IEP – A Closer Look Webinar

Rhonda: Welcome. Thank you all so much for joining us today. We’re so glad to have you, we’re going to be talking about the IEP, Individualized Education Program, A Closer Look.

[00:00:15] Just wanted to kind of do a couple of housekeeping things before we begin here, you’ll see that there are handouts, there are five handouts, the PowerPoint being one of them. If for some reason on your dashboard, you don’t see those, or if you don’t have time to download those. Please don’t worry because we will follow up and tomorrow you’ll receive an email that includes the survey if you didn’t have an opportunity after the webinar today to take it, along with all of the handouts. So not to worry.

[00:00:50] Also, you will see that there is an area that you can ask questions. I’m Rhonda Logsdon with Kentucky SPIN, and I’m very grateful to have Kellie Smith with SPIN on the line with us. And she’s going to be helping us with questions. We’ll pause periodically throughout to see if there are any questions or clarifications. And please know if we don’t get to all the questions you can follow up with us, you’ll see at the end where our email address. That you can email or call us so that we can help you through that.

[00:01:24] Just to give you a little IDEA, if you’re not familiar with Kentucky SPIN, and it is Kentucky Special Parent Involvement Network, and we all are family members and or persons with disabilities helping one another. And we do have the parent training and information project, the PTI, for Kentucky, and have had that since 1988 when Kentucky first received one. And that is actually under the Individuals with Disabilities Education Act, IDEA, that actually calls for IEP in school, that same federal law also calls for there to be at least one PTI in each state. Now Kentucky only has one, some states, larger States like California, Florida, because of the size of them there is more than one. But a good thing to keep in mind if you ever move. And I know many of our families are military family, just keep in mind that if you moved to another state, we can connect you with the PTI there so they can help you as well.

[00:02:30] And there are a lot of wonderful PTs and all of this is for us to help so that you understand your educational rights, responsibilities, and how we can help, better so that the bottom line is for our children, our youth, to be successful adults. And we’re here to help.

[00:02:49] I’ll tell you a little bit about myself. I am one of five kids. My twin sister, Robin had a severe learning disability, and as an adult with diagnosed bipolar. She is now my special angel in heaven. and then my brother Grant, which is the only one that doesn’t have a twin. And he’s a fiery red head too. So, Grant has cerebral palsy and uses a power wheelchair. And then the youngest set of twins and my mom had two, my brother Ryan has ADHD. And all three had IEPs through school. But the most important thing to know is they are smarter than I could wish to be and we have a variety of experience, and lessons that we learned and stepping through it, whether it’s the visual or the non-seen disability, proud foster adoptive mom, but the greatest gift of my life.

[00:03:53] So we are here to help one another. And one of the things that it is very important that you understand is that we do not act as attorneys. We do not represent families. What we do though, is empower you and provide the information, whether you are a parent, a family, a professional, any way that we can assist and provide that peer support which is so critical.

[00:04:21] So what we’re going to do now is just kind of do an overview if you’ve been able to join us for some of our other webinars, today is when we’re talking about the IEP, we’ll do a brief overview of IDEA. IDEA is the federal law, and the IEP process, but we’re gonna spend the majority of our time today looking at these key areas; present levels of performance, goals and objectives and some other key components of the IEP. And then we will have time for questions and answers, but also we will take some time periodically to see if there are some.

[00:05:00] So I’m a visual person, and if you all joined us before, that’s nothing new. And you’re going to see several slides, if you’ve watched some of the others that are the same, because I think it’s very important that we always go back to these slides so that we keep in mind that IDEA, Individuals with Disabilities Education Act, is the federal law for special education. And it actually is now, it used to not be when it was initially started many years, but it covers children birth through the age of 26. They can attend school till they’re 21, unless they graduate sooner.

[00:05:43] So, under that, so the birth to three years old in Kentucky is First Steps, the early intervention program, which is part C and part B of that is what we’re going to concentrate on with the IEP, which is our three through 21, unless they graduate sooner. Then you have the Kentucky Administrative Regulations, KAR, that is our state law. Then you’re going to have your local policies and procedures with your local public school district. Now keep in mind that the federal law always supersedes, and overrides the state and local policies and procedures, unless they go above and beyond in favor of the child or they let the state, or the districts decide. The same when you’re looking at the Kentucky Administrative Regulations, it goes above and beyond your district’s policies and procedures, unless they go above and beyond, or the state law lets the districts decide. So just keep that in mind.

