IEP

What is an Individualized Education Program?
If the IEP team - the participants in the IEP conference - determine that a child has a disability covered under the IDEA and would benefit from special education services, the team develops an Individualized Education Program. The IEP is not to be developed prior to the initial IEP team meeting or without the participation of the child's parents. However, staff may prepare a draft of proposed goals and objectives to be discussed, amended, and approved by the IEP team. The IEP is a written document that describes what the child's needs are and what services will best meet those needs.

The IEP may be considered an educational blueprint. It describes the child's skills and needs, outlines a plan of specially designed instruction to take advantage of those skills and respond to those needs, and establishes educational goals and objectives or benchmarks to be achieved during the next year. The plan is to be reviewed each year and more often if parents or teachers request it. The IEP is an agreement by the school to provide specific services; however, it does not guarantee specific outcomes.
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What is the IEP team meeting?
When the assessment has been completed, an Individualized Education Program (IEP) team meeting will be held. The parent will receive written notification as to when and where this meeting will take place. The IEP team meeting is very important. If you cannot attend at the time suggested, call the IEP chairperson immediately to arrange a time that is mutually convenient for you and the school.
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Who participates on the IEP team?

The IEP team consists of at least four persons: the parent(s), the administrator or his/her designee, at least one of the child's general education teachers, a special education teacher and others familiar with the assessments of your child and his/her needs, such as, a speech/language specialist, the school psychologist, therapist, counselor, translator, etc. The student may attend when appropriate and should attend when his/her Individualized Transition Plan (ITP) is being designed and reviewed.
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What will happen at the IEP team meeting?
You will have the opportunity to participate as an active member of the IEP team by:
- Listening to others' information* regarding your child;
- Sharing your own information about your child;
- Sharing your thoughts and concerns;
- Participating in decisions regarding your child's education.
* The IEP team members will share with you the results of the assessment, observation of your child's performance at school, and other factors that the team members consider important.

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What is my role in the IEP team?
Parents are to participate as full and equal members of the IEP team. They bring vital information to the IEP meeting, because they know their children in a way no one else does.

Parents should not hesitate to ask other team members to repeat information, to offer additional explanation, or to define terms in everyday language, nor should they hesitate to suggest the kinds of interventions they believe their Child needs and to raise questions about suggestions made by other team members.

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What decisions will be made at the IEP team meeting?
The IEP team determines whether the child is eligible for services based upon his/her needs and federal and state criteria for eligibility. If the child is eligible, an IEP will be developed and written with input provided by the team. Parent participation is very important in the entire process.

You will be asked to give written approval of the Individualized Education Program at the IEP meeting. A system to measure your child's progress will be developed and reviewed yearly. Your written permission is required when a change in educational placement or program is proposed. For instances where only partial agreement is reached only those goals and objectives, programs, and services to which you agree will be implemented.

A student's Individualized Education Program is a cooperative effort among the school, the home, and the student. Communication between home and school should be continued even after the formal conferences and meetings take place. Requests for informal conferences with the teachers, requests to visit the classroom, notes, or phone calls are all ways that parents can use to learn about their child's program and performance as well as contribute important information and suggestions to staff who work with their child.

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When a child is found to be eligible for special education services, the IEP will contain:

A description of the student's present levels of educational performance in each area of suspected disability: The statements should be in narrative form with descriptions based on the assessments of what the child can and cannot do, that is, of skills the child has mastered and what he or she needs to learn next. The skills described should include academics, social behavior, language development, self-help skills, motor development, and prevocational/vocational skills, as appropriate to the child's age and disability.

