Reading an IEP With a Sharp Eye Part 2
In our previous blog article, we began to explain each section of an Individualized Education Plan (IEP) with the intention of helping parents better navigate this complex document. In this article, we will continue to explore the remainder of the document, the potential areas that can be challenged, and the Placement Letter.
Individualized Education Plan (Continued)
Recommended Program: In this section, the IEP states the details of the child’s day, i.e. the student-teacher ratio for math instruction, how many periods of related services, etc. Parents should be careful that there aren’t too many transitions that would be difficult to juggle.
•Split Program: Occasionally, a split program is recommended which combines self-contained and integrated classroom settings. It is important to clarify whether this setup benefits the child or the school. Also, ICT may be recommended for spring and summer, but wouldn’t be appropriate for September — this needs to be clarified.
•The next section discusses the overarching type of program. If District 75 or a more restrictive placement is recommended, there must be a discussion about the risk of substantial regression if the child is going to have a summer vacation. If a 12-month program is justified, reimbursement funds will be easier to obtain.
Testing Accommodations: This section identifies the location and time specifics during testing.
Coordinated Set of Transition Activities: This section is only filled out for children turning 15 or older and outlines what will occur after graduation from high school. For children who are non-ambulatory or non-verbal, this is a particularly important section.
Special Transportation: Securing busing is not as easy as it may appear. It will have to be discussed each step of the way.
Instructional Functional Levels: This is a grade level estimate of the student’s reading and math levels. Generally, they are quite vague and often contradict something else on the IEP, usually evaluation results and academic functioning.
Promotion Criteria: Almost always, the school will recommend standard promotion criteria. There are often unrealistic expectations placed on students in this section, particularly when the student is more than one grade level behind.
Other Options Considered: It is always good to compare the contents of this section to what the parents remember from the meetings because this is where the Committee on Special Education (CSE) discusses other considered/rejected programs before the final choice outlined in the IEP. Parents can ensure that all appropriate options were explored; and if something is not listed, then it’s an important discussion point.
Attendance Page: This includes all the parties who attended the meeting. It’s a good idea to check that every important party was invited and present.
Placement Letter: Typically, if the child is enrolled in, and will return to, to his or her local public school, he or she need not be provided with a placement letter. However, if the child is recommended for a 12:1 class or anything more restrictive, then he or she is entitled to an IEP and a placement letter identifying the specific brick and mortar school site by August 15th (or June 15th for 12-month children). Once the parents receive the placement letter, a visit to the school should be planned in order to ask questions and determine whether the placement is in fact appropriate.
Marc Gottlieb
Partner
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Marc@gottliebfirm.com
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