[00:06:49] The Individuals with Disabilities Education Act is for all children to have a free, appropriate public education. And for children who qualify, which we will talk about here a little more in detail, as having a disability. Now children, in the beginning, since 1975, they’ve had the right in law, it originally was called Public Law 91-142 and it has changed over the years and be reauthorized. And the last time it was reauthorized was in 2004. And that is when it is called the Individuals with Disabilities Education Act, the IDEA. Keep in mind, back in ’75, when the law came into effect, that children weren’t entitled to an education, for those early years. So we are very fortunate now that that is in the law because we know the sooner our children have access to education that the more successful they will be.

[00:07:54] So who’s eligible? This sometimes is, a lot of times very confusing because it’s not just enough to be diagnosed by someone with a disability. It has to be found to qualify under IDEA to have the IEP. Now and it’s not just enough to have that disability and qualify under the eligibility, they must require specially designed instruction and related services.

[00:08:24] And so what that looks like yet, and the reason I always want to put the federal IDEA categories of disabilities and the Kentucky Administrative Regulations categories of disabilities is because remember, when I had stated that one of the areas at the federal always supersedes the state or local policies or procedures unless they go above and beyond in favor of the child. So I want to give you a great example here. The fourth down, when IDEA was reauthorized in 2004, they removed the behavioral part of the category of the emotional disturbance. Kentucky went above and beyond and left that behavioral part in that category, so it’s emotional behavioral disability. And that is a great news to many of our children because they might not qualify otherwise.

[00:09:20] And again, keep in mind IDEA is a specific education law. So many of you may be familiar of the special education cycle. And this is just a brief overview before we dig into the goals and objectives in the present levels. So in the cycle, there’s consent to evaluate because an evaluation cannot take place without parental consent. Then you have the evaluation. If they qualify, you would then write the IEP, placement is made and again, that’s decided last.

[00:09:58] And then you at least once we’ll have an IEP meeting, in Kentucky we also put the name on it, ARC Committee, Admissions and Release Committee meeting, they are one in the same. You’ll at least have an annual meeting, but one can be called at any time by any of the members, which you are an important part of that team as a member, you can call an IEP meeting for it to be reviewed or updated. And it’ll at least every three years have an evaluation. Re-evaluation if not singer. So just to make sure, because again, I had stated that IDEAs that the parents are members of the team, you were an equal member of the IEP team. And this is very critical because you know, your child best. And your input is critical for your child’s success because we know the more we work together, even at times when we may not agree, it’s only going to be better for our children. And building that partnership and the communication, and really working to help step through all of those things so that our children are successful.

[00:11:10] And the school is required under the federal law to make every effort possible for you to be able to participate. And the thing that I love about it is there’s so many neat, innovative ways, especially given our lives as families, because our schedules, I don’t know about you all, but I may have the best laid plans, but you have to adapt depending on what happens that day, the schools, and a lot of schools have used very unique ways to be able to have those meetings so that everybody can be involved. And the good thing when IDEA was reauthorized in 2004, it also identified alternate participation methods. So if you can’t get to a meeting, if you have your lunch break, you can maybe have sort of a conference call and a video conference to still participate.

[00:12:06] So looking at every effort so that you’re able to participate, picking a time that works for you and all the members. Now just so that you know, the students at age 14 become members of the IEP team, but can participate at any time. I recommend the earlier that children participate in their IEP meetings, the better. Because start when they’re young, even if it is just come in and say hi to everybody. Come in and show something that they’ve been so proud that they’ve worked on, artwork or a test that they just took. So you take those little steps and even if they’re older and they haven’t been involved as much, some children need those steps instead of just which a lot of us adults need it too. Those steps to work towards it, to where just taking the opportunity of, you know, come in and talk for a little bit.

[00:13:06] Now what I will advise too is that if there is a time when everybody is not in agreement and things may be very emotional, that would probably not be the appropriate time for your child to be a part of the IEP meeting. Because there needs to be a uniform partnership that you all present in working together. So it’s very critical that we make sure that when they are involved, that it is a partnership and working towards what they need. And again, that doesn’t mean that everybody’s going to agree a hundred percent of the time. But the other thing that’s very critical is, they need to be a part of the IEP team, just like you do, because you know your child best. Your child knows what they want best and what they need and the supports that they need. And sometimes what we may want as parents, or as teachers working with the children, may not be like they want or may not be what they need. So it’s critical that they’re a part of the piece.