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- A statement of annual educational goals, including short-term educational objectives:
This statement will list - in priority order and in a positive, action-oriented way - skills and/or behaviors that the
child and his or her teachers will be striving to develop during the next year. Categories of skills parents might
expect to be listed are academic skills (for example, reading, writing, spelling, math); social skills (for example,
getting along with others, following rules, etc.); self-help skills (for example, asking for help, working
independently, etc.); motor skills (for example, handwriting skills, P.E. skills, etc.); and prevocational/vocational
skills (for example, following directions, completing jobs, using tools), depending on the child's age and disability.
For each goal listed, the steps that must be taken to reach the goal will be described in the objectives that follow. For
students whose primary language is other than English, linguistically appropriate goals, objectives, programs and
services are included.
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A description of the necessary special education instruction and related services:
This description specifies services that will be provided to meet the child's learning needs, for example, speech/language services, assistlye technology, adaptive physical education or vocational education. It will specify the type of program or class in which the child will be placed, for example, general education classroom with special assistance, part-time services, or full-time special class placement. Persons responsible for providing the services will be listed, for example, resource specialist or adaptive physical education teacher.
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Extended school year:
If the IEP team determines that the child needs extended school year services (ESY), that is, services that go beyond the average school year, those services will be listed on the placement page. Extended school year services are appropriate when it is clear that interrupting the child's educational program - for example, for summer vacation will likely cause the child a loss in acquired knowledge or skills or will make it unlikely that the child will maintain the knowledge or skills targeted on the IEP as short-term instructional objectives.

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A statement will be made describing the extent to which the child will participate in regular education programs:
As well as a statement describing those areas in which he/she will receive special education instruction: these statements should indicate both the academic and nonacademic general education programs in which their child will participate with his or her non-disabled peers and will describe any modifications or accommodations that may be necessary in general education programs to facilitate the child's participation.
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The projected date for beginning the programs and services is described and the anticipated duration of the programs and services as well as the date on which the IEP will be reviewed is listed.
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Also described are the ways in which the child's progress will be measured and how it will be determined whether the child has mastered the skills and/or behaviors set forth as his or her annual education goals.
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The criteria, evaluation procedures and schedules to be used to determine whether the child is meeting his or her short-term educational objectives are listed.
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The schedule on which you will receive a report on the child's progress toward the mastery of their IEP goals, which is the same schedule as that of students in general education.
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The extent of the child's participation in the state and district standardized assessment program with or without accommodations. If he/she will not be participating, a statement describing alternate assessment procedures must be included.
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Behavioral goals and objectives and/or a behavioral plan if the child's inability to follow classroom and school rules is interfering with his/her educational program.
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- At age 14, transition services language regarding career exploration, vocational education, etc.
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Proficiency Standards:
IEPs for students in grades 7 through 12 should include any alternative means necessary for the students to complete the' school district's course of study and to meet or exceed the district's proficiency standards for graduation. If an IEP team determines that a student has not demonstrated the ability to attain the district's regular proficiency standards with appropriate educational services and support, the team, in accordance with district procedure, is to develop differential proficiency standards appropriate to the student's needs and potential and to include them as part of the student's 1EP.

IEP team members recognize, as state !aw does, that there may be some students who cannot meet regular or differential standards of proficiency in reading, writing, and mathematical skills and will be working toward a Letter of Completion rather than a diploma.

Educational rights will transfer to the student upon turning 18.
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How do I prepare for the IEP team meeting?
Federal and state laws have established your right to participate in making decisions about your child's special education program. It is important for you to be an informed participant and advocate for your child. The most important information you contribute to the IEP is knowledge of your child. Share your knowledge as you listen to the information and observations of the other team members. Then, through a shared decision-making process an effective plan can be developed to determine placement and services to be provided.
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Things to do before the meeting:
Talk to your child about:
- How he/she feels about school.
- Likes/dislikes.
What he/she would like to improve.
Make an appointment to visit your child's teacher.
Review your child's last IEP and know what goals were worked on.
Prepare to share information about your concerns. Make a list of any questions and bring the list to the IEP meeting. Some
information that you may wish to share at the meeting could include: Your child's likes and dislikes.
Your child's specific strengths (things he/she does well).
General social skills that your child needs to develop.
- Learning strategies that work best with your child.
- Things that motivate your child in the learning process.
- jYour child's specific limitations or problems.
- If you feel your child is working to his/her ability.
- The kind of job or work you expect your child to be able to do after completion of schooling.
- The knowledge or skills do you think your child should have to accomplish these goals.
- What you can do as a parent to help your child learn at home and support the school program.
- The kind of support you can expect from the school.
- Programs and services are available to your child from preschool through 12th grade and beyond.
- What you can do as a parent to prepare for the future.
- Extra-curricular activities or experiences that would be helpful for your child.
As a courtesy, inform the meeting contact person if you plan to bring another person to the meeting including what
expertise or knowledge he/she possesses that is necessary for the development of your child's IEP.

