What is the difference between an SST Meeting and IEP Meeting?
An SST is for a student in general education and an IEP is for a student in special education.
An SST is for a student in general education and an IEP is for a student in special education.
1. IEP Stands for INDIVIDUALIZED EDUCATION PROGRAM
Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.
To create an effective IEP, parents, teachers, other school staff and often the student must come together to look closely at the student’s unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability (National Center for Learning Disabilities website).
2. Review of Assessment includes reviewing ASSESSMENT Data, NORMATIVE Testing Results and Determination of ELIGIBILITY
3. Before Developing the new IEP a review of the previous year’s GOALS and OBJECTIVES
4. Present competencies include PHYSICAL, BEHAVIORAL, and ACADEMIC/DEVELOPMENTAL/PRE-VOCATIONAL.
5. When determining modifications/accommodations, services and placement, there must be an Assurance of LEAST RESTRICTIVE ENVIRONMENT
6. SIGNATURES must be included when closing an IEP Meeting.
Developing an Individual Education Plan is a 10 step process.
Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.
To create an effective IEP, parents, teachers, other school staff and often the student must come together to look closely at the student’s unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability (National Center for Learning Disabilities website).
2. Review of Assessment includes reviewing ASSESSMENT Data, NORMATIVE Testing Results and Determination of ELIGIBILITY
3. Before Developing the new IEP a review of the previous year’s GOALS and OBJECTIVES
4. Present competencies include PHYSICAL, BEHAVIORAL, and ACADEMIC/DEVELOPMENTAL/PRE-VOCATIONAL.
5. When determining modifications/accommodations, services and placement, there must be an Assurance of LEAST RESTRICTIVE ENVIRONMENT
6. SIGNATURES must be included when closing an IEP Meeting.
Developing an Individual Education Plan is a 10 step process.
- Student is identified as possibly needing special education and related services.
- Student is evaluated.
- Eligibility is decided.
- Student is found eligible for services.
- IEP meeting is scheduled.
- IEP meeting is held and the IEP is written. There are 6 main parts of an IEP Meeting: 1.) intro, 2.) Assessment, 3.) Review Previous IEP, 4.) Goal Setting, 5.) Services, 6.) Closure
- Services are provided.
- Progress is measured and reported to parents.
- IEP is reviewed/revised annually.
- Student is reevaluated every three years.
IEP TEAM MEMBERS
STUDENT - Many students take an active role in their IEP as a Self-Advocate
GENERAL EDUCATOR - Student is included in teacher's class
SCHOOL ADMINISTRATOR - Represents school and often facilitates the meeting
TRANSITION AGENCY REP - Vocational Supports, Regional Center...
PARENTS/FAMILY - Participation of a students family can make a positive impact on students education
SPECIAL EXPERTS - Speech & Language Therapist, Reading Specialist...
EVALUATION INTERPRETER - Psychologist or other person trained to implement assessments
SPECIAL EDUCATOR - IEP case manager - advocate for student and often writes up IEP
BEST PRACTICES FOR IEP MEETING PARTICIPATION
BEST PRACTICES PRIOR TO IEP MEETING
1. Learn about the families’ cultures and important traditions.
2. Provide opportunities for parents to learn more about the school environment.
3. Invite parents to visit their child’s classroom and special events.
4. Make sure all communications are in language that the parent understands.
5. Ask parents who they would like included at the meeting. Make sure all of the appropriate people attend, and inform the parents of who will be present
6. Meet with special education advocate for the student.
7. Share how the student has progressed in your class and what are appropriate goals for the student in the context of your class.
8. Ask what goals the special educator, parents and student believe are appropriate for the student and how you and your course will be an integral part of the IEP.
9. Identify what supports will ensure student’s success and how those supports will be provided.
10. Identify what evidence you might bring to represent students work from your class.
11. Identify what goals you will be responsible for and how those goals will be observed, measured, and documented.
12. Evaluation results are reviewed in advance
13. Child care has been arranged in advance
14. Chairperson meets informally with parents before the formal meeting (to welcome, answer questions, cover procedural safeguards, etc.)
BEST PRACTICES DURING IEP MEETING
1. Be mindful of the seating assignment. Avoid an “Us vs Them” Positioning.
Round table seating in a comfortable setting, free from noise and distractions.
2. Make sure all people are introduced.
3. A written agenda is visible to all participants, on paper or posted. Make ideas shared at meeting visible (white board, overhead projector…).
4. Refreshments are provided to promote comfort and a welcoming atmosphere
5. Review purpose of meeting.
6. Begin the meeting by reviewing the strengths of the child and focus on the positive aspects of the family and student throughout the meeting.
7. The chairperson budgets the available time and politely redirects participants who wander. Each member is time conscious.
8. Ground rules are agreed (phones, focus, time, respect, leaving, health problems, etc.)
9. An atmosphere of mutual respect exists
10. Participants share and contribute to a common purpose
11. Breaks are taken as needed
12. Minimize educational jargon during the meetings to enhance parents’ understanding. Try to refrain from using acronyms!