[00:14:16] Let’s take just a moment to see Kellie. I don’t know if there’s any questions yet.

[00:14:25] Kellie: There’s no questions right now Rhonda.

[00:14:32] There are no questions right now Rhonda.

[00:14:33]Rhonda:  Okay. Thank you so much. We’re gonna kind of go into the different parts here. So the IEP is a written statement, but it’s, important at the part there is, it’s not, it’s a written statement, but it’s a program and it’s a living, breathing, ability to change because we know that our children, we know things with us change all the time and it is, it’s a written statement but it’s a program developed individualized for them. So it’s important to understand the categories of disabilities for your child to qualify, but the key here it’s individualized. What is appropriate for your child may not be what is appropriate for another child. And again, to give you the example, you know, my brother Grant has cerebral palsy. So, you know what may work for Grant isn’t going to for everyone else and vice versa, because everybody is individualized.

[00:15:45] And the key here is reviewing it, developing and revising it and making sure that it stays  up to date and meeting their needs. It must contain, you know, you all sit down, you come up with the whole IEP team, come up with a plan that involves and it and participate in the regular curriculum. So what you’ve got to think of is that our children are children and students first, right. To have access to the IEP is to help them to be able to be successful in their school. So it isn’t that one replaces the other, because our children are students first and this is to help them to be successful. Almost to level the playing field with other children, taking into account their disability, their needs, their strengths, and what they’re going to need to be successful.

[00:16:53] And again, there are specific things that are required to be a part of the IEP. So a brief list is a statement of the child’s present levels of academic and functional performance. This is critical because many times people believe that everything has to be about academic achievement, letter grades. The thing is, is for a child to be successful in school you have to look at academic achievement and functional performance. Because functional performance is just as crucial as academic achievement. And you have to look at how the disability affects them and their involvement in the general education curriculum compared to their non-disabled peers. And then they too have to have a statement of a measurable annual goals, which also includes the academic and functional goals.

[00:17:55] A description of how the child is going to progress to meet those annual goals. How it’s going to be measured, because if it can’t be measured, it can’t be an annual goal because has to be able to chart and see that they’re going to be able to achieve it. And getting a periodic report also too, to know their progress.

[00:18:20] So again, I go back to the visual, which to me is so important because your evaluation that’s going to come back and again, when there is an evaluation that is not going to be just based on one test. One result. An overall evaluation, yes, there may be one test, but then part of that in the input is from a variety of sources, a variety of needs. Those are all gonna help you to come up with your present levels of academic performance. Then from there you build the rest of the IEP and my brother Grant, he’s not able to help me today, but he goes around and when we’ve been able to go around in person, Grant helps a great deal of families and professionals. He said, you’ll tell you in the training, think of it as you’re building your house, because if you do not have the right foundation, everything you build from that isn’t going to matter. It is not going to be a level. It’s not going to be what is going to meet the need of your child.

[00:19:26] And so it’s very crucial that we get a true picture. Years ago and one of the things that always, I’ll be honest drove me crazy, was everybody always wanted to talk about data, data, data. Well, data and I have had to become friends because I realized if we don’t know where they are, how are we going to be able to help them get to where they need to be? Right. So it’s not just data and a number. It’s where are they? And here’s the thing is you don’t have to know all the technical terms. There are people, if it needs to be written in a certain terminology. The thing that’s critical is you give your input, where is your child right now? And where do you see that they need the assistance? But more so important is what are their talents? What are they good at? Because that’s going to help them to be successful.

[00:20:22] So there has to be the statement of the present level of academic and functional performance. Again, how the disability affects them compared to their general age, peer general, you know, peers. And there has to be like a standard at different grade levels so that we can, you know, every child is different levels regardless of the other disability or not. But there’s been determined, you know, the typical threshold in what you’re going to do is use that to kind of help and go through your present level.

[00:20:58] Again, I love the visual, so you look at the different broken down parts and again, you see that there is a lot more there than just the academic performance, right? Because all of these areas play a critical role in our children’s academic performance and their success. Communication skills, if a child, and a lot of times, many people think that that just means verbally by saying it. Communication can look a lot of different ways, depending upon what it is that is the best means of communication for our children. But what we do know is if they do not have a way to communicate, they’re not going to be able to be successful. So that affects them at every area of their school career. And for them to be successful everybody must have a means to communicate.

