Reviewing and Revising the IEP

Mon, Jul 17, 2023 6:11PM
21:41
SUMMARY KEYWORDS
iep, parent, child, student, supports, revised, questions, goals, school, special education, review, include, ensure, advocate, revision process, assessments, iep meeting, information, prior written notice, assistive technology devices

00:03
Hello, hello hello. Welcome to the special ed strategist podcast The show where I dive deep intothe world of Special Education providing insights, strategies and supports for parents,educators and advocates. I am your host, Wendy Taylor. And I have a passion for empowering families and students with exceptionalities. To navigate a complex landscape of individualized education. And today's solo episode, I'm going to be exploring a crucial aspect of special education. when, how and what does this mean to review and revise the individualized education program or IEP? So join me today as I dive in, I'm doing something a little bitdifferent today. And instead of just narrating our solo episode, I'm actually answering 20 of mytop essential questions that I have gotten over the years from parents when it comes to the IEPprocess, and ensuring that our your child's educational journey is tailored to meet their uniqueneeds and goals. Let's do it. Question number one, what is the process for reviewing and revising my student's IEP. So the process typically involves convening an IEP meeting withrelevant members of that IEP team, which include you as the parent, educators, specialeducation professionals, and any other individuals involved in supporting the child's education.You as the parent can convene an IEP meeting, when you deem necessary, the school can dothe same as well. It doesn't have to be on that yearly cycle. So during the meeting, the currentIEP is reviewed, goals are assessed and any necessary revisions will be made.
01:52
I kind of hinted at this, but how often should that IEP be review and reviewed and revised the law states at least once a year, but it can be reviewed more frequently, if needed or requestedby the parent or the school, it depends if there's a change and a medical situation, there's achange in an academic situation, something's happening or something's not working. And youguys need to come together back to the table, the IEP table as a team, discuss what is working,what's not working, and come up with a new plan to work, the key is individualize. So who is involved in the review and revision process. So your IEP team again, includes you as the parent,here's your top 10, hit your top tip, as a parent, you are that consistent member year to year to year. So yes, you know your baby very well, you know, how they learn how they communicate,social emotional interactions, forming friendships, transitions, you are consistent. So that IEP does go with your student from year to year if you change counties, if you can change states,but you as a parent are that consistent person to be that voice to advocate for your child'sneeds. So, again, with the team, parents, teachers, special education professionals, any other relevant individuals that can collaboratively participate in the review and the revision of an IEP.And I will say, many parents have also asked me, Can I bring an on Z? Can I bring my neighbor?Can I bring my sister, can I just bring a friend to have some camaraderie at the table,somebody that has a second set of ears that can be your note taker? Absolutely. The you canlet the school know you're bringing somebody and you bring that person with you? Whatfactors should be considered when reviewing and revising the IEP? So there's several factorsthat should be considered the child's performance. And I say beyond academic, how are theydoing cognitively? Meaning, how are they doing with processing memory and attention? Howdoes that impact academics? What about social and emotional are their physical needs,sensory needs, functional needs communication? So all of that needs to be looked at, at theirthrough their present level of performance. How is a student performing as a relates to theircurrent educational setting, within that timeframe or that life of that IEP? Then you're going tolook at the progress towards the goals. Any changes of abilities or needs input from teachersuse the parent relevant assessments or evaluations, whether that is formal or informal or state,local assessments, any new information or recommendations from outside specialists or evenspecialists within that school, building or district

05:00
The Great question is how can I provide input and feedback during the review in the revisionprocess, as a parent, you have the right to provide input and feedback during the review in therevision process, you can share your observations, concerns suggestions, I would say sharethem in writing. Because there's a section in the IEP your parent input statement, that thenbecomes part of the official document, of course, you're going to have conversations during theIEP meeting. And then those should be noted if that's going to create any kind of change, andwhat we call prior written notice, and that's going to come after it's confusing name, but it'sactually going to come after the IEP meeting. But as a parent, especially if you have a concern, I always suggest noting it. You can even do a quick video if it's a concern of reading or writing,taking pictures and having that information. So you have your evidence of what is happening with your students. So what types of assessments or evaluations should be conducted to informthe IEP revision? So there's various assessments and evaluations that can be conducted depending on the student's needs. That can be an academic assessment, a cognitiveassessment, it could be speech and language evaluation, occupational therapy assessment orany other relevant evaluations to gather comprehensive information about a student, yourstudents strengths and challenges.
06:31
Mine next question that I get often is, are there any new goals or objectives that should beincluded in the revised IEP. So again, we're talking about revised, whether it's during thatduring an IEP cycle, or during your yearly or annual IEP. So new goals and objectives may beadded to the revised IEP if the child's needs have changed, or if there is a specific area of focusthat require attention.
06:59
If a goal is not working, then that should be revised. And always, always remember, the goal should be specific, measurable, attainable, relevant, and time bound. We like to call those

