child harm, I suggest writing a more detailed letter. Something like this: Dear Special Ed Director, On _________, 2008, I requested an IEP meeting to discuss my son's current placement and services. The school gave us a date of _____, 2008 but then cancelled and rescheduled for _______, 2008. This was cancelled as well and rescheduled for ______, 2008. Under IDEA, an IEP meeting must be held within 30 days of my request. It has now been _____ weeks/months. The district is out of compliance. If an IEP meeting is not held within 10 days of this request, we will be forced to file a compliance complaint. The district's delay is causing my son harm. His current IEP is inadequate to address my son's needs and needs to be revised as soon as possible. In the next 10 days, I am available on these dates at times: [list 4 or 5 dates and times to meet]. Further, please consider this my formal notification that I will be tape recording this and all future IEP meetings. I look forward to receiving an IEP Meeting Notice immediatelly indicating a meeting date within the next 10 days." Make sure you make two copies of the letter. Bring both the the school district office and have them both date and time stamped and initialed. Keep one for your records as proof of delivery. Please go to our website listed below under "Downloads and Information" and do some reading about your rights. Also check out www.wrightslaw.com. You need to educate yourself on your rights and your son's rights. Feel free to contact me through our web site below.

Question: How do you get an IEP plan for an exceptionally smart child? Individualized Education Plan? Does child have to be disadvantaged? ADHD? ODD? What is child is extremely intelligent? Does this IEP work for them as well? Cos the school my son goes to is not well-equipped for kids of genius level. 1st, I meant, "what IF" Also, never intended to meant that one was better than the other. I have NO problem w/the no child left behind act, but if you are leaving a smarter child behind....they become defiant and hard to deal with. I'm just wondering when a child can read at a much higher level, how can I get him into a special program if non such exist? Pioner... Actually I grew up w/a special needs brother and never felt he was disadvantaged. In fact, he has been much more advantaged than 'regular, normal' people. He has had so many opportunities that a regular joe the plumber would not have had. My brother is now married and holds down a job...for the most part and lives with very little assitance from others or gov't monies. I'll admit I am ignorant, not knowing, hence the question on "answers". Elizabeth... "Space Camp" ? Cool, the school systems here usually offer space camp in 5th grade as we live in Huntsville, where the space and Rocket Center exists. People from all over the world attend there, we are lucky to have it for our kids!! Carjug...I love the idea of volunteering and his school is in need. However, I won't be able to until next year when his baby sister enters school.

Answer: Actually, !DEA of 2001 made provisions for gifted children---but how that can be used to help your child is tricky. First, you must PROVE your child is exceptional. The district does not need to pay for that testing. You have to---to establish that the existing system is not adequate to his/her need. The testing is expensive. It establishes a baseline for your child's IQ, and potential, but without it they don't have to do a thing. Then you have to show that without accommodation, your child will not reach their full potential. And that is a bear as well. To say that they will not provide adequate intellectual stimulation is not enough. You might search online for organizations for Exceptional Children. They might be able to point you to solutions you have not considered. Good luck!

Question: What are some tips for a successful IEP meeting? I have another IEP meeting for my son tomorrow. I feel that I am well prepared and know the laws as well as state regulations regarding SPED very well. I have read the books from Wright's Law and other SPED books. I am just wondering if anyone has any additional tips for me?

Answer: Don't go into the meeting with a chip on your shoulder. Let people talk and don't interrupt while they are speaking, but after they are finished, feel free to answer, and don't let them interrupt. Make this a positive meeting for your son, not confrontational. So big deal, you know all the laws and have read all the books. Where is this going to get you? Make the meeting about your son. Have the goals and objectives measurable. It is good that you have some suggestions for goals and objectives. Make these Goals and objectives about your son. Don't make them about normal things that should be provided and don't ask for things that will make it easier for you. Make it for your son. The same goes for the people that will be working with your son. Make their Goals and objectives about your son and not for them.

Question: What are good statagies to use in an IEP meeting in order to get the best placement for my child? My child is ADHD with Post Traumatic Stress and possibly Depression. She is receiving resource assistance, but needs a more therapeutic setting in order to advance academically. How can I get his across to the powers -that -be during her IEP meeting?