[00:21:56] Whether that be by assistive technology, whether that be by sign language, by voice. And a lot of times people think if they don’t, it’s just because they can’t say the words, but there are some disabilities where children are not able to express in words, they may be able to speak, but they are not able to express themselves so that they’re communicating things to others. And that is a communication skill.

[00:22:27] And looking at that transition, social-emotional that is critical for our children to be successful. So making sure we look at all of these, but not only the areas that they need help. It’s critical that we make sure that the areas that is their strength and that they thrive in, that we make sure, and when you’re looking at this area, it’s going to be compared to their similar age peers, right. And you’ll see the terminology that states they are commensurate with the similar age peers means that, but if they’re not, it will be documented there where they’re at.

[00:23:08] It’s also critical if that’s an area that they thrive in, that we make sure that that’s documented so that, because our children are no different than us. I use my strengths every day to help me with my weaknesses. They’re no different and that is how then it is going to help them too. One of the things I used to kind of joke about, and with my twin sister, is that in school, you know, because twins, we were in the same grade level and everything. So one of the things is a lot of times, and with her learning disability, things had to be terms, directions for assignments needed to be put and if it wasn’t explained in a certain way, Robin didn’t understand it. Well, I always joked once I explained it to her, then she would help me do my work and I would help her.

[00:24:05] So we use that and how you partner together. So we used my strength of I could explain it, but then once it was explained and she understood, then she could help with the areas that I struggled with. So think of it that way. And that’s just a quick example. Another would be, one of the great things when Grant was in school, is that because Grant has vision, he technically is legally blind, but he does see some things. Because he would always have things that were read to him, and someone would be a scribe. So he teamed up with, and mom told him that if you put them with, you know, other students working and this was in the general class, what it was is children who we’re struggling maybe with being able to do the work, and actually might have been having some behavioral concerns is they would team up and the thing is, is both children would, Grant and the child that was working with Grant would have a mutual respect for one another.

[00:25:25] And they knew if they got to work with Grant, because Grant was able to teach them just like I used my strength and Robin used hers. They helped Grant to write the stuff down and read it. Then Grant helped them because they were having trouble. First of all, then there wasn’t behavior issues. But then also they would be able to help so that they were doing the work and Grant would kind of teach them. And you know how you use the strengths of all kids in a classroom. So just keep those things in mind as you go through this, because it’s going to be critical to use those strengths for our children to be successful.

[00:26:11] So again, you look at how it affects them, the present level, where are they at now? So we know how to get there and how the plan for where we want them to be. Let’s pause here just for a moment to see if there are any questions Kellie.

[00:26:33] Kellie: There’s no questions right now, Rhonda.

[00:26:43] Rhonda: Okay, thank you so much. Okay, thank you. One of the things too, writing the present levels. I think that it is very critical, because there’s a lot of planning and work that has to be done before you go to an IEP, ARC meeting. And present levels, ask for the draft of the present levels prior to the meeting. And again, this is a draft, and this way you can look at where some areas, because you want to address your own present levels too as a parent going in and you don’t need all of, again, like I said, terminology that, I’m not good with, and I know all of the right terms, but what I do know is how my child’s doing.

[00:27:36] You could be able to tell from the work that they bring home. Or if there is something that they’re struggling with and the social-emotional aspect of school. So you make sure that you jot down those things. But then ask for the draft present levels of performance so you can prepare going into the meeting. Again, this is a draft. And bring that list of their ability, strengths and areas. Make sure that you write all those things down because that’s going to help. A lot of times I may get into meetings and different things to where I have everything in my mind that I want to say, or I want to go over but then when I get in there, you know, I forget different things or I guess sidetracked. So making sure that you have stuff written down.

[00:28:26] And bring somebody with you to the meeting. Anyone who has knowledge of the child can be a part of the IEP team. Now you need to let the school know just like they would let you know who is invited and who would be coming, but it’s very critical for you to have that support for you at the meetings. And give input. Because it’s, don’t worry so much about things and make sure that you do speak up, because you do know your child best and give that input. The areas that you see that they’re thriving in, the areas that they need help in, because your input is going to be critical. And we want to make sure from the very get go, at the present levels that you were input is a part of that because that’s only gonna make our children be more successful.

