Issue link: https://fredparent.uberflip.com/i/100141
Anatomy of an IEP continued from pg 15 These are: ���the child���s parents ���at least one of the child���s special education teachers or providers ���at least one of the child���s regular education teachers (if the student is, or may be, participating in the regular education environment) ���a representative of the school system ���an individual who can interpret the evaluation results ���representatives of any other agencies that may be responsible for paying for or providing transition services (if the student is 16 years or, if appropriate, younger) ���the student, as appropriate ���other individuals who have knowledge or special expertise about the child FP: How are IEPs administered? SRA: The IEP Team work together as a team to write the child���s IEP. A meeting to write the IEP must be held within 30 calendar days of deciding that the child is eligible for special education and related services. Each team member brings important information to the IEP meeting. Members share their information and work together to write the child���s Individualized Education Program. Each person���s information adds to the team���s understanding of the child and what services the child needs. Each team member administers assessments based on his or her area of expertise as a member of the team. Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting. 16 Fredericksburg Parent and Family ��� January 2013 FP: What do the results tell the school system? How do the results affect the educational course of the child? SRA: Virginia requires that all IEPs contain a present level of academic achievement and functional performance, commonly referred to as the present level of performance (PLOP), goals statement, accommodations and /or modifications and service statements. The IEP also includes the student���s level of nonparticipation with peers in the general education setting, how the student will participate in state assessments, and methods of assessing and reporting student progress. In addition, for students beginning with the first IEP to be in effect when the student is age 14, the IEP must address secondary transition. It should be noted that in a standards-based IEP, the PLOP and some or all of the annual goals are connected to the specific grade-level SOL. This creates a program that is aimed at getting the student to a proficient level on state standards in addition to addressing functional and/or behavioral needs of the student, as needed. FP: Can a parent contest or object to an IEP or to the results? What are a parent���s legal rights in regards to IEPs? SRA: Many school districts along with federal laws set specific timelines to ensure the development of an IEP moves from referral to providing services as quickly as possible. Be sure to ask about this timeframe and get a copy of your parents��� rights when your child is referred. These guidelines (sometimes called procedural safeguards) outline your rights as a parent to control what happens to your child during each step of the process. The parents��� rights also describe how you can proceed if you disagree with any part of the CER or the IEP ��� mediation and hearings both are options. You can get information about low-cost or free legal representation from the school district, or if your child is in