Answer: 1. Go over the current IEP and highlight any areas you feel need to be changed. 2. Go over your parent's rights handout and highlight everything that pertains to the process for getting the changes. This can be a lengthy process, since new assesments may need to be done, so make it clear you know the fedrally mandated time frame that all of this needs to be completed by. And know that 90 days does not mean 90 school days as many schools will try to convince you. 90 days is just that...90 calendar days from start to finish. 3. Have any information or reports that can back up your requests handy, as well as forms with you that will allow the school to contact your child's therapists and medical providers to discuss his treatment needs and disabilities as they apply to his educational needs. 4. At least a 2 business days prior to the meeting (more if possible) call the school and inform them you will be brining a recording device into the meeting. The school can not deny you this, but are required to have sufficent notice to inform other participants of the use of the device and to procure a recording device of thier own to use simultaneously. 5. Bring another set of eyes and ears if possible. If this is the next in a series of meetings and things have gotten progressively more adversarial, I would recommend a parent advocate at the very least. If things have gone past adversarial and your child is having severe issues, I would try and bring an educational attorney along. If things are just getting going, then ask along another parent who has experience with IEP meetings or who can be there to help keep you calm if you have a tendency to get worked up or angered easily. Know that loosing your temper will do little to forward your cause. Most admininstrators are yelled at daily by parents over a variety of things and getting the reputation as the screaming Mom will often do more harm to your working relationship with them than good. You want to stay calm, focused and know your rights. If, at any time, you feel the meeting has reached a stale mate and/or your frustration level is rising to a danger point, ask for a 5 minute break. Other than acknolwleding receipt of a copy of the minutes and to sign in as a participant to the meeting, do not sign anything you don't understand or agree with. Remind the school politely of the legally mandated time frame, call frequently for updates (being polite, but firm about getting the information) and, if you fail to get the response you want, take it to the next level. Keep copies of EVERYTHING...recorded notes, handwritten notes, any communication from the school should be noted in a log, written notices..everything. It will help if it comes to the point of going to mediation or beyond. Being an advocate for your child is a tough job. You know what is best for your child. You know what your child is legally entitled to. And, like most parents, you know the school district is facing a tough financial year and they will do their best to do what they feel is right for the child and for the bottom line. Our instinct is to get screaming mad and just let go on the nearest person. Remember tho, that unless you are dealing with the head of the district, you are not dealing with the ultimate decision maker but one of the middle managers. Get angry..that's good. But when you do, channel it into positive actions and communication. Angry yet calm is scarey...angry yet scarey is counter-productive.

Question: Who is responsible for implementing the IEP? If a student has an IEP and a BIP who is responsible fo rimple,enting the plans? Also who should you direct concerns to if the student is not being given the modifications or accomodations on the IEP?

Answer: If the school is not following the IEP plan and not doing the mods and accoms, the first thing you do is write to district sped director and explain the situation. Then in this letter request 'prior written notice' for refusal to follow IEP plan. THey have to have LEGAL reasons for not following it, and they don't. Next thing you do is file formal complaint with your state dept of education. THese are the things that you do and are spelled out in special ed law IDEA. If you just talk to someone or have meetings, they will say they will be better just to get you off their back, because there is nothing in writing stating they are not following the IEP, there is no proof so they cant' get in trouble. If you do the 2 things I wrote above, they will have to BY LAW follow the IEP plan.

Question: Can services on an IEP be modified due to inadequate academic progress on state testing? We are in IL and my son in an out of district school placement. He has only gained one year of progress on academic testing in 4 years, despite superior IQ score. I would like to request a different placement or at the least a computer aided cirriculumn so he can gain progress in the areas he excels, and have visual aid in the areas he needs help, and also for accountability and to assess progress and his difficulties. Can I do this just on the basis of him being academically behind? Even though it's not an IEP goal? We had a meeting 3 months ago. I expressed my concerns about his academic progress, as I have at our past 2 meetings. At the last meeting his own teacher thought he was in 6th rather than 7th grade and about 1 month later his grade card promoted him to 7th grade rather than 8th. I raised my concerns then too. I am concerned that the staff can't be teaching him properly if they don't even know his grade level. I have also noticed he is repeating work from the last 3 years. We are in a big mess and I am just trying to get out of it!!! One more thing, he has Asperger's and was placed in an ED school after reacting to a new school environment that was not appropriate. The district is lacking any knowledge of how to educate AS children so I reluctantly let him be placed there to avoid further emotional trauma. THis was after an exhaustive search for other services or placements in our region.