13. Be aware of your own nonverbal communication as you interact with parents (facial expressions, gestures, posture, or body position).
14. Attempt to provide positive nonverbal messages that show parents your interest and encourages their participation.
15. Make eye contact, face parents as they speak, and keep hands and arms open rather than crossed.
16. Check for parents’ understanding of key points made.
17. Watch parents’ body language for signs of confusion or disagreement.
18. Ask parents to let you know if they are confused or have questions.
19. Ask parents to make comments if they are quiet.- Ask for parents ideas directly, rather than simply telling them to feel free to contribute.
- Respect their opinions and perspectives as their own, even if they differ from yours. o Use validating statements such as “That is an interesting idea/observation” or “You really know your child well!”
20. Review Team member roles & responsibilities
- Who will be responsible for delivering each service
- Who will be responsible for monitoring goals & updating progress on the IEP
- Who will be responsible for disseminating this progress monitoring information to parents
- Who should parents contact with questions or problems
21. The outcome of the meeting is restated at the end for clarity and any necessary correction
22. A written “parking lot” is established for issues to be addressed at a later date, rather than letting them
23. An “open door” exists for airing and sharing between meetings
24. Closing remarks – Provide a “debrief”
- Does anyone have something he/she would like to say before we close for today?
- How do we feel about today’s meeting – anything we should do differently next time?
25. The meeting ends on a positive note, and participants are thanked for their time and contributions
BEST PRACTICES AFTER IEP MEETING
1. Follow through on what you are responsible for, supporting, differentiation, teaching, assessing, document and communicating to student, parents and special educators.
2. Communicate on a regular basis with student, family and colleagues to make sure that all goals and needs are met.
3. If something is not working, consider having another meeting to make needed changes.
IEP MEETING VIDEOS
STUDENT - Many students take an active role in their IEP as a Self-Advocate
GENERAL EDUCATOR - Student is included in teacher's class
SCHOOL ADMINISTRATOR - Represents school and often facilitates the meeting
TRANSITION AGENCY REP - Vocational Supports, Regional Center...
PARENTS/FAMILY - Participation of a students family can make a positive impact on students education
SPECIAL EXPERTS - Speech & Language Therapist, Reading Specialist...
EVALUATION INTERPRETER - Psychologist or other person trained to implement assessments
SPECIAL EDUCATOR - IEP case manager - advocate for student and often writes up IEP
BEST PRACTICES FOR IEP MEETING PARTICIPATION
BEST PRACTICES PRIOR TO IEP MEETING
1. Learn about the families’ cultures and important traditions.
2. Provide opportunities for parents to learn more about the school environment.
3. Invite parents to visit their child’s classroom and special events.
4. Make sure all communications are in language that the parent understands.
5. Ask parents who they would like included at the meeting. Make sure all of the appropriate people attend, and inform the parents of who will be present
6. Meet with special education advocate for the student.
7. Share how the student has progressed in your class and what are appropriate goals for the student in the context of your class.
8. Ask what goals the special educator, parents and student believe are appropriate for the student and how you and your course will be an integral part of the IEP.
9. Identify what supports will ensure student’s success and how those supports will be provided.
10. Identify what evidence you might bring to represent students work from your class.
11. Identify what goals you will be responsible for and how those goals will be observed, measured, and documented.
12. Evaluation results are reviewed in advance
13. Child care has been arranged in advance
14. Chairperson meets informally with parents before the formal meeting (to welcome, answer questions, cover procedural safeguards, etc.)
BEST PRACTICES DURING IEP MEETING
1. Be mindful of the seating assignment. Avoid an “Us vs Them” Positioning.
Round table seating in a comfortable setting, free from noise and distractions.
2. Make sure all people are introduced.
3. A written agenda is visible to all participants, on paper or posted. Make ideas shared at meeting visible (white board, overhead projector…).
4. Refreshments are provided to promote comfort and a welcoming atmosphere
5. Review purpose of meeting.
6. Begin the meeting by reviewing the strengths of the child and focus on the positive aspects of the family and student throughout the meeting.
7. The chairperson budgets the available time and politely redirects participants who wander. Each member is time conscious.
8. Ground rules are agreed (phones, focus, time, respect, leaving, health problems, etc.)
9. An atmosphere of mutual respect exists
10. Participants share and contribute to a common purpose
11. Breaks are taken as needed
12. Minimize educational jargon during the meetings to enhance parents’ understanding. Try to refrain from using acronyms!
13. Be aware of your own nonverbal communication as you interact with parents (facial expressions, gestures, posture, or body position).
14. Attempt to provide positive nonverbal messages that show parents your interest and encourages their participation.
15. Make eye contact, face parents as they speak, and keep hands and arms open rather than crossed.
16. Check for parents’ understanding of key points made.
17. Watch parents’ body language for signs of confusion or disagreement.
18. Ask parents to let you know if they are confused or have questions.
19. Ask parents to make comments if they are quiet.- Ask for parents ideas directly, rather than simply telling them to feel free to contribute.
