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SPECIAL EDUCATION BASICS

Toms River Regional Schools

Department of Special Services

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An IEP- The Basics

IEPs are written:

Once a year, called the “annual review”
More frequently if changes need to be made

Parental consent:

Required for initial assessment/evaluation
Required for the first/initial IEP
Sought for additional assessment or re-evaluation testing

Reevaluation for Special Education and Related Services:

Required every 3 years to determine continued eligibility

Parental Rights:

Parental Rights in Special Education (PRISE) . Also posted on website

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An IEP: Proposed vs Implemented

Proposed:

Reviewed at IEP meeting and (e)mailed home.
Other than for the very first/initial IEP, the proposed IEP goes into effect automatically 15 days following parental receipt. Signature is not required.
Parent signature is only required if you would like the IEP to be implemented prior to the 15th day.
Reach out to your case manager if you have any questions, concerns, or would like to discuss changes to the proposed IEP

Implemented:

Once the proposed IEP goes into effect (15 days or sooner), it becomes the current, legal document
This document will be identical to the proposed IEP provided earlier.
An additional copy of this document will be available via your case manager or in the Genesis Parent Portal

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MEETING AND SIGNING/CONSENT OPTIONS

IEP MEETINGS CAN BE VIRTUAL OR IN PERSON

If you prefer an in-person meeting, please notify your case manager.
Virtual meetings are held via Google Meet

You can still log in/call in with your phone. Video is not required, but preferred.

In person meetings may include staff participating virtually from another building or location.

SIGNATURE WHILE VIRTUAL:

Most IEP meetings are virtual. Attendance and/or consent may be documented by one or more of the following methods:

A copy of the Google Meet attendance print out
“Parent participated via Google Meet/phone” written under parent name on the attendance form
Parent may be asked to come in to the building to sign a hard copy
A document may be mailed home, or put in child’s backpack, to sign and return to school
A document may be signed virtually via the Collaboration Portal
Consent can be accepted via specific statement written in email from the parent’s known email address

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Let’s go through an IEP!

IEP DOCUMENT REVIEW

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SUMMARY PAGE

Demographics

Testing, meeting, eligibility dates

IEP quick summary

Special alerts: often includes important medical information

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Recent testing dates and information.

Written summaries might also be included for the most recent evaluations.

Standardized testing: If applicable, might include NJSLA score, etc.

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Strengths of student: provided by teacher and/or case manager

Concerns of the parent: Parents have the right to include their concerns for their child. Tell your case manager if you would like to add a specific statement.

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Present levels: summary of current performance for each area of specialized instruction by teachers and service providers

Statement on how the disability affects the student in the general education classroom.

*One of the most important statements in the whole IEP. Explains exactly how your student is impacted because of their disability and classification

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Special Considerations specific to your child. This includes areas to consider when writing the IEP such as specific communication needs, behavioral concerns or other targeted areas that might require specific supports.

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Needs: What does the student need to work on to “close the gap” in order to access general education? Driven by the present levels.

Transition planning: As student turns 14 we begin to plan for the future. Includes student interests, high school course planning, post-graduation plans, possible work goals. Student input is an important part of this section for them to begin to think about life after graduation.

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More transition planning…starting to think about adult living.

Will outside agencies be required by this student?

What are some post-secondary goals such as career-focused goals and adult living goals?

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More transition planning….

Listing of any supports or resources needed to support the post-secondary goals.

Will the student require related services? Career support? Supported living?

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Listing of targeted behavioral interventions if behavior is impacting education. Information in this section is typically taken from a Functional Behavioral Analysis (FBA) report.

*Classroom or teacher created plans may not be included in this section. Those plans are flexible and frequently change. However, a plan would be documented in the supplementary services section.

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Progress reporting: Aligns with report cards. Posted on the Genesis parent portal shortly after report cards. To view, click “IEP documents” in the portal. Call your case manager if you would like a hard copy of progress monitoring.

Goals and objectives: Goals for the current IEP and how they will be monitored. Goals are driven by the “how disability affects”, teacher present levels, and “needs” statements earlier in the IEP.

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More about goals:

They are not all inclusive. Other skills are also worked on throughout the year.

Goals will focus on the disability and how the student is eligible for services.

Goals are only required for classes where the student is receiving specialized instruction (special education programming)

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Accomodations= Change to HOW a student learns- available to all students (special ed and general ed).

Modification= change to WHAT the student is learning. This is what makes a student eligible for special education.

Supplemental aids/services: additional services or supports ex. Extra set of books, behavior plan.

Assistive technology: Includes devices for support such as an iPad with a communication app or a chromebook with text to speech options.

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Supports for school personnel: resources for staff to support the student (trainings, etc).

Special Education Programming:

The list of special education classes for the length of the IEP.

*If the student is in a general education class, it will not be listed here.The assumption is that the student is in general education, unless listed here.

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Listing of school based related services Ex.speech, occupational therapy

Special Transportation needs, if required, due to disability. Ex. If the student cannot ride the usual bus safely, or has a disability that prevents them from walking to school.

Extended School Year (ESY): Criteria-based supplemental program based on the student’s regression and recoupment of skills.

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ESY information, if the student meets eligibility criteria. ESY is for maintenance of skills to limit the amount of regression. Services are often reduced.

Placement Decision Category- Explains the percentage of the day the student is pulled from general education.

Rationale for Removal from General Education (aka. LRE statement). The district must provide a detailed explanation if a student is not with general education students for at least 80% of the day.

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LRE statement…

Includes a rationale for removal and why the student’s needs, goals, and accommodations cannot be met in the general ed setting.

If the student is out of district, we must document how the student will be returned to an in-district program..

Additional information such as a listing of supports needed for extracurricular participation and the length of the school day as compared to peers.

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Listing of State/District testing information (ex. NJSLA) and accommodations.

Accommodations must follow the specific guidelines put out by the assessment creator (ex. Text to speech, calculator use).
To be eligible for accommodations they must be also be required in classroom on a daily basis.

**All students have to take the grade level state assessment, even if it is not listed here.

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Testing continued-

If the student meets alternate assessment requirements (ex. DLM) the appropriate paperwork must be completed and documented here.

Listing of graduation requirements: attendance, credits, state testing.

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Notice requirements: outlines the details of the document creation (ex. annual review required by law, amendment to program) and specific information as to why any action or changes were made.

Transfer of rights statement: When a student turns 18, all IEP responsibilities go to the student. The student will sign documents, request IEP meetings/changes, and has sole control of the IEP.

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Statement of parental rights and where to find additional information.

A copy of New Jersey Administrative Code for Special Education (N.J.A.C. 6A:14) and the PARENTAL RIGHTS IN SPECIAL EDUCATION (PRISE) can be found on our District website under the Special Services and SEPAG sections.

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An example of a meeting attendance/sign in page. These are not for agreement. Just a record of participation.

For an initial eligibility meeting the district staff will also check off the “Conclusion of Eligibility” column to document agreement with the eligibility decision and determination that the student has meet, or not met, the eligibility criteria as per N.J.A.C. 6A:14

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CONSENT PAGE

Top box: consent to implement initial/first IEP; parental consent required to begin services

Bottom box: Optional; consent to implement IEP prior to the 15 day review period.