Answer: These are some bits and pieces from the US Dept of Education IEP Guide..hope it helps. Participation in state and district-wide tests: Most states and districts give achievement tests to children in certain grades or age groups. The IEP must state what modifications in the administration of these tests the child will need. If a test is not appropriate for the child, the IEP must state why the test is not appropriate and how the child will be tested instead. Special education and related services: The IEP must list the special education and related services to be provided to the child or on behalf of the child. This includes supplementary aids and services that the child needs. It also includes modifications (changes) to the program or supports for school personnel-such as training or professional development-that will be provided to assist the child. Reviewig/Revising IEP: The IEP team must review the child's IEP at least once a year. One purpose of this review is to see whether the child is achieving his or her annual goals. The team must revise the child's individualized education program, if necessary, to address: ~the child's progress or lack of expected progress toward the annual goals and in the general curriculum; ~information gathered through any reevaluation of the child; ~information about the child that the parents share; ~information about the child that the school shares (for example, insights from the teacher based on his or her observation of the child or the child's classwork); ~the child's anticipated needs; or ~other matters. Although the IDEA requires this IEP review at least once a year, in fact the team may review and revise the IEP more often. Either the parents or the school can ask to hold an IEP meeting to revise the child's IEP. For example, the child may not be making progress toward his or her IEP goals, and his or her teacher or parents may become concerned. On the other hand, the child may have met most or all of the goals in the IEP, and new ones need to be written. In either case, the IEP team would meet to revise the IEP. When the IEP team is meeting to conduct a review of the child’s IEP and, as necessary, to revise it, members must again consider all of the factors: ~the child’s strengths, ~the parents’ ideas for enhancing their child’s education, ~the results of recent evaluations or reevaluations, and ~how the child has done on state and district-wide tests. Depending on the needs of the child, the IEP team needs to consider what the law calls special factors as well. One of these special factors include the IEP team must always consider the child’s need for assistive technology devices or services. If you do not agree with the school or the IEP: There are times when parents may not agree with the school's recommendations about their child's education. Under the law, parents have the right to challenge decisions about their child's eligibility, evaluation, placement, and the services that the school provides to the child. If parents disagree with the school's actions-or refusal to take action-in these matters, they have the right to pursue a number of options. They may do the following: ~Try to reach an agreement. Parents can talk with school officials about their concerns and try to reach an agreement. Sometimes the agreement can be temporary. For example, the parents and school can agree to try a plan of instruction or a placement for a certain period of time and see how the student does. ~Ask for mediation. During mediation, the parents and school sit down with someone who is not involved in the disagreement and try to reach an agreement. The school may offer mediation, if it is available as an option for resolving disputes prior to due process. ~Ask for due process. During a due process hearing, the parents and school personnel appear before an impartial hearing officer and present their sides of the story. The hearing officer decides how to solve the problem. (Note: Mediation must be available at least at the time a due process hearing is requested.) ~File a complaint with the state education agency. To file a complaint, generally parents write directly to the SEA and say what part of IDEA they believe the school has violated. The agency must resolve the complaint within 60 calendar days. An extension of that time limit is permitted only if exceptional circumstances exist with respect to the complaint.

Question: What would a social worker ask or discuss in an IEP meeting? I am doing an in class project at school and I was assigned to be the social worker for an IEP meeting. Im trying to pull as much resources together to be sure I will cover everything a social worker will ask or discuss in this meeting. Does anyone have any ideas?

Answer: The social worker offers insight on the general emotional/behavioral factors involved with the specific student and how they pertain to that student's education. The social worker might suggest that the student meets (or continues to meet with them) over the course of the IEP to discuss issues relating to life in general, academic success and, most commonly, working on social skills. The social worker will also provide insight on the student's social skills and awareness of others. If the student has significant behavioral problems, then the social worker and/or psychologist will typically take the lead in conducting a FBA (Functional Behavior Analysis) and then designing and implementing a BIP (Behavior Intervention Plan) specific to the student.

Question: If a student's IEP designates MRP, is it permissible to have the student in full inclusion? I am just wondering if a student's IEP says that the student should be in a most restrictive placement, is it permissible by law to have the student in a regular education classroom? If possible, please provide some sort of documentation or source. More details: I am the teacher, not the parent. If a student's IEP states she needs MRP but she is in my regular ed classroom, can I/the school can be sued because we are not providing the MRP?

