Welcome to Your AES IEP

1
Welcome to Your AES IEP
2
What you will learn

• What an IEP is
• Why you need to be part of your IEP team
• How to help write your IEP
• Much, much more !!

3
What is an IEP?

• Individual Education Program
• Your IEP talks about
• your special needs,
• what skills you need to improve,
• what youll do in school this year,
• what services your school will provide, and
• where your learning will take place.

4
What is the Purpose of an IEP?

• The IEP is a blueprint for your educational
  program. The IEP is to make sure that you, your
  family, and school staff knows what your
  educational program will be this year.

5
Where is the IEP Developed?

• The IEP is developed during an IEP meeting, where
  the people who are concerned with your education
  meet, discuss, and develop your IEP goals and
  objectives for the next year.

6
Who Comes to the IEP Meeting?

• You
• Your parents
• Your AES facilitator
• Your teachers
• Your principal
• Others you or the school think can help plan your
  program.

7
How Often is the IEP Meeting Held?

• Once a year, or more if you or your parents ask
  for IEPs more often.

8
How Long Does an IEP Meeting Last?

• 1 to ½ hours

9
Why Should I Participate in the IEP Meeting?

• You are the VIP at the IEP
• Its your educational program everyone will be
  discussing in the meeting. Your opinions are an
  important part of this discussion.
• The law requires it when you turn 14.

10
Preparing for the IEP
11
What Should I Do if I Want to Participate in
Developing my IEP?

• Talk to your parents and teachers.
• Review last years IEP.
• Think about your strengths and weaknesses in
  school.
• Write your goals for this school year.
• Practice what you want to say at the meeting.

12
What does my IEP Look Like?

• Review each section
• Ask clarification questions
• Highlight statements that you disagree with
• Add your own ideas for things you think need to
  be added

13
Cover Page

• Demographics
• Disability
• Team Participants
• (Is your name here?)

14
Present Level of Performance

• What can I do now?
• What are my strength areas?
• What are my weaknesses?
• What enhances my learning?
• What are barriers to my learning?

15
Transition Plans

• Vision What do I want to do when I graduate?
• Transition Activities that will help me when I
  graduate?
• Four year plan? Courses I want to take
• Outcomes-What do I need to accomplish before I
  graduate so I will be successful after I graduate?

16
Annual Goals and Objectives

• What do I want to be able to do by this time next
  year?
• As you review your goals and objectives
• completed goal/objective
• - incomplete goal/objective
• ?disagreement with goal/objective

17
Accommodations/ Considerations

• How often will I and my parents know my progress?
• Is special transportation required for me to get
  an education?
• PE?
• Vocational Education?

18
Special Factors

• Assistive Technology?
• Communication Needs?
• Need for Braille?
• Limited English Proficiency
• Behavior

19
Accommodations

• As you review the supports that help you learn
• successful accommodation
• - unsuccessful accommodation
• Write in additional things that you think would
  help

20
State and District Testing

• Terra Nova
• The Writing Assessment
• The NM Competency Exam

21
ESY

• DOES NOT APPLY TO GIFTED
• Extended School Year Services
• What does regression mean?
• What does recoup mean?

22
Service Schedule

• What services do I need to achieve my goals and
  objectives?
• AES Services
• Additional Special Education Services

23
Least Restrictive Environment (LRE)

• LRE means that gifted students are not removed
  from their peers except for individual advisement
  with their AES facilitators.

24
Before the IEP
25
Before the IEP

• Prepare a meeting invitation with your case
  manager
• Prepare an agenda with your case manager
• Know what to do if you have a question during the
  meeting
• Know what to do if you have a disagreement during
  the meeting
• Know what to do if you become uncomfortable
  during the meeting

26
The IEP Meeting
27
Beginning the IEP

• Greet and thank team members for coming
• Introduce each member and tell what they do in
  your education
• Review Ground Rules
• Review Agenda

28
Ground Rules

• The IEP will start and end on time.
• Don't interrupt when another participant "has the
  floor." (This includes no sidebar
  conversations.)
• Don't criticize the ideas of others. (No put
  downs)
• Build on the ideas shared by others.
• Remain open-minded and non-judgmental.
• Everyone participates, no-one dominates.
• Complaints are okay when they come packaged with
  a solution.
• Make compromises when necessary.
• Stick to the Agenda and time frames.
• The Facilitator is empowered to enforce ground
  rules.

29
Agenda

• Introductions
• Ground Rules
• Where is the student now? (PLP)
• Where does the student need to be a year from
  now? (AGOBJ)
• How are we going to get him there?
• Considerations/Accommodations/
• State and District Wide Assessment
• Services
• ESY
• LRE
• Debrief the IEP

30
You will be Provided Support During the IEP
Meeting

• Although you are facilitating, your AES
  facilitator will be the record keeper
• When discussing difficult topics, your
  facilitator will help you to keep the focus on
  what you CAN do
• Your facilitator will help you to create a visual
  signal to use if you become overwhelmed
• The facilitator will call a time-out if you need
  a break

31
Ending the Meeting
32
Debrief

• Ask participants what they thought made the
  meeting successful
• Ask if they thought anything needed to be changed
• Thank everyone for coming