- Respect their opinions and perspectives as their own, even if they differ from yours. o Use validating statements such as “That is an interesting idea/observation” or “You really know your child well!”
20. Review Team member roles & responsibilities
- Who will be responsible for delivering each service
- Who will be responsible for monitoring goals & updating progress on the IEP
- Who will be responsible for disseminating this progress monitoring information to parents
- Who should parents contact with questions or problems
21. The outcome of the meeting is restated at the end for clarity and any necessary correction
22. A written “parking lot” is established for issues to be addressed at a later date, rather than letting them
23. An “open door” exists for airing and sharing between meetings
24. Closing remarks – Provide a “debrief”
- Does anyone have something he/she would like to say before we close for today?
- How do we feel about today’s meeting – anything we should do differently next time?
25. The meeting ends on a positive note, and participants are thanked for their time and contributions
BEST PRACTICES AFTER IEP MEETING
1. Follow through on what you are responsible for, supporting, differentiation, teaching, assessing, document and communicating to student, parents and special educators.
2. Communicate on a regular basis with student, family and colleagues to make sure that all goals and needs are met.
3. If something is not working, consider having another meeting to make needed changes.
IEP MEETING VIDEOS
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Dominic's IEP Meeting
An excellent example of how to conduct and IEP Created and produced by ECAC, the Exceptional Children's Assistance Center, NC's Parent Training and Information Center. |
IEP Perplexity Puppet You Tube Video
This video provides an example of how not to conduct an IEP and then offers another version of the meeting that uses some of the best practices for IEP Meetings. The video is for a student in elementary school, but the concepts of best practices are the same for adolescents. Can you identify distinguish the bad verses the best practices? |
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Jaden's Student Led IEP Meeting
A popular strategy used with adolescents is to have the student's lead their own IEP Meeting. Here is an example of how a students uses a ppt to lead his meeting and act as a self-advocate to request specific services and IEP goals. |
Mapping Out My Life
Jaime, sophmore with autism, talks about his goals |
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Self Advocacy: Find the Captain in You
Minnesotta High School Student video on Self-Advocacy http://www.youtube.com/watch?v=NUQDozx7aug |
REAL IEP MEETING
Attend (observe or participate) in an IEP meeting for one of your students in clinical practice. Take note at the meeting to help you understand how educators provide opportunities for their students to understand and advocate for strategies that meet their learning needs. Reflect on what you have learned based on the:
CA Teacher Performance Expectation 4.5.
Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
WRITE REFLECTION
Write a reflection that draws on specific examples that addresses the following:
1. Where does the meeting you attended fit into the MTSS structure?
2. Who attended the meetings and what were their roles? Were all of participants valued and included in the process?
3. What kind of assessment data was presented during your observations? How did the team use this assessment data to establish learning goals, as well as plan, differentiate, design accommodations, and/or modify instructions for the student?
4. Where in these meetings did you see opportunities for students to understand and advocate for strategies that meet their individual learning needs?
5. If the student attended the meeting(s), how did they participate? Describe where in the meeting there were opportunities for the student to advocate for themselves? If they did not attend, where in the meeting did you see opportunities for the student to advocate had they been there?
6. What occurred that you were not anticipating?
7. What were you expecting to occur that did not?
8. What do you think the meeting ultimately accomplished?
9. In what ways do you believe the student, family, and school personnel benefited from the meetings?
10. Given what occurred, how might you support the student in your classroom by providing opportunities for the student to understand and advocate for strategies that meet their individual learning needs?
11. What questions do you have? And what do you still need to learn about IEP meetings and supporting students with IEPs?
See IEP Meeting Reflection Rubric on cougar course/syllabus.
Attend (observe or participate) in an IEP meeting for one of your students in clinical practice. Take note at the meeting to help you understand how educators provide opportunities for their students to understand and advocate for strategies that meet their learning needs. Reflect on what you have learned based on the:
CA Teacher Performance Expectation 4.5.
Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
WRITE REFLECTION
Write a reflection that draws on specific examples that addresses the following:
1. Where does the meeting you attended fit into the MTSS structure?
2. Who attended the meetings and what were their roles? Were all of participants valued and included in the process?
3. What kind of assessment data was presented during your observations? How did the team use this assessment data to establish learning goals, as well as plan, differentiate, design accommodations, and/or modify instructions for the student?
4. Where in these meetings did you see opportunities for students to understand and advocate for strategies that meet their individual learning needs?
5. If the student attended the meeting(s), how did they participate? Describe where in the meeting there were opportunities for the student to advocate for themselves? If they did not attend, where in the meeting did you see opportunities for the student to advocate had they been there?
6. What occurred that you were not anticipating?
7. What were you expecting to occur that did not?
8. What do you think the meeting ultimately accomplished?
9. In what ways do you believe the student, family, and school personnel benefited from the meetings?
10. Given what occurred, how might you support the student in your classroom by providing opportunities for the student to understand and advocate for strategies that meet their individual learning needs?
11. What questions do you have? And what do you still need to learn about IEP meetings and supporting students with IEPs?
See IEP Meeting Reflection Rubric on cougar course/syllabus.