iep collaboration

The Collaborative Development of an IEP: 

The Collaborative Development of an IEP In Order To Effectively serve Students, Parents, Teachers

Purpose of an IEP meeting: 

Purpose of an IEP meeting Discuss student present levels of performance Set measurable annual goals and objectives Discuss and determine services for the student Discuss and determine appropriate placement and Educational Setting Provide and offer of FAPE.

Who is involved?: 

Who is involved? Triennial IEP Special Education Teacher/ Case Carrier School Psychologist School Counselor School Administrator Parent/Guardian General Education Teacher *Student Other specialists may be involved depending on student’s disabilities and needs.

Special Education Teacher/ Case Carrier : 

Special Education Teacher/ Case Carrier Maintains ongoing communication (regarding student) between: Student-Teacher (SPED and/or GEN. ED) Teacher-Parent Teacher-Teacher Teacher-Administration Teacher-Counselor Teacher-Psychologist Teacher-Specialist/Social Worker/Speech Therapist Acts as a liaison when parent has concerns regarding other classes or teacher. Outlines student’s educational progress and present level information Gathers reports from all teachers involved with student IEP Prepares student IEP Conducts IEP meeting and is in charge of scheduling meeting

Role of the School Psychologist: 

Role of the School Psychologist Conducts IQ assessments and other Psychological Surveys Determines eligibility qualifications for Special Education Reports findings during the IEP meeting

School Counselor: 

School Counselor May address parent/student concerns regarding other students or behavioral issues Ongoing Counseling services may be provided to student and added to the IEP Coordinates class selections or makes changes to student schedule Sign off on an IEP. Ongoing collaboration and communication: Counselor-Student Counselor-Parent Counselor-Teacher

School Administrator: 

School Administrator A principal or vice principal Manages the meeting Ensures IDEA requirements are met Ensures offer of FAPE is appropriate and meets the needs and abilities of student. Answers administrative questions. Support the special and general education staff Allocate the necessary resources to ensure that the IEP is implemented

Parent/Guardian : 

Parent/Guardian Student’s biggest advocate Their child is the reason for the IEP Only person/people to have seen the student in multiple settings, in multiple school years, in multiple moods Parent/Guardian has direct communication with doctors and specialists Support the student. Provides information about the student’s strengths, interests and areas where assistance is needed.

General Education Teacher: 

General Education Teacher Reports student progress in class (if student is enrolled in a general education class). Advises and gives information regarding core curriculum or general education pacing guides Important if student’s educational setting might change from Special Education to General Education

*Student : 

*Student Participate actively in all discussions and decisions. Communicate his or her preferences and interests Communicate areas where help is needed how she or he is doing in classes Discusses the modifications and accommodations he/she needs Takes part in IEP development

Student-Teacher (SPED and/or GEN. ED) Collaboration : 

Student-Teacher (SPED and/or GEN. ED) Collaboration Case Carrier is the liaison between the student and all teachers Actively Listens to student concerns about classes Acts as a spokesperson to bring up student concerns with other teachers Provides behavior support interventions for student

Teacher-Parent : 

Teacher-Parent Communicates with parent regarding student progress toward goals and standards Communicates student behavior and concerns to parent from teacher(s) Arranges IEP meetings Communicates with parent regarding student strengths and weaknesses within the educational setting Discusses student progress at home

Teacher-Administration : 

Teacher-Administration Pre-meeting communication to identify school’s position of FAPE Communicate which services are available for the student at school Ongoing communication regarding student attendance, discipline and student progress Communicates concerns of parent

Teacher-Counselor : 

Teacher-Counselor Ongoing communication regarding student progress Collaboration meetings to change schedules as needed due to: IEP Student progress (or lack of) Discuss possible ongoing counseling services for student Discuss possible referrals to specialists Pre Meeting discussion if counselor will be sitting in as the LEA Representative.

Teacher-Psychologist : 

Teacher-Psychologist Communicates information: Test scores Observation Notes Discipline Records Attendance Information Daily classroom behavior Assist the psychologist to get any information possible so that his/her assessments are accurate

Teacher-Specialist/Social Worker/Speech Therapist : 

Teacher-Specialist/Social Worker/Speech Therapist Relay any information that is pertinent to the IEP Communicate information in the IEP meeting Provide Information to other team members so that all reports can be accurate

Counselor-Student Collaboration: 

Counselor-Student Collaboration Meet and provide confidential counseling sessions to student Provide schedule changes (as needed) Attends IEP team meetings when invited

Counselor-Parent Collaboration: 

Counselor-Parent Collaboration Actively listens to parent concerns Provides additional resource information to parent

Counselor-Psychologist Collaboration: 

Counselor-Psychologist Collaboration Without disclosing confidential counseling session information provides psychologist with information that will assist in the assessment process of student.

Conclusion: 

Conclusion Preparing for a Triennial IEP calls for the collaboration of every person involved with a student’s academic progress in school. From private specialists, to the reports of the school counselors, psychologists, special education teachers/ case carrier, the collaboration process is in depth and provides evaluated information that has been processed by all of the team members, in order to ensure the best education possible for students with specialized needs and abilities.

References: 

References Eisenman, L., Chamberlin, M., & Mcgahee-Kovac, M. (2005). A Teacher Inquiry Group on Student-Led IEPs: Starting Small to Make a Difference. Teacher Education and Special Education , 28 (3/4), 195-206. doi: 10.1177/088840640502800406 Fisher, D., & Frey, N. (2001). Access to the core curriculum: critical ingredients for student success. Remedial and Special Education , 22 (3), 148-57. doi: 10.1177/074193250102200303 Kroeger, S., Leibold, C., & Ryan, B. (1999). Creating a sense of ownership in the IEP process. Teaching Exceptional Children , 32 (1), 4-9. Retrieved from Education Full Text database Moody, A., McNulty, C., & Prosser, T. (2010). Empowering Families To Be Collaborative Participants in IEP Meetings. Childhood Education , 87 (2), 129-30. Retrieved from Education Full Text database