[00:29:25] So what are some examples of PLOP, the Present Levels of Performance? And again, this may be some more of the examples of, you know, the terminology, so here’s the thing, Elise, she doesn’t speak in words. So she uses many ways to communicate. And this is what’s critical because the example I used about the communication is regardless of the disability, regardless of the child, if they can’t communicate, they’re not going to be successful. So making sure we list there what, because Elise, it’s not in words, but making sure everybody knows, and the ways that she is successful in communicating is down and listed. And sort of the augmentative communication device, that just is the technology that she uses. Here’s the thing is, especially with communication in any area, assistive technology does not have to be an expensive piece of equipment. It’s what meets child’s needs best. It may be a picture. It may be being able to write it down, you know, because, they may not be able to get it out in the words. It could be a whole variety of things.

[00:30:49] You know, you always just want to think outside the box because every child is different. Every child who’s nonverbal, their successful means of communication is going to vary just like everything else.

[00:31:03] Another thing I want to bring up is just because you may try a certain way, this is important to remember when we’re looking at any of this. You know, typically the things I’ve tried in my life, I have not succeeded the first time, you know, so it may take a while to find what is successful for them, but keep working together so that you get that.

[00:31:26] Some other examples, Lawrence needs a quiet, separate place to do individual work. I can give you the example of my twin sister. She had to have one of the things with untimed testing, but also too in a separate place where she could take the test. And what would happen is, especially if there was a timeframe given, Robin wouldn’t be able to concentrate on things because she would be so nervous about not getting it done that she wouldn’t make any progress on it. And so she wouldn’t finish it. So knowing our family, knowing our children, that way you’re able to plan and share and things may be that you use at home, even if it’s not about education are probably some great things and some tips that could help in school. So the sharing of that and what you do and what the teachers do so that there is that consistency from home and school, is only going to help our children be even more successful.

[00:32:33] So another example here, understands and remembers what he hears about a subject. That makes me think of Grant, my brother Grant, you know, who doesn’t write it down because of  his visual disability, but also his physical disability. But I could tell you, Grant has a photographic memory and he remembers stuff, even I wish he wouldn’t. Like you remember what you said many, many years ago or what you promised. So maybe those times I don’t wish that he’d remember stuff. But he actually is my memory, my mind, because when we’re doing stuff, we complement one another so well that we help one another. So he uses his talents. So that helps him, because if Grant heard it, he won’t forget it. And so then you use that strength in maybe areas that they struggle in.

[00:33:34] Kim imitates other children and learns from them. So this is something that’s very important because we want to make sure this is a strength, but also we want to make sure that it is appropriate imitations and appropriate behavior. Since we know that Kim imitates and learns that way, this is critical for her to be successful in school. But also, so we need to keep in mind that we’ve got to make sure that because she learns this way, that it is the behavior and what you want her to learn.

[00:34:11] So see how the flip side, look at both areas of it. Another example, David’s performance in basic reading and writing is significantly below his ability. So he makes errors when he reads and has trouble decoding long words, but his comprehension skills are strong. That is critical to know because you’re going to use his comprehension to then help him so that he can have help and eliminate more of those errors. And cues and pictures. So again, looking at what individually is going to help you with the present levels.

[00:34:56] And I know we’re spending a lot of time on that, which we’re gonna move on to the other, but our present levels, remember back to the schoolhouse, if we don’t have these present levels right, the rest is not going to be what’s appropriate for you child.

[00:35:12] So they’ve gotta be fully developed, well-written and are the foundation. Again, remember specifically appropriate for them, the services and supports accommodations that they need, because we’ve got to know where they’re at, to help them get to where they need to be.

[00:35:31] Now the annual goals, this is very key, and the thing to keep in mind. And I love the who, what, how, when, where. Keep those things in mind, because this is sort of your roadmap. Again, the visual person that I am, this is where you want to go in a year. So we’ve got to think broader.

[00:35:54] So one of the questions I get a lot is how many goals should I have? Okay. So here’s the great thing, because an IEP has to be individualized, there’s no right or wrong answer. And then I’ll always get the question of what can be a goal? What can be an objective? Here’s the thing. There is no list of this can or cannot be, because the great thing about the federal law and the state law is it allows the ability, because all children are different and what they need to be successful is that there is no list that you can or can’t get this. So it needs to be positive, describe the skill that can be seen. And again, measured because if it can’t be measured, it can’t be a goal.

