Special Education Connections
Understanding the IEP
What is an IEP?
Who Creates an IEP?
IEP Components
Now, let's break down the IEP!
Information and Eligibility
Present Levels
The present levels is one of the most important pages in the IEP. This is because this page outlines the students present levels of performance (PLOP). This is information about how the child is performing in school and how their disability affects their progress and ability to access the general education curriculum. This page includes data and details about the child's academic achievement and functional performance. Categories of data include acadmic performance, communication development, fine/gross motor skill development, social/emotional/behavioral, vocational, adaptive/daily living skills, and health. In addition, parent input is documented on this page.
It is vital that the information contained on this page is accurate and complete because the goals developed for the child will be based on this data. If the data is inaccurate or incomplete, the goals developed may not satisfactorily meet the child's needs.
During the meeting, the IEP team will review each section of the Present Levels of Performance (PLOP) and update the data accordingly.
Special Factors
1. Assistive Technology: If the IEP team suspects the child may need an Assistive Technology (AT) device, the team may decide an assessment is necessary. If the assessment determines a need for AT and the IEP team and parent agree, the item may be added to the IEP.
2. Low Incidence Services: In order for a student to require a low incidence item, the student must be eligible for special education under one of the low incidence eligibilities. If you have questions about this, the student's special education teacher can provide more information.
3. Deaf/HH/Blind/Visually Impaired: This is the place in which the team can document any concerns related to the child's ability to hear or see and how this impacts their ability to access their education.
4. ELD: This section will document if the child is an ELL student and how the child's ELL needs are being addressed.
5. Behavior: The IEP team should also discuss if the student has any behaviors that impact their ability to learn. This section will document the type of behavior exhibited by the student, how it is impacting their ability to learn, and how the IEP is addressing this behavior.
Statewide Assessments
Goals
Services- Offer of FAPE
The services and supports that are offered to the student are collectively known as the Offer of FAPE which is required as part of every IEP document. The offer of FAPE is a binding contract for services between the school district and the parent.
Educational Setting
Some of the information covered on this page include documenting the student's physical education program, where special education services will be provided, and the percentage of time the student will spend outside of the general education curriculum. The educational setting is important because special education law states a student should be placed in the Least Restrictive Environment (LRE) possible. Thus, it is necessary to document how much time and where the student is receiving services and supports.
Parent Consent
Notes
Frequently Asked Questions
Is Specialized Academic Instruction (SAI) optional for a student?
No, the student is required to attend the SAI service. This is because the IEP team has determined that SAI is necessary in order for a student to make progress towards the grade level standards/curriculum. Moreover, the school is required to provide a Free and Appropriate Public Education to the student. If SAI is listed on the IEP, then SAI is part of the offer of a FAPE and the school must ensure the student is accessing the SAI service in order to ensure that FAPE is provided. If a parent is not making their child available for SAI, the parent is blocking the school's ability to deliver FAPE and the school district can follow due process to ensure the student can access their SAI service. It is very important that all school personnel, including HSTs encourage parents to make their child available for SAI and avoid suggestions that the student should not attend.
Can one person make a decision to change the IEP?
No, every change to the IEP must be discussed and agreed upon by all members of the IEP team. Changes to the IEP are based on team decisions and unilateral changes from one individual cannot change or update the IEP. If you have concerns about a student, you have the right to call an IEP meeting to discuss your concerns and potential changes with the IEP team. If the IEP team agrees with the recommended changes, then the IEP may be updated with the changes.
Can we add specific curriculum to the IEP?
All Special Education students are General Education students first. As a result, the student’s curriculum is provided by the school through the use of their educational funds and not through the IEP. The IEP is designed to provide direct services and supplemental supports in order to enable students to access and make progress in their curriculum. However, while the IEP does not provide specific curriculum the IEP team can list the need for specific learning approaches or techniques. For example, the IEP can list the need for multisensory learning in order for a student with Dyslexia as a supplemental support to help the student access their GE curriculum.
When can we recommend in-person services?
When a student is placed in special education, they must be placed in the Least Restrictive Environment (LRE). In the independent study school setting, virtual related services such as speech, occupational therapy, etc., are considered to be the least restrictive environment. In-person related services are considered to be more restrictive. In order to move to a more restrictive environment, such as in-person services, the IEP team would first need to gather data to determine whether or not the student can be successful with virtual services. After this data has been collected, and the IEP team determines that virtual services are ineffective, the student may be moved to in-person services, a more restrictive environment.
Can we use special education funds for tutoring?
All students can utilize educational funds for tutoring services. However, if the student is a special education student and he/she shows an academic need, then academic support will be provided for the student as part of the IEP through a service called Specialized Academic Instruction (SAI). This service must be provided by a credentialed special education teacher in the state of California. If a parent requests to add tutoring to the IEP, it is recommended the IEP team meet to discuss the request and determine if an increase in SAI time is necessary. If the IEP team determines that the student is not progressing with the amount of SAI time provided, the IEP team may agree to increase the SAI time so the student is able to make progress. If a parent also chooses to purchase tutoring with their educational funds, the tutoring would not replace the SAI service as the IEP team has determined that this service is necessary for the child to make progress.
What is Extended School Year (ESY)?
Extended School Year (ESY) is not summer school. Extended School Year is the extension of special education services during the summer months. It does not take place for the entire summer break and is usually only provided for a period of 4-5 weeks. The purpose of ESY is to bridge the time period between school years for students who are in danger of regressing or not being able to recoup the information they learned in the previous school year. ESY is not automatically added to every IEP. The IEP team must collect data prior to an extended school break such as winter or spring break. The data would then be analyzed by the IEP team to determine if there is evidence to suggest the student regressed or was unable to recoup the information learned prior to the school break. Any member of the IEP team can recommend the need for ESY, but the IEP team must still meet, review and discuss the data, and make a joint determination to add it to the IEP. It is also important to note that most students do not require ESY and it usually only necessary for students who have a high-level of need.
Can special education students receive a laptop?
Special Education students who receive virtual related services, such as speech, occupational therapy, etc., can receive a loaner laptop in order to access their virtual services if they do not already have a computer available at home. If the student does not have a computer available to access these services, please contact the student’s special education teacher and they can request a loaner laptop for the student. As a general rule, Inspire Charter Schools only provides 1 laptop per family, even if the family has multiple students with Special Education services.
Can specific materials or services be added to an IEP?
Specific materials or tools, such as but not limited to special equipment or assistive technology or related services, can be added to the student's IEP. However, in order to determine the need for specific materials or services, the student would need to be assessed by an appropriate assessor through a formal assessment in order to determine which materials/services may be necessary. Once the assessment is complete, the IEP team will meet to review the assessment report, discuss the results, and determine if any recommended items/services should be added to the IEP.
How does the special education assessment work?
Once the IEP team agrees to assess a student in a specific area or the student is due for new assessments as part of their Triennial Reevaluation, the Case Manager will send an Assessment Plan to the parent(s). Once the parent(s) signs the plan consenting to assessment, the Case Manager will notify the Special Education Assessment Team who will assign a qualified assessor to assess the student. The IEP team will have 60 days from the day the family signed the Assessment Plan to complete assessments and hold an IEP meeting to discuss the assessment results.