Be prepared to discuss the expectations you have for your child.
- Know your child's needs.
- Know the kind of progress you would like to see and share it with the IEP team.
- Share your ideas when the long-term goals and short-term objectives are developed/proposed.
Send the school any relevant or recent information about your child that the school does not have so the school has time to review prior to the IEP meeting, (e.g., independent evaluations, medical information, etc.).
Call your local Resource Parent if you need information or assistance (name and phone number available through your district director of special education).
Call your Local Advisory Committee representative if you have any questions/concerns (name and phone number available through your district director of special education).
Organize your child's special education records. Large three-ring binders are handy.

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Things to do during the meeting:
Be an active team member.
Share relevant information about your child.
Present questions you have.
Present your expectations for your child.
- Ask questions regarding things that are not clear.
- Request example(s) to clarify assessment information.
Make sure your child's program includes opportunities for participation in the general education program such as: music, physical education, lunch, recess, art, and academic subjects where appropriate. Share any goals and objectives you may have prepared.
Share any relevant information the school may not have (e.g., medical information, recent evaluation). Discuss placement after goals/objectives have been determined. Focus on your child's needs.
Be sure services are based on your child's needs.

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Will I receive notice of the IEP meeting?
The school must provide you with written notice of the IEP meeting within a reasonable time prior to the meeting. This notice will include: the date, time, and place of the meeting; the reason for the meeting; and who will be at the meeting. If you are unable to attend the meeting, you may call the school to reschedule. If an interpreter will be needed, please indicate that on the notification form as well, or call the director's office to ask that one be present.
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When must an IEP meeting be held?
An IEP meeting must be held:
Following an assessment to determine eligibility for special education.
Once a year to review your child's progress and placement and to make any changes to the IEP.
Every three years to review your child's progress and to determine whether special education programs and/or services are still required.
- After your child has received a formal assessment or reassessment.
- If you or a teacher feels that your child demonstrates significant educational growth or a lack of anticipated progress.
- When you or a teacher requests a meeting to develop, review, or revise the IEP.
- To develop an Individualized Transition Plan (ITP), beginning at age 14.
To determine whether a student's misconduct was a manifestation of his or her disability before suspending the student from school for more than l0 school days, or expelling the student.
To develop a Behavior Intervention Plan following a Functional Analysis Assessment.

If your child is already enrolled in a special education program and you request an IEP meeting, you must do so in writing. Once your request is received, the meeting must be held within 30 days, not counting school vacations greater than 5 days.

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What programs will be considered for my child?
Decisions about placement are made at the Individualized Education Plan (IEP) team meeting for each child. The goal is to provide special education services in a way that can best meet the individual student's needs and does so with a minimal loss of contact with general education. Assignment to special classes, special schooling, or other removal of the individual from the general education environment shall occur only when the nature and severity of the disability is such that education in general classes with the use of supplementary aids and services cannot be achieved satisfactorily.

For all children found eligible for special education in the SELPA, the following placement options are available for consideration by the IEP team. Once a child is found eligible for special education services, the IEP team may consider any of the following placements in which the student's goals and objectives can be met.