[00:36:44] Who will achieve it? What skills or behavior and again, we say behavior that could actually be actual behavior of how they act or when we say behavior here is what behavior we’re wanting to see. In what manner? At what level? And what setting, under what circumstances and by what time and end date? Right there has to be beginning and the end. And also keep in mind because our children change, you know, and some things change more frequently than others, and there’s nothing wrong if you need to meet and update the annual goats, because things may have changed a great deal.

[00:37:25] A great example would be a lot of times, most IEP meetings take place at the end of the year and the beginning of the school year. So, say that you had a meeting at the end of the school year, and that was your annual review, when you go back at the beginning of the school year, but that’s not an accurate picture and a plan right now where your child is. But what you would need to do is request a meeting, so that you all can get that updated. So we have the true picture of where they’re at and what they need.

[00:38:00] And again, the visual person and what Grant would tell you, is the annual go is how we’re going to get from the first floor to the second floor, right. And you’re going to have all these steps in between, and it’s going to identify those skills that you’re going to gain. And again, it’s not just academic achievement, it’s functional performance for annual goals too.

[00:38:24] Being very specific, the SMART goals; specific, measurable, attainable, relevant, and time-bound.

[00:38:32] And the thing to keep in mind too, as we’re going through this, these same steps that you take to do an annual goal, then you repeat to come up with your goals and objectives. Which you want them to be SMART goals and SMART objectives as well. So we’re going to pause just a moment and I’m going to see if there are any questions.

[00:39:03] Kellie: There’s still no questions, Rhonda.

[00:39:11] Rhonda: Okay, thank you so much. So when we go in here, sorry about that y’all, the exact words is that it is the annual goal, academic and functional, and if the results and how the child, how the disability affects your child, so that they are able to progress in the general education curriculum. So you are not going to see, a goal would not be what is listed in the curriculum, right. Because they are a student first, so they would already have access and be doing that. The goal is going to be how to help them so that they can achieve that. And it’s going to meet their individual education needs. And again, I know like keep saying individual, individual that’s critical for their success. To make sure that we’re including those that in there so that they are successful.

[00:40:16] So for writing. Aim for the stars, right. But here’s the thing too, to keep in mind overall. Overall what are the things that they need the help with that it’s going to affect them, like the example of the communication that affects you in every area of academic functional achievement, right. So we need to think broader and what’s going to help them.

[00:40:45] So we’re going to go through the four critical components. And again, when we’re talking about this with the goals, you would do the same with the objective, that support goals. So the timeframe, again, what’s the certain date, the completion. Is it going to be, you know, the examples down here by November the 19th, the end of the 2017-2018 school year, that seems like ages ago [chuckles], every day seems so long these days, but making sure there is a timeframe, a start and an end.

[00:41:21] Conditions. What are the conditions going to be? How are we going to set this up to where it is measurable, observable? So that we are, you know, whether it be, you may need appropriate equipment, assistive technology, there may be a whole variety of things and it can include related services and accommodations and modifications which supports these goals and objectives. So what are they going to when presented with second grade leveled text. Given a mix of fourth grade level math calculations. What are the conditions? Depending upon what their goal is and what they need to achieve, is going to depend on the condition that you were going to have that behavior that you want it to be measurable and the skill that they’re going to achieve.

[00:42:21] The behavior. And again, when we say that it could be behavior like social behavior or behavior, depending upon the child and what’s appropriate for their behavior, would be actually what you want to see them to be able to do. Sarah will read. Claude will write a correct solution. You know, Grant will communicate his needs. Just a different, you know, making sure that we’re very clear, not only on the condition that set up, but what we need to see, because if we don’t all have an agreement on the behavior that needs to take place within the timeframe, you’ve got to have each of these four areas for it to be successful.

[00:43:07] The criteria; identify how much, how often, what standard are you putting on that? Not just the setting up so that they have the right conditions and you know the behavior, but then now is what are the specifics, the amount of growth? The criteria of how it’s going to be measured, you know, an example, the 96 words per minutes with five or fewer errors.

[00:43:35] So see, we’ve got to set things up to where we’re able to see, we’re able to evaluate, and make that progress. And again, you don’t have to know all of the technical terms. You just know where your child is, what helps them best, and what they need to be successful. And you provide input that’s what’s critical and what is going to make them be successful. And also too, for them to be sharing those things. Again, remember we want them involved in every step of the process, as appropriate, and starting with those small steps, because they are key to their success.