Answer: The IEP team makes the determination as to what is the least restrictive educational placement for the child and the parent is an important member of that team. Depending on the child and their disability, a regular education classroom may not be the best educational choice for the child. Ask questions during the IEP meeting as to why the school believes a specific placement is appropriate for your child. I have had students placed in a regular education classroom with a one-on-one aide because that is what the parents wanted and fought for, even though there was no educational benefit to the child, and very few social benefits - not too many children want to interact with another child who has an adult shadow. The goal for every student is to be as independent as possible when they exit the educational system. This road is different for every student so the trick is finding the one that works the best for your child. wrightslaw.com is an excellent resource for anyone dealing with special education issues.

Question: Why is it wrong to write IEP after placement? I know that's not the legal procedure for writing an IEP, but I wanted to know specifically why it would be wrong to do so. The child would still have been evaluated and identified...so, why does it matter if the IEP is written before or after placement. For the most part, the same type of placement that is already happening without the IEP will happen once the IEP is written, right? I know the correct procedure is to evaluate, identify, write IEP, and placement. Thanks!

Answer: To ensure proper placement, and save child from need to re-adjust to new setting. Being shuffled around does not help students self-concept. On teaching side instructors would not have to study a student's profile that will not be in their class, and start to prepare. There also might be funding issues on administrative side. It might be like asking parents to sign a blank check, and having complete IEP would cut down on amount of Parent Conferences needed.

Question: Is it legal in Massachusetts to tape record IEP meetings and other meetings at school? I am wondering if it is legal in MA to tape record IEP meetings, as well as other meetings at school regarding my son?

Answer: Yes, it is legal for them to tape the meeting. It is also legal for you to tape the meeting. In fact, refuse to go on until you get your own tape recorder in the meeting. As i said earlier, you need to file for due process immediately. The school district is getting pretty serious when they start taping the meetings.

Question: How many hours should it take a PHD to physically write up an IEP for my 7 year old Son? I'm being told it is going to take him 10 to 14 hours to research and write an IEP for my Son. The Woodcock Johnson test has already been given to my Son and the results are in.

Answer: I would rather have a professional who took their time writing out their opinion, than some professional writing oh its just another problem child. Make some chamomile tea and relax.

Question: What can i get my IEP teachers for Christmas? Okay i'm just figuring out what to get my two IEP teaches for Christmas I need something small and no candy either. i need something that tells i've had a great three years in each of their classes.

Answer: Christmas mugs with hot chocolate packets inside, ornaments, snow globe, Christmas figurines, nice pen, or a nice pen and pencil holder. Edit: Just by giving them a gift will tell them that. You could also give them a card with the gift and wright a little note on it.

Question: Does any other educator besides me oppose the necessity to write IEP's for students in Special Education? I keep hearing terms like "legal document" and "living document" but after all the work that IEP's involve I see very few that don't get filed and forgotten until the next review. Is there a better way to ensure the needs of students with disabilities are met. I also wonder how much of the Special Education budget actually reaches the student and how much is eaten up in bureaucratic compliance and proceduralism.

Answer: You are the first educator I have met who has felt IEP's may be a ...a wast of time?..for lack of better words. Many do find IEP's frustrating...from the time it takes to prepare one in the correct format, to implementation to finding what does and does not work for a student, but I have yet to find one who thinks they aren't useful. In the best case scenario, an IEP is "filed and forgotten" until the next review. This would be because the IEP is fully implemented and it is doing it's job and doing it well. Unfotunately, that is usually not the case. Too often, things that should be on an IEP aren't..because the school district won't approve them, the teachers aren't able to implement them and/or the money doesn't exsist. When you hear about an IEP, it is usually because it isn't working. As of right now, an IEP is the most effective tool for ensuring kids with special needs get the educations they need in the enviroment and manner that works best. It is a process of trial and error, which is never as efficent as we'd like but it provides parents with a legal document that schools must support and follow as written. Without it, parents would have no way to know if the services their child needed were being offered and/or recieved, teachers would have no way to structure classrooms and implement lessons for qyalifying students and the kids themselves would be left in a position of having no stability in their education. It may not be perfect, but it is the best we've got! As for money, generally speaking only about 1/3 of every dollar spent on special ed is spent on an actual child. Compliance does eat up a fair amount of capitol. So does the administration costs, costs for specialists and testing as well as the overall increased cost of special education. But, the same can be said in most public school classes with traditional students now that No Child Left Behind has come along. The costs for that program...developing, implementing, preparing for, evaluating and compling results of..are all paid for by the school systems themselves, not by the federal government. And these costs are higher in schools with failing scores...which sadly enough are schools that are often already facing serious budget crisis..because they have to increase spending while they look for ways to improve scores. Education is exspensive...be it in public schools or in private. To see signifigant changes in education will take more money, more involvement by parents and community and more support from state and federal governments. I've said it before...if we want stronger public schools, we will have to pay for them. Stop voting for tax cuts...you're only hurting the future.

