IMPORTANT DOCUMENTS
This section is for important information about your child that is good to file in one place. Some things to keep here are:
o Birth Certificate (Date of Birth: ____/_____/______)
o Social Security Information (# ______-____-______)
o Immunizations Records
o List of doctors (Name, Address, Phone)
o Medication Record
o Medical assistance/Insurance Information
(Policy # __________________________)
o Other medical or mental health information (allergies, hospitalizations, etc.)
o Growth record- height and weight every year
o Resources relating to your child’s disability
NOTES
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
HOME AND SCHOOL COMMUNICATIONS
The Home and School Communications section is for your notes of conversations with school staff. When you talk with school personnel, it’s important to write down the following:
o The date
o Who you talked with
o The person’s title or position
o What was the concern
o What you said and what the other person said
o What action will be taken
o Is follow up required? (When, with who, purpose)
This section would also be a good place to keep:
· Information about child’s teacher(s) – name, phone, e-mail address
· Teacher’s notes about your child’s progress
· Information about your child’s behavior
· Suggestions for any accommodations or assistance that your child may need
· Report cards
· Sample schoolwork
SUGGESTIONS FOR PARENTS:
1. Keep the communication lines between home and school positive. You are an important member of the school team that works with your child.
2. Ask for regular feedback on what your child is doing.
3. Ask for a list of classroom/school rules so you can talk to your child about what teachers expect and how they may handle a situation.
4. Tell the teachers what you like about what they are doing with your child. Write them a note or card that makes them feel the effort is worthwhile and recognized.
5. If your child’s behavior is in question, ask for a meeting to discuss how your child’s needs and responsibilities will be handled.
6. Be involved in your child’s education as much as possible. Let your child know you’re interested in what he or she is doing and that school is important.
ASSESSMENTS & EVALUATIONS
In this section, keep copies of assessments and evaluations.
Current federal law, the Individuals with Disabilities Education Act (IDEA), says that before special education and related services are provided to a child he or she must receive a “full and individual initial evaluation”
1. to determine whether a child has a disability, and
2. to determine the educational needs of the child.
The evaluation process begins with a written referral. Anyone can make a referral. (Contact your local school district for information on how to make a referral.) After the school receives a written referral, an IEP team is formed, consisting of the following individuals:
· Parent (s)/Guardians
· Your child (when appropriate)
· Regular education teacher
· Special education teacher or special education provider
· Representative of the school district (Local Education Agency-LEA rep)
· Individuals who can explain testing results (this person may be one of the individuals already listed)
· Others who may have knowledge of specific expertise regarding the child (this person may be one of the individuals already listed)
If the parent needs assistance or support throughout this process he or she may request that a friend, relative, Parent Mentor or Parent Liaison be in attendance at any meetings.
Keep all copies of ISAT scores and other assessment reports.
REEVALUATION
Under IDEA, reevaluations of a child with a disability shall be conducted if conditions indicate a reevaluation is needed, or upon the child’s parent(s) or teacher request. A reevaluation must occur at least once every three (3) years.
The IEP team will review existing information about the child. If the IEP team and other qualified professionals determine no additional information is needed to determine whether the child continues to be a child with a disability, the school district must notify the parent(s) of the decision and reasons for it.
The school district must notify the parent(s) of their rights to request an assessment to determine whether the child continues to be a child with a disability. The school district is not required to conduct the assessment unless the parent(s) requests it. The district will ask the parent for consent for testing. If the parent does not respond to the request, the district may go ahead with the testing.
INDEPENDENT EDUCATIONAL EVALUATION
If the parent feels that the evaluation or reevaluation does not give any accurate picture of the child and his or her needs, the parent(s) may request an independent educational evaluation (IEE). Guidelines for requesting an IEE can be found in the most current federal and state laws: http://www.isbe.net/spec-ed/pdfs/parent_guide/ch3-referral.pdf OR
http://www2.ed.gov/policy/speced/guid/idea/iep-qa-2010.pdf
IEP DOCUMENTS
This section is for your child’s IEP and IEP progress reports.
WHAT IS THE INDIVIDUALIZED EDUCATION PROGRAM?
An Individualized Education Program is an annual written plan, required by the Individuals with Disabilities Education Act (IDEA), for each child receiving special education services. It is a written record of the decisions reached at the IEP meeting. It describes the specially designed services that will be provided to meet your child’s individual learning needs. The IEP includes:
· Your child’s present level of education performance.
· What your child will accomplish in one year (goals).
· Benchmarks or objectives to meet the goals.
· Services that will be provided for your child.
· What opportunities your child will have to participate in the general education curriculum.
· Procedures to evaluate your child’s progress and report that progress to you.
· A statement of what transition services your child will need, starting at age 14, younger, if necessary.
HOW OFTEN DOES THE IEP TEAM MEET?
After the team writes the first IEP, it must meet at least once a year to review it. Parent(s) may request a review to talk about their child’s needs and progress at any time.
WHEN AND WHERE ARE IEP MEETINGS HELD?
The meetings are usually held at the school, but arrangements may be made to meet at another location. The time for the meetings should be convenient for both the parent(s).
