Individual Education Program

Individual Education Program

Observe and interview one certified K-12 special education teacher on the topic of the

IEP process. Your interview should address the following:

Mrs Evonne Shepard, special education teacher (MOID)

Richards Middle School, Georgia

  1. Who are the stakeholders are involved in the IEP process? What are the roles and

responsibility of each stakeholder?

  1. If there are any stakeholders absent, what are the procedures? Can the meeting

still take place? Can stakeholders participate via technology?

  1. Who leads an IEP meeting and how does an IEP meeting begin? What must be covered?
  2. How should an IEP meeting conclude? What must be covered?
  3. What are the main components of the IEP?
  4. How are IEP goals and an intervention plan for those goals determined?
  5. Who are the stakeholders involved in a transition plan?
  6. What are the main components in a transition plan (according to the age of the

individual with exceptionalities)?

  1. What are the next steps for a special education teacher after the IEP meeting takes place?
  2. Who receives copies of the IEP? What are the confidentiality rules surrounding

these copies?

  1. A.Who are the stakeholders are involved in the IEP process?

the school’s administration, teachers and parents, as well as the schools board of education and maybe even some students.

  1. What are the roles and responsibility of each stakeholder?
  • Administration ( eg. Principal, assistant principal) – should be aware of specific resources and expertise within the school building. In addition, administrators are qualified to supervise the program and can commit necessary resources.
  • General education teachers – the regular education teacher’s role is devoted to the presentation of subject matter in the classroom, and is ultimately in charge of instruction in the classroom. assumes responsibility for maintaining communication between the school and home. The teacher keeps parents informed about the student’s educational achievement and reports grades and explains the educational program.
  • Special educator’s role is that of individualizing, diagnosing, and modifying. They also offer suggestions for modifying instruction, consulting with the regular education teacher, identifying resources, alternative learning materials, and assistive devices.
  • Students – Students should be invited and taught to be active participants in their own IEP process. They should be taught self-determination skills and how to set their own life goals and objectives.
  • Parent – to serve as an advocate for the child and providing all expertise on the child’s behavior and academic need.
  • Related Services personnel – Related support people (to assist the regular education and special education teachers) includeing· Speech-language therapists,· Occupational therapists,· Physical therapists and social workers.
  1. A. If there are any stakeholders absent, what are the procedures? Can the meeting
    still take place?

Yes A team member can be excused if both the parents sign the Excusal Form on the Notice of Conference and the school agree to it. Otherwise, the team should reschedule the meeting for a time when everyone can be present.

  1. Can stakeholders participate via technology?

No she doesn’t believe so’

  1. Who leads an IEP meeting and how does an IEP meeting begin?

An LEA representative, principal, special education director, teacher, or anyone who can be sure the services in the IEP are provided to the child.  This person must know about the regular education curriculum and the school district’s resources.

The meeting begins by the lead representative with introductions to those in attendance and their titles/relationship to the student and clarification as to the purpose of the conference.

What must be covered?  (1) to establish measurable annual goals for the child; and (2) to state the special education and related services and supplementary aids and services that the public agency will provide to, or on behalf of, the child.

  1. How should an IEP meeting conclude? What must be covered?

After the various team members (including the parent) have shared their thoughts and concerns about the child, the group will have a better idea of that child’s strengths and needs. This will allow the team to discuss and decide on the statements associated with each IEP’s component like , “present levels” statement, the educational and other goals that are appropriate for the child; and the type of special education services the child needs; and

  1. What are the main components of the IEP?

There are 8 main components of an IEP:

  • A Child’s Current Skill Level
  • Statements of Measurable Annual Goals
  • How a Child’s Progress Will Be Tracked
  • Special Education Services a Child Will Receive
  • How Children Will Participate in Mainstream Classrooms
  • Testing Adaptations and Modifications
  • Amount and Duration of Services Children Will Receive
  • Statement of Transition – Preparations for Adult Life and Independence
  1. How are IEP goals and an intervention plan for those goals determined?

The IEP  goals and intervention plan should be determined on the learning and behavioral problems resulting from the child’s disability and be aligned with state and district performance standards.

  1. Who are the stakeholders involved in a transition plan?

Stakeholders in a middle school transition plan may include district personnel, principals, teachers, families, support staff, business and community leaders such as civic groups, health department personnel or faith community leaders.

  1. What are the main components in a transition plan (according to the age of the
    individual with exceptionalities)?

 Transition planning consists of four main components. They are identifying the students:

o   preferences

o   interests and needs;

o   a statement of anticipated post-school outcomes;

o   transition goals and objectives that are based on the students preferences, interests and objectives, and will lead to the anticipated post-school outcomes;

  1. What are the next steps for a special education teacher after the IEP meeting takes place?
  • The school makes sure that the child’s IEP is carried out as it was written.
  • The child’s progress toward the annual goals is measured, as stated in the IEP
  • The child’s IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review.
  • At least every three years the child must be reevaluated.
  1. Who receives copies of the IEP? What are the confidentiality rules surrounding
    these copies?

The special education law specifically states that teachers, related services providers, and others who work with the child must have easy access to the child’s IEP. This is the only way the adults will know the student’s needs and what the adults need to do to meet the child’s needs.

Any of the above mentioned parties who have access to IEPs must ensure that student IEPs remain confidential and are not disclosed to any other people. 

* In essay format summarize and reflect upon your interview and explain how you will use your findings in your future professional practice. ( choose any point and elaborate on how I will use it in my future professional practice.)

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Solution Preview

In the Individual Education Program (IEP) process there are a number of stakeholders who include the school’s administration, teachers, parents, the school board of education and at times students. They each play an instrumental…

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