Each student may require a different program or combination of programs, and when appropriate, a student's curriculum can be modified. The goal is to build a program around a student's needs rather than trying to fit the student into the programs. The following is a list of program options from the least restrictive to the most restrictive environment:

General education classes:
Whenever appropriate, students with disabilities will be educated in general education classes. In addition, whenever possible, he/she will attend the school they would ordinarily attend if they were not in special education.

Non-intensive services:
In order for students with disabilities to be appropriately educated in general education classes, it may be necessary for their teacher to consult with special education personnel to receive guidance and support.

General education classes with Designated Instruction and Services (DIS):
Designated instruction and services (DIS) are provided to students with disabilities if they are required for him or her to benefit from his/her general education program. Some examples of DIS are language and speech services, adapted physical education, counseling, physical and occupational therapy, etc..

General education classes and non-intensive services:
A resource specialist may provide specialized instruction and services to students with disabilities as well as those who would incidentally benefit from being included in the instruction in order to assist students to succeed in the general education environment. The program provides support in a variety of ways depending on the needs of a particular student. For example, the specialist works with the student in the general education classroom individually, in a separate room, or collaborates with the classroom teacher to adapt instruction which is coordinated with the core curriculum and coordinated with student goals and objectives established for each student.

Intensive services:
Depending on their needs, students with disabilities may be educated in the general education program for part of the school day and in special education programs for other parts of the school day.

Special Day Class (SDC) model:
Students enrolled in a special day class program interact with their general education peers through academic, nonacademic, and extracurricular activities as appropriate. Special education staff provides a comprehensive special education program for students whose needs require a specialized curriculum and/or instructional strategies.

Learning Center Model:
Students with IEPs are assigned to homerooms and are scheduled into the Learning Center for instruction by special education staff as needed and as determined by the IEP team. Students participate with their homeroom for all activities except for the time they spend in the Learning Center.

Supported Education:
In keeping with the concept of providing the Least Restrictive Environment (LRE) for a student with special needs, the IEP team may recommend that a student be enrolled in general education classes for the majority of the day. This recommendation is predicated on the belief of the IEP team, which includes the parent, that the student can be successful in general education classes when the curriculum is specifically modified to meet his/her needs. The special education staff meets with the student and/or general education teachers on a periodic basis (frequency of contact is agreed upon in the IEP meeting) to ensure that the desired outcomes are being achieved.

Nonpublic, Nonsectarian Schools/Agencies (NPS/A):
These services are provided through contracts between school district and agencies to provide the appropriate special education facilities, special education, or designated instruction and services required by a student with disabilities when appropriate public education programs or services are not available in the SELPA.

Instruction in the home or hospital:
Students with verified medical or emotional conditions that prevent them from attending school may receive services on a temporary basis in the home or a hospital.

State residential schools:
State-operated schools for students with low incidence disabilities, such as blindness, deafness, etc., provide 5-day-aweek residential programs. State Diagnostic Schools provide field-based and residential-educational diagnostic services not available in public school classes in the SELPA.

Instruction in settings other than classrooms where specially-designed instruction may occur:
Upon recommendation from the IEP team, a student can receive specially-designed instruction in settings other than in special education classrooms. This includes, but is not limited to, the following: home, hospital, job development site, general education classroom, or in the community.
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What are related services and when are they needed?
Students may receive related services or Designated Instruction and Services (DIS) in addition to one of the placement options if the service is required for the student to benefit from his/her educational program. These services may include but are not limited to the following:
- Language and speech development and remediation
- Audiological services
- Orientation and mobility instruction - Instruction in the home or hospital
- Adapted physical education Physical and occupational therapy Vision services
Specialized driver training instruction
Counseling and guidance
Psychological services other than assessment and development of the IEP Parent counseling and training Health and nursing services Social worker services
Specially designed vocational education and career development
Recreation services
Specialized services for low-incidence disabilities, such as readers, transcribers, and vision and hearing services. Assistive technology devices/services
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What other agencies may participate in the IEP?
The Department of Mental Health is the agency mandated by Lanterman-Petris-Short legislation to administer mental health programs for the citizens of California. In Solano County, mental health services are administered by Solano County Mental Health (SCMH). North Bay Regional Center and the California State Department of Rehabilitation are also participants in providing services to students with special needs. Depending upon the student's needs and the decisions that will be made, other agencies may include North Bay Regional Center, the California Department of Rehabilitation, Blind Babies Foundation, California Children's Services, Solano County Transition Partnership Project (TPP), Economic Opportunity Council/Head Start, etc.
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Mental Health Services Eligibility
Any child, youth, or adult who is identified to be eligible for special education programs is eligible for mental health services irrespective of ability to pay. Clients will be billed on the basis of a sliding scale that takes into consideration the client's income, the number of people in the home, specific expenses, etc.