[00:44:20] Now I do just want to tell you, and we’re not going to go all the way back through all of those steps, but keep in mind, like I said, your objectives and benchmarks, you’re going to go through and ask the same things that you would. But I do want you to know that is not, when they reauthorized the federal law IDEA, in 2004, they removed the requirement for benchmarks and objectives for all students. And it’s only required under the federal law for alternate assessment based in alternate achievement standards, students who are on the alternate assessments. Kentucky Administrative Regulations gave the authority and let the districts decide if they use the benchmarks and short-term objectives.

[00:45:09] So if your child is not on the alternate assessment, and you don’t see benchmarks or objectives on your child’s IEP, they may not be required to, and the district may have decided not to put those. I will just tell you all of the IEPs that I’ve looked over, everybody’s since then have included them, because it helps all of us as parents. It helps the student, it helps the teachers, therapists, everybody working with the child. Because remember back to that visual, like Grant would share, your goal is getting from the first floor to the second floor. All of those individual steps that get you to that second floor is your objectives and benchmarks. Objectives and benchmarks only helps everybody involved. But I do just want to make sure that you know it’s not required unless there on the alternate assessment.

[00:46:05] How will the students get their services and supports? It is very critical that special education isn’t a place. Many times and from our experience as parents, when we were in school, things are a lot different than they were. And gratefully so that there is more involvement and everybody is together like all students should be. It’s not a place. It is a program and placement is not decided to last because you don’t know what’s the appropriate placement for your child until the appropriate IEP is written. And the districts must look at the student attending the school he or she would normally attend, their homeschool if they didn’t have a disability, unless the IEP requires otherwise.

[00:46:58] So if they need a specific, and this, we can help a lot if you have some very detailed questions about it, because firstly they should be at their homeschool. Also on top of that, the least restrictive environment means and this is critical terminology in the federal law, to the maximum extent appropriate students with disabilities should be educated with students without disabilities. So all children should be in the general education, general curriculum, in the regular classroom. And they should start there. And if there is, if it’s decided that that’s not what the appropriate thing for them, look at the alternatives. But you should first try the regular classroom, bring in accommodations, modifications, and support so that they can be successful.

[00:47:53] It may be, and it’s what’s appropriate for your child. So a lot of times I get questions of can they be in this room for an hour? So in a separated room, you know, where it is with, students who have disabilities. And here’s the thing, it’s what’s appropriate for your child. Some need some additional assistance, say an example would be on math. Grant did need, because math was one of the areas, because he couldn’t see it, he had to do all the math in his head. He may have got some additional assistance, so he may go to a resource room to get that individual one-on-one assistance or with a smaller group.

[00:48:40] But the key thing here is it’s gotta be documented, the extent, in the IEP at any time that the child is not going to be in the least restricted environment and why that they’re not. So again, this is individualized because what is right for one person with a disability, regardless of the disability, isn’t necessarily going to be right for the other. So again, that’s individualized IEP program and where they’re going to receive that.

[00:49:12] A few other key parts that I want to make sure that I bring up here is service delivery. Again where are they going to receive the services? Where, how often, how long? Making sure that those details the more specific, the better so that everybody understands and know what is to be provided, how it’s to be provided, who’s going to provide it. So that, because again, if we’re not specific, we’re not going to know where they are and how to get them to where they need to be and what we want.

[00:49:49] I do want to make sure also that I do explain there is a section of age of the majority. This just so that you understand that one year out from your child reaches age of majority,  which is 18 in Kentucky, the school, there will be a statement and the school has to notify you, letting you know that one year from now the rights are going to transfer from you to your child. So what are your parental rights under IDEA now, when they are a minor, transfer to them when they reach the age of 18.

[00:50:29] So, but here’s the key thing that doesn’t mean that you can’t still be involved, but you need to be included and make sure  that they have you there to help, and as part of that and that your child is able to request so that you’re always involved. But I do want you to know that those rights transfer to them, because then they are at the age of majority.

[00:50:57] Supplementary aids and services. These are gonna be your support that’s going to help our children access the learning and participate across the board, right. Academic, extracurricular, nonacademic activities and settings, because we know again, functional and academic are both a critical key role in them being successful in school.