p, ,,, smart goals. And I've provided information about those in previous episodes. Are there anyaccommodations or modifications that need to be added or modified in the IEP? So accommodations and modifications should be reviewed and updated based on a student'scurrent needs present level of performance that is your magic part that you're going to startthat IEP with parent input statement, present level performance. These may include changes toinstructional strategies, assistive technology devices, extended time for assignments, or test,preferential seating or any other sports necessary to facilitate the student's learning andparticipation.
07:56
Are there any related services that need to be added or modified in the IEP? So related servicesare against things such as speech language, occupational therapy, physical therapy, thoseshould be evaluated to determine if adjustments are needed based on the child's progress andtheir current needs. So you're taking again, parent input statement, present level ofperformance that's looking at all of that information to say, is this working? Do we suspectsomething's not working to? Sorry? Do we suspect that we need to do something to improvewhat we're doing? Is there another area that's impacted that maybe we missed when we firstdeveloped this IEP? So really having this thoughtful, collaborative conversation to ensure thatthe services provided are the services that align with a student's needs? How can parentsensure that the revised IEP addresses their student or their child's needs and ability? This is agreat question to ensure that the revised IP addresses this your student's current needs andabilities. It's important to gather up to date information from various sources. Again, including assessments, evaluations, teacher input, and your observation as a parent. So again, I wantyou to think about when that child does homework, are they if they are a child that takesmedication, or they medicated or unmedicated, how long does it take the child your child tocomplete an assignment? What is the time energy and effort that goes into completingrequired work? And that is really important for a parent to report back to the school becausethat does impact the learning of the student. So this information should inform the development and modifications of goals kind
10:00
variations and related services
10:13
are there any changes in my child's strengths and pockets of vulnerability that need to bereflected in that IEP, so any changes in your child's strengths, or areas
10:26
are pockets of vulnerability or gaps that should be taken into account during that review andrevision process. And that information is going to help identify the areas where additionalsupports or adjustments may be necessary to promote that academic and personal growth.

10:43
Are there changes in my child's educational placement or classroom environment that need tobe considered in the revised IEP, so changes in educational placement or classroomenvironment should be considered if there is evidence that a different setting or specificsupports would better meet your child's specific needs. So this may involve discussingalternative placement options, or adapting current environment to ensure an appropriatelearning environment. And if you're wondering about placement, check back to the soloepisode that I did about placement so that you can be informed if that is something that's onthe top of your mind. Are there any transition goals or plans that should be included in therevised IP so transition goals and plans should be included in the vise IEP, if your student isapproaching a transition point? Again, we did a solo on that as well. So all of this is comingtogether here, such as moving from one grade level to another preparing for post secondaryeducation, vocational training and employment, these goals and plans to address the skills andsupports needed for a successful transition. And
11:53
they should start early. Always thinking ahead. Oftentimes that IEP meetings and tables, we'rethinking about this current IEP and this current cycle. As a parent, I want you to think beyond that as well. So you're putting your parent input statement in for what you're seeing threemonths, six months, one year, but I also want parents I want you to think about where do yousee your kiddo in three years and five years, so that if you need to be on a waitlist to receiveexternal services, you can get on it sooner rather than later. If you need to start doing things toprepare your child to transition again, whether it's to the next grade or beyond high school thatyou're starting to align services and supports needed for your kid out.
12:40
Are there any new assistive technology devices are supports that needed to be added? So ifthere are new assistive technology devices or supports that could better benefit your studentslearning and accessibility, there should be considered for inclusion in the revised IEP. This can range from assistive device for communication to specialized software's, or tools that facilitateacademic test. If you're thinking Wendy, I am not really sure. What is available to me in mycommunity and my school district ask many school districts have a Assistive Technology Teamwithin that school districts that can come out to a school that can observe a student that could sit in on that IEP meeting to better understand the needs and then be able to makeindividualized suggestions that are available to that student.
13:33
As a parent, how can you ensure that the revised IEP aligns with their your student's long termgoals and post secondary plan?
13:43