Any of the services provided by Mental Health as required by the IEP are exempt from financial eligibility standards and family repayment requirements. The service delivery system is outlined in an interagency agreement between Mental Health and the SCLPA.
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Services
Mental health services that are provided may include but are not limited to: Out-Patient treatment Assessment Treatment planning Individual and group therapy

- Assessment
- Treament planning
- Individual and group therapy
- Out-Patient treatment
- Case management
- Medication

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Who receives a copy of the IEP?
The parents of a student for whom an IEP has been prepared are to receive a copy of the IEP. In addition, before a student is placed in a special education program, it is the responsibility of the school district to ensure that any district personnel who will provide services to the student - including regular classroom teachers, special education teachers and other persons who may provide services - are knowledgeable of the child's IEP. A copy of the IEP is to be maintained at each school site where the student is enrolled. Persons from other agencies who provide the student with special education services may receive a copy of the IEP with parent's written permission. Ail IEPs are to be maintained in accordance with state and federal pupil record confidentiality laws.
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When will the IEP be implemented?
After the initial IEP has been developed, the school district must implement the IEP within a "reasonable period of time" as determined by the IEP team and the parents.
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When are IEPs changed?
A child's 1EP team is to meet at least annually, to review the child's progress and the appropriateness of the programs and services designated in the IEP. If team members determine that changes are required in order to meet the child's educational needs, they may revise the IEP.

In addition, a parent or teacher may request an IEP team meeting to review, and if necessary, revise an individualized education program. If a parent requests a meeting to review an IEP, the meeting must be held within 30 days of receipt of a written request, not counting days in July and August.

Finally, a reevaluation of the child is to be conducted at least every three years, and more frequently, if conditions warrant. Based on the reevaluation results, the IEP may be updated with new goals and objectives and/or the team may write transition goals in preparation for exiting the student from special education. For more information on reevaluation, refer to Section IX.
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Things to do after the meeting:
Review the IEP.
Call the 1EP meeting contact person if you have any questions or concerns.
Give your child feedback.
- Tell him/her what they have accomplished.
- Tell him/her what you expect for the following year.
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What to do if you do not agree with the IEP:
The IEP team, as represented by school staff, has a responsibility to indicate on the Programs and Services pages (SELPA forms 6.4a, b) of the IEP those services they will provide. However, you may find that you are in disagreement with something that is offered.
1. If you do not consent to all the components of the IEP, initial those components to which you do consent in order that they may be implemented. This will prevent a delay in providing instruction and services to the student.
2. Sign that you attended the meeting (SELPA Form 6.4b).
3. Sign that you are not in agreement with the IEP in its entirety (SELPA Form 6.4b) marking the areas in which you disagree.
4. Those components to which you did not agree will not be implemented. The IEP meeting will be adjourned to allow both parties to work toward resolution of the issue(s).

Contact any of the following resources to assist you in resolving the disagreement:
- Your director of special education
- Your child's special education principal
- A resource parent
- A district program specialist
- A SELPA program specialist
- The SELPA Alternative Dispute Resolution Panel Coordinator

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