[00:51:21] And the IEP team is going to, which you are an important critical member of, and an equal member, are going to decide what those aids and services are. So again, this is going to be an area that would be very important for you to share things that you do, what works, how to help them. And really to just come up with that plan so that we make sure not only do we know where they’re at and what goals or objectives they need, but we’ve got to put appropriate supports and services in place and accommodations and related services if they’re appropriate so they can be successful.

[00:52:02] The modification. So how is the program modified and supported so that they can be successful? And that’s going to vary depending upon your child. Because every child is different. Again, here you’ll notice it has to be documented and the explanation of the extent if you need to, which your child is not participating with non-disabled peers in the regular classroom in the settings and activities that all children, regardless of they have a disability or not are participating in. And accommodations and assessments, and not only in the assessment, but for every day through school. So an example you’ll remember I said about him, my twin be untimed tested, that’s an accommodation. And the separate place that was an accommodation for her. Grant, that I’ve already gave you, the example of accommodations he had, was that there would be a reader and a scribe because braille wouldn’t work for Grant because of his physical disability. So those were individual things that accommodations needed for them to be successful. And each child, again, I know it’s a thing it’s going to vary because each child is different.

[00:53:23] And I think it’s important here to go over periodic reports because I get this question a lot because, it’s important that we’re keeping up on the progress and know where they’re at, right. We don’t want to wait to the end of the year to know where they’re at and did they meet it. So you’re going to at least, you should get at least concurrent with report cards, if not more frequently. And if you all decide that more frequently, make sure that you put that in the IEP and also too anything that there’s not a designated area, always use your conference summary to summarize that. And what’s agreed upon because your summary is to be a picture of what took place at the IEP meeting. Even if you all don’t agree, it needs to be in the conference summary. So you should at least get a report. Now what I see a lot of times is the report that comes is we do or do not anticipate meeting this goal by the end of the year. Which is good to know where everybody thinks it is, but it needs to include more than that. You need to know exactly where you child is and the data is being collected. So you need to be very specific in what you request that those periodic reports include.

[00:54:51] You should get one concurrent with report cards. And I do want to make sure all of that I mentioned because I’ve had this question before. All children regardless of if you have a disability or not, should be receiving report cards. In addition to [inaudible] all who has a disability and an IEP [inaudible] time, concurrent and when report cards go out, you should be getting a report on your child’s goals. And then again, we want it to be very specific because we need to know where they’re at, to know where to help them to get there.

[00:55:25] And especially these reports are going to be critical because if you know that say you are three months into school and there is an update report and they’re almost, they have achieved so much and they’re going to hit that goal before the end of the year, you don’t want to work that whole year on the same goal. You want to keep raising the bar for them. That would be a critical thing that you would learn from a report that, oh let’s call a meeting because we need to update this.

[00:56:00] Vice versa if you’re three months in and you’re not making any progress on a goal, you need to request a meeting so that you all can go over it. We can come up with a different game plan. Why aren’t we hitting, why aren’t we making any progress towards this? And really developing that partnership and the way that you’re going to know, not only is from your child, you know, homework or grades, that they get on different assignments, but those reports are going to be key indicators to you of where they’re at and how we help them get there. And be very specific in what that progress report is to cover.

[00:56:42] So I want to, I know we’ve went over a lot. I hope that this has been very helpful for you. I want to take some time to see if there are any questions. If there’s not, you know, you can always follow up afterwards. We are here to help you.

[00:56:58] Kellie, are there any questions?

[00:57:03] Kellie: I’m still not seeing any questions Rhonda.

[00:57:13] Rhonda: Okay. Great, thank you so much. And do know too now Kellie is much better at it than me, but if for some reason, because there’s been some quirky stuff going on with the webinars, if for some reason we don’t see your questions, please don’t take it personal. But we will help you please follow up with us afterwards, because I have, I’ll just tell you, because I’ve been having technical difficulty these days more so than others. But Kellie now  that I have Kellie with me, we’re probably in much better shape and you also should be very relieved.

[00:57:53] But please know we are here to help. This is not, we are on this journey with you. If we don’t know the answers, we will try to work to get that for you. So we are so grateful that you all joined us today. This will be available as soon as we are able to get it closed captioned, on our YouTube channel. You want to check out our YouTube channel. Please see there are tons of videos and webinars that we’ve been doing and we keep adding those all the time.

[00:58:23] Also check our website. There’s a great deal of information, and we’re constantly working to update things and send us an email. But more so than ever. I hope you all stay safe, have a wonderful day and take care. Thanks so much for joining us. Bye bye.