The revised IEP should always align with your child's long term goals and post secondary plan.So again, it is crucial to discuss and consider your child's aspiration, their career interests, theirfuture educational opportunities during that IEP during that IEP review and revision process. So thinking about future independence, education and employment. So as you're doing, you're again back to that parent input statement. As you're filling that out for how you see your child. This year. Think about future independence, education and employment. Have that conversation with your team have it documented to make sure everything is in line. So ensuring that goals services and supports provided are geared towards preparing your child forthose desired future outcomes? Are there any legal or procedural requirements that need to befollowed during the IEP review and revision process? So the IEP review and revision processmust adhere to the legal requirements that are outlined in our federal law that Id EA orIndividuals with Disabilities Education Act, and any applicable state or local regulations,reminder and tip that I do
15:00
EA is our umbrella. It is our federal law. states and local entities can interpret some of that law,they cannot do less than, but they always can do more than so it's essential to ensure that allprocedural safeguards are followed, including notifying you as the parent of a meeting,documenting decisions that's going to be without prior written notice and providing us a parentwith copies of the revised IEP. At each IEP meeting you as the parent should receive a copy of your procedural safeguards. If you do not understand them, you can ask questions, and tomake sure that you are having your child's needs met and as a parent that everything is beingfollowed up to status quo, or above? Are there any resources or supports available to assistparents and reviewing and revising the IEP? So schools often have resources and supportsystems in place to assist with the IEP review and revision process? This may include specialeducation coordinators, IEP facilitators or other professionals who can provide guidance andanswer questions. Also Yours truly, I'm an IEP coach, I often do this with parents, I will look atdrafts of IEP s, we'll talk about present levels, how to write them, and go through the process totake those worries to wins.
16:28
Lots of valuable resources and information for parents so that you do not feel like you arealone. That's the worst feeling ever. Parents also ask how can we monitor and measure progress towards the goals outlined in an IEP? So progress monitoring is a crucial part of thatIEP. It is stating that what we're working on with a student is either working or not working. It is backed by data, that data data if they don't have a raw data collection sheet, how do we knowthat a child's met or is meeting working towards a goal? It is not something that I'm driving inthe car thinking about going? Yeah, that sounds right. I'm gonna go with Yes, sir. They're meeting their goal. There must be data. If you're curious. As a parent, you can ask, I'd like to see your raw data sheet. Now, I will say this, some schools and individuals may look at you like you have lost your mind. But how did the question then is, how did you come up with theanswer and the progress monitoring of my child without the data? So the revised IEP shouldoutline how progress will be measured? And what data will be collected to assess a student'sgrowth? It can involve periodic assessments, teacher observations, even teacher observations need to have some sort of data what are you observing? What does that observation look like?Check back in previous solos I went into this and how progress monitoring works, work samplesor other forms of data collection to track progress and determine if adjustments are needed.

18:17
Can we request an IEP meeting or consultation with the IEP teams discussed?
18:23
The proposed revisions, of course, yes, you as a parent, we kind of mentioned this earlier, youhave the right to request an IEP meeting or consultation with the IEP team to discuss proposedrevisions. If you have concerns or suggestions regarding that the revisions, it is essential tocommunicate them and request a meeting to address them. So again, working collaborativelydoesn't mean you always have to agree doesn't mean that you don't have concerns. It is how you voice them so that you can come together to for the benefit of your child. And last but not least, how can we as a parent advocate for our child's needs during the IEP process, whetherthat's the review and the revision process to advocate for your child's needs during the IEPreview and revision process. You can actively participate in that IEP meeting, ask questions,express concerns and provide valuable input based on your knowledge of your kiddo. You can even write your questions down ahead of time so that you don't feel stressed when you're inthe meeting. And then walk out and think, Oh, I forgot to ask that question. Bring them in, put them on a sticky note. Put them on your phone. It can be helpful to gather and present anyrelevant documentation or reports that support your concerns or recommendations. Again,you're able to bring your documentation of how you see your kiddo interacting with their schoolmaterial at home. It's communication if it's physical, if it's sensory, bring that in as well, so thatthe team can really see how
20:00
All what they're learning in school transfers over to what they're doing in the community.Again, we are building lifelong learners, future independence, education and employment withour kiddos. So additionally, understanding your rights in the special education laws canempower you to effectively advocate for your child. If you're confused, uncertain,overwhelmed, not sure what to do always ask the questions. I'm here for you as well. So I hopethat these questions really helped give you a little bit of guidance, a lot of material and a lot ofreferences to other previous solo episodes that we can go ahead and list in our show notes. So there you have it, a comprehensive exploration of reviewing and revising that IEP. And I hopethese questions and answers have shed some light on the importance of this process andprovided you with that valuable insight to advocate for your kiddos educational needs.Remember, as a parent and advocate, you have the power to ensure that your child receivesthe support they deserve. Thank you for tuning in to the special ed strategist podcast again, Iam your host Wendy Taylor, I invite you to join us next time as we delve further into the worldof Special Education equipping you with the tools and knowledge to make a difference. Until then keep advocating, keep learning and keep supporting for your exceptional learners. If you've liked what you've heard, I encourage you to give this a like and a follow and come jointhe conversation over

21:33
on social at learning essentials. Hope this helps make it a great day. Bye for now.