WHO MIGHT BE AT THE MEETING TO WRITE THE IEP?
Individuals who may participate in an IEP meeting include:
· Parent(s)/ Guardians
· Your child (whenever appropriate)
· A representative of the school district (LEA rep.)
· A regular education teacher*
· A special education teacher (who has extensive and recent training and experience in the area of your child’s disability)*
· A relative, friend, Parent Liaison, advocate, or Parent Mentor
· Individuals who can explain testing results (this person can be one of the persons listed above)
· Others who have knowledge or specific expertise regarding the child (this person could be a therapist, outside counselor, one of the individuals from the list above, etc.)
NOTE: The individuals with an asterisk must be present at the IEP meeting. Parents must receive written notification before the meeting.
WHAT HAPPENS AT THE IEP TEAM MEETING?
You and other members of the IEP team share information about your child’s needs in school. Each year the team takes this information and writes measurable annual goals and benchmarks or short-term objectives that will help your child achieve the annual goals for each area of need. These are the IEP team’s best estimates of what your child will accomplish in one year.
WHERE DO I FIND THE MOST CURRENT LAW?
Federal and state laws change now and then. For the most current information: http://idea/ed.gov/explore/home OR http://www.isbe.state.il.us/spec-ed/html/regs_legislation.htm
THE TRANSITION PROCESS
Journey from School to Adult Life
Awareness
· Begin thinking about the future
· Become aware of Community resources
· Practice Skills needed to become independent
· Participate in career awareness activities
Identification of Needs
· Set appropriate goals in areas of education/training, employment, leisure and housing
· Practice skills needed to be successful in reaching goals
· Identify student’s need for self-advocacy skills and self-determination skills.
Planning
· Meet with IEP team
· Expand geographic awareness of “community”
· Develop transition plan with short-term objectives or benchmarks for each goal area
Implementing & Monitoring
· Meet yearly with IEP team; update transition plan if necessary
· Check progress toward goals and services to attain these goals
· Ensure that options in all goal areas are in place before student graduates
Networking in Adult Life
· Become aware of who to contact in community and schools when assistance is needed
· Network with agencies providing services to check progress toward goals
· Expand student’s awareness of community supports & services.
The following link from the Illinois State Board of Education (ISBE) provides tools and resources to assist parents and students in understanding Indicator 13 of the Individuals with Disabilities Act (IDEA): http://www.isbe.net/spec-ed/html/indicator13.htm
This link provides direct access to Chapter 8 of the Parents Rights Guide on Secondary Transition:
http://www.isbe.net/spec-ed/pdfs.parent_guide/ch8-secondary_transition.pdf
This section is for important information about your child that is good to file in one place. Some things to keep here are:
o Birth Certificate (Date of Birth: ____/_____/______)
o Social Security Information (# ______-____-______)
o Immunizations Records
o List of doctors (Name, Address, Phone)
o Medication Record
o Medical assistance/Insurance Information
(Policy # __________________________)
o Other medical or mental health information (allergies, hospitalizations, etc.)
o Growth record- height and weight every year
o Resources relating to your child’s disability
NOTES
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
HOME AND SCHOOL COMMUNICATIONS
The Home and School Communications section is for your notes of conversations with school staff. When you talk with school personnel, it’s important to write down the following:
o The date
o Who you talked with
o The person’s title or position
o What was the concern
o What you said and what the other person said
o What action will be taken
o Is follow up required? (When, with who, purpose)
This section would also be a good place to keep:
· Information about child’s teacher(s) – name, phone, e-mail address
· Teacher’s notes about your child’s progress
· Information about your child’s behavior
· Suggestions for any accommodations or assistance that your child may need
· Report cards
· Sample schoolwork
SUGGESTIONS FOR PARENTS:
1. Keep the communication lines between home and school positive. You are an important member of the school team that works with your child.
2. Ask for regular feedback on what your child is doing.
3. Ask for a list of classroom/school rules so you can talk to your child about what teachers expect and how they may handle a situation.
4. Tell the teachers what you like about what they are doing with your child. Write them a note or card that makes them feel the effort is worthwhile and recognized.
5. If your child’s behavior is in question, ask for a meeting to discuss how your child’s needs and responsibilities will be handled.
6. Be involved in your child’s education as much as possible. Let your child know you’re interested in what he or she is doing and that school is important.
ASSESSMENTS & EVALUATIONS
In this section, keep copies of assessments and evaluations.
Current federal law, the Individuals with Disabilities Education Act (IDEA), says that before special education and related services are provided to a child he or she must receive a “full and individual initial evaluation”
1. to determine whether a child has a disability, and
2. to determine the educational needs of the child.
The evaluation process begins with a written referral. Anyone can make a referral. (Contact your local school district for information on how to make a referral.) After the school receives a written referral, an IEP team is formed, consisting of the following individuals:
· Parent (s)/Guardians
· Your child (when appropriate)
· Regular education teacher
· Special education teacher or special education provider
· Representative of the school district (Local Education Agency-LEA rep)
· Individuals who can explain testing results (this person may be one of the individuals already listed)
· Others who may have knowledge of specific expertise regarding the child (this person may be one of the individuals already listed)
If the parent needs assistance or support throughout this process he or she may request that a friend, relative, Parent Mentor or Parent Liaison be in attendance at any meetings.