Question: Can you pull your child out of school shrtly after an IEP was created? I feel like I need to home school, but my son has an IEP, does he have to stick with it the rest of year, or can I see about home schooling?

Answer: Homeschooling is legal in all 50 states, and you can pull your child out any time, for any reason. In most states, you don't need prior permission - you just notify the school district and start homeschooling, whether there's an IEP in place or not. Here's a site that will tell you the homeschooling regs in your state; just click on your state, and on the next page in the upper right hand corner, there will be a link that says something about "Homeschool Laws in your State". http://www.hslda.org/hs/state/default.as… Hope that helps! Edit - very few states require that you have any sort of a supervisor; testing is about half and half, but any accomodations necessary will be given to him, the same as if he were in public school. Even the strictest states only require you to test in certain grades and show a portfolio of his work to an evaluator once or twice a year. I don't know of any states that will require you to hold to his IEP, though obviously you would want to stick with what's working for him.

Question: Can a parent with a child in special education answer questions about their educational experience and IEP? I am in college and taking a class entitled Education of Exceptional Children. I need a parent who can answer some questions about their experience with the school in regard to the IEP, Inclusion, and personal experiences with the school system to use as a basis for my final paper. I have a list of questions that I would be happy to email to a respondent. Thank you!

Answer: Two of my children have had IEPs. My daughter had one for three years, but it was decided this year that she did not need it anymore because she was doing fine academically, and does not have any disorders. My step son has one presently and has had one for the almost four years that he has lived with us. He has PTSD and ADHD. The school does not always go along with what they are supposed to, but for the most part they do... My youngest son has just been approved for a 504 Plan because he is disabled with a mood disorder (most likely bipolar). He will be six in July and will be starting Kindergarten in the fall. I asked the school for an IEP for him and he was denied because they want to see how he will do first. They said that we will meet one month after school starts to see how he is doing. I had to fight to even get him covered under Section 504. They denied me at the first meeting, then I went on the internet and researched all I could about his disability and the laws. I went back with an information packet for each person at the meeting, and a letter from his therapist. They gave me a 504 plan without a problem that time. I learned that I am going to have to fight to get him the accommodations that he needs.

Question: If a job,college,or military sees that I graduated on an IEP,will they see the reasons why? Such as disabilities..I'm planning on seeing an Air Force recruiter after during my last couple years of college. I'm graduating on an IEP and I'm afraid that they're going to look at the reasons why.

Answer: The biggest question you need to find out is can you make the scores on the ASVAB to enter the Air Force? The ASVAB does not allow for ANY accomodations. If you can't hang in the cafeteria reading, they don't want you to be responsible for reading something on the battle field and endangering your group, as one recruiter told me. Don't lie to the Air Force upon entering and it won't be a problem with them, as long as you can perform the work later on.

Question: see your idea about how to create IEP goal for a student who has s serious emotional disurbance? A student who has a serious emotional disturbance. She is very aggressive and have trouble to get along with her peers. Do anyone have an idea of how to create three sample goal statements for IEP on how to improve her situation?

Answer: Sure. First I am assuming that by Emotional Disturbance you mean that her category is ED. You have to set a few simple attainable goals so that you/parent/student can positively re enforce the results. I taught an student with ED and this is what we did. Objective: Student will begin to learn positive practices leading into full participation in a positive fashion into the mainstream of school everyday life. Student will be positively rewarded (verbally) for each accomplishment by teachers, administrators and parents. Goal: Student will greet teachers and administrators in a positive way everyday; "Good morning" Mrs._____Mr._____. Goal: Student will meet with resource teacher (providing a safe place)when she feels her emotions raise to a point where they are uncontrollable. Goal: Student will work with each teacher to work out a plan to asses progress and provide positive re enforcement for all work completed and for all positive behavior displayed in class such as raising her hand to ask or answer a question. I hope this helps.