Keep all copies of ISAT scores and other assessment reports.
REEVALUATION
Under IDEA, reevaluations of a child with a disability shall be conducted if conditions indicate a reevaluation is needed, or upon the child’s parent(s) or teacher request. A reevaluation must occur at least once every three (3) years.
The IEP team will review existing information about the child. If the IEP team and other qualified professionals determine no additional information is needed to determine whether the child continues to be a child with a disability, the school district must notify the parent(s) of the decision and reasons for it.
The school district must notify the parent(s) of their rights to request an assessment to determine whether the child continues to be a child with a disability. The school district is not required to conduct the assessment unless the parent(s) requests it. The district will ask the parent for consent for testing. If the parent does not respond to the request, the district may go ahead with the testing.
INDEPENDENT EDUCATIONAL EVALUATION
If the parent feels that the evaluation or reevaluation does not give any accurate picture of the child and his or her needs, the parent(s) may request an independent educational evaluation (IEE). Guidelines for requesting an IEE can be found in the most current federal and state laws: http://www.isbe.net/spec-ed/pdfs/parent_guide/ch3-referral.pdf OR
http://www2.ed.gov/policy/speced/guid/idea/iep-qa-2010.pdf
IEP DOCUMENTS
This section is for your child’s IEP and IEP progress reports.
WHAT IS THE INDIVIDUALIZED EDUCATION PROGRAM?
An Individualized Education Program is an annual written plan, required by the Individuals with Disabilities Education Act (IDEA), for each child receiving special education services. It is a written record of the decisions reached at the IEP meeting. It describes the specially designed services that will be provided to meet your child’s individual learning needs. The IEP includes:
· Your child’s present level of education performance.
· What your child will accomplish in one year (goals).
· Benchmarks or objectives to meet the goals.
· Services that will be provided for your child.
· What opportunities your child will have to participate in the general education curriculum.
· Procedures to evaluate your child’s progress and report that progress to you.
· A statement of what transition services your child will need, starting at age 14, younger, if necessary.
HOW OFTEN DOES THE IEP TEAM MEET?
After the team writes the first IEP, it must meet at least once a year to review it. Parent(s) may request a review to talk about their child’s needs and progress at any time.
WHEN AND WHERE ARE IEP MEETINGS HELD?
The meetings are usually held at the school, but arrangements may be made to meet at another location. The time for the meetings should be convenient for both the parent(s).
WHO MIGHT BE AT THE MEETING TO WRITE THE IEP?
Individuals who may participate in an IEP meeting include:
· Parent(s)/ Guardians
· Your child (whenever appropriate)
· A representative of the school district (LEA rep.)
· A regular education teacher*
· A special education teacher (who has extensive and recent training and experience in the area of your child’s disability)*
· A relative, friend, Parent Liaison, advocate, or Parent Mentor
· Individuals who can explain testing results (this person can be one of the persons listed above)
· Others who have knowledge or specific expertise regarding the child (this person could be a therapist, outside counselor, one of the individuals from the list above, etc.)
NOTE: The individuals with an asterisk must be present at the IEP meeting. Parents must receive written notification before the meeting.
WHAT HAPPENS AT THE IEP TEAM MEETING?
You and other members of the IEP team share information about your child’s needs in school. Each year the team takes this information and writes measurable annual goals and benchmarks or short-term objectives that will help your child achieve the annual goals for each area of need. These are the IEP team’s best estimates of what your child will accomplish in one year.
WHERE DO I FIND THE MOST CURRENT LAW?
Federal and state laws change now and then. For the most current information: http://idea/ed.gov/explore/home OR http://www.isbe.state.il.us/spec-ed/html/regs_legislation.htm
THE TRANSITION PROCESS
Journey from School to Adult Life
Awareness
· Begin thinking about the future
· Become aware of Community resources
· Practice Skills needed to become independent
· Participate in career awareness activities
Identification of Needs
· Set appropriate goals in areas of education/training, employment, leisure and housing
· Practice skills needed to be successful in reaching goals
· Identify student’s need for self-advocacy skills and self-determination skills.
Planning
· Meet with IEP team
· Expand geographic awareness of “community”
· Develop transition plan with short-term objectives or benchmarks for each goal area
Implementing & Monitoring
· Meet yearly with IEP team; update transition plan if necessary
· Check progress toward goals and services to attain these goals
· Ensure that options in all goal areas are in place before student graduates
Networking in Adult Life
· Become aware of who to contact in community and schools when assistance is needed
· Network with agencies providing services to check progress toward goals
· Expand student’s awareness of community supports & services.
The following link from the Illinois State Board of Education (ISBE) provides tools and resources to assist parents and students in understanding Indicator 13 of the Individuals with Disabilities Act (IDEA): http://www.isbe.net/spec-ed/html/indicator13.htm
This link provides direct access to Chapter 8 of the Parents Rights Guide on Secondary Transition:
http://www.isbe.net/spec-ed/pdfs.parent_guide/ch8-secondary_transition.pdf