IEPIndividualized education planPresented by: Tara Simmons COTA/L

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Frequently used terminologyIEP- Individualized Education PlanMDT- Multiple Disciplinary TeamIFSP- Individual Family Service PlanIDEA- Individuals with Disabilities Education ActEI- Early Intervention

Beginning course details and/or books/materials needed for a class/project.2

What is an IEPA written LEGAL documentIt describes special education services for a child with special needsIt details how the child is currently performingIt acts as a way to measure goals and progressIt is valid for one yearEach year a new meeting is held to discuss issues and progresses

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Each IEP is different for each child

Individual goals and related services are described in detailLevels of service vary dependent on need and ability to performSDIs are included to provide accommodations for success in the classroom

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What are Related Services?Occupational TherapyTypically supports an educational goal set by the teacher, but can be independent Can provide SDI intervention- provides accommodations in the classroom (such as wiggle cushions, extended time for test taking, modified homework)Physical TherapySpeech TherapyLearning Support servicesTransportation services

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Who writes the IEP?The IEP is put together by a Multi Disciplinary teamThis can include:Parents and CaregiversThe childs primary TeacherThe childs learning support teacherRelated Service providers (OT, ST, PT)Psychologist Guidance Counselor

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How is the Plan made?Each professional completes evaluations in their discipline areaTypically, School Psychologists determine disability This label follows the child throughout their school life- FYI- this can change

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Psychologist EvaluationsThese evaluations include things like:Cognitive abilityI.Q. scoresComprehensionDisability

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Occupational TherapistsComplete Occupational Therapy testing. This can include (but is not limited to):The BOT 2The FAST (Functional Assessment Tool)The Quick Neurological ScreeningSensory ProfilesThe BOLD writing assessmentObservation

Example graph/chart.

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Physical TherapistsAssess the ability for the child to function and be successful in the classroomProvide adaptive equipment (such as walkers)Work on balance and safety

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Speech TherapistsVarious Language ScalesObservationThe Clinical Evaluation of Language Fundamentals

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What is an MDT meeting?Multi-Disciplinary TeamAn MDT meeting happens before the Initial IEP. This includes all of the evaluations from the teamParents, related service providers (OT, PT, ST, Vision therapist, or any other provider to the child) are presentEach discipline explains their respective information

More about MDT meetings and reportsAn initial evaluation requires a meetingThese are held thereafter every 3 years (Or if new data is needed) and called a re-evaluationFollowing the initial meeting, an IEP is held yearly without the need for an MDT meeting (but it can be requested by team members or the parent)

IEP Meetings- What to expectA large group, the team, to all discuss goalsTypically ran by the Special Education teacher, Learning support teacher, Speech Therapist, or Regular education teacherMany present in the room, including parents and related service providers

IEP Meetings- Things to rememberEspecially in a new evaluation, remember all the information is NEW to the parentThey may or may not be pleased with the findingsBe SENSITIVE to their understandingsBe PROFESSIONAL in your explanation, but steer away from too much OT jargon

Things to remember.Be prepared to answer questions about progressBring work samples and chartsIf you have to discuss negative behaviors, do so while including a positive attributeExample, Jimmy often struggles with attention, but when focused he does well with..

What NOT to doDo NOT speak down to a parent or over another professionalDo NOT openly disagree with placement or another professionals findings in the meetingThere is a time and place to discuss disagreements, NOT in front of the parent who may already be overwhelmed

What NOT to doDo NOT assume a parent knows what you are talking aboutDo NOT assume a parent does not know what you are talking aboutBe patient and read the meeting as to what is appropriateExample A mother who has 2 children on the Autistic spectrum, but does not know about sensory issues

What TO DOIntroduce yourself professionally and politelyShake the parents hand!It is appropriate to make small talk prior to the meeting starting to ease any tension- remember appropriate!Slowly go through goals and progressGive the parent and team the opportunity to speak after each goal

What to DOBe compassionate about what you are sayingGo over progress reports, goals, and work samples PRIOR to the meetingMaintain eye contact with the parentYOU SHOULD KNOW the childs general capabilities WITHOUT reading off of a paper!Make appropriate suggestions of ways to help at home, without sounding demanding!

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Detailed parts of the IEPGeneral information page. Contains geographical information, birthdate, parents name, dates of IEP, and expected graduation dateSignature page- IMPORTANT! In order to be considered attending the meeting and approving, you must sign the signature page! All participants will sign

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**After an initial MDT meeting, the parent has the right to review the information prior to agreeing with the reports. According to PA state law, the parent then has 10 days to either agree or disagreeThere is a page at the beginning of an IEP that is a waiver- The parent can choose to waive the 10 days and hold the meeting immediately followingThey must SIGN and date to agree to waive the 10 day period

Details continued.

Introductory notes.22

Medical Assistance PageCertain cases may qualify the school district with reimbursement for therapy servicesAn electronic site allows for service providers to enter information each time they see a studentThen, if approved, the state will reimburse the school district for services provided

Reimbursement FormsMust be signed by your OTR!Be mindful of information inputted, although time consuming, do not give the opportunity to get denied for reimbursementBe clear and professionalExample Johnny doesnt write well vsJohnnys fine motor skills are inconsistent and require additional sessions to address legibility

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On the IEP.A parent must sign to give the school permission to correspond with outside agenciesThis does NOT effect their insuranceThey will NOT be billed for servicesThis only allows/gives permission for the school to share information Know your HIPPA rules!

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Quick HIPAA information.HIPAA- Health Insurance Portability and Accountability ActUS law designed to protect privacy and medical recordsThere are in depth regulations (can be found at www.hhs.gov)This law protects patients rights! Do NOT disclose personal information to anyone other than the parent and Multi-disciplinary team!Do NOT email, Facebook, Instagram, Snapchat, etc.. ANY personal information about a child without permission from the parent. Even then, be mindful!!!!!

Example graph/chart.

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Special ConsiderationsThis section provides information about special needs which must be addressed in the meetingIt asks questions such as: Is the student visually impaired? Is the student deaf or hard of hearing? Does the student have a communication need? Does the student need assistive technology? Does the student have limited English Proficiency? Does the student exhibit behavior problems that effect learning? (FBA)

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Functional Behavior AssessmentsGathers data in regards to behavior to determine when the behaviors are happening and possible antecedentsPuts together a Plan to follow positive interventions that would reduce behavior, identify substitute behaviors in place of negative actions, acts as a form of communication between parents and teachersMore information about FBAs can be found at: www.behavioradvisor.com/FBA.html

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Present levels of Academic AchievementThis area contains assessments and progress towards goalsIn the initial IEP, this section will contain the majority of information in regards to educational testing (for example reading comprehension and math scores)

Present levels of Functional PerformanceThis area is IMPORTANT to you!This is where you will add in information about present levels related to OTYou will also find progress in other related servicesIn the initial IEP, this is where you will place the summary of evaluations. Following, you will input information about updates that will follow through each year

Parental ConcernsThis section relates to issues the parent is seeing with the child and wants the IEP team to addressIt can range from one sentence to multiple paragraphs dependent on the student and involvement of the parentThe IEP is a LEGAL document, if a parent displays concerns in YOUR AREA you must discuss and address them appropriately! (Later we will talk about due process and court cases)

How the students disability affects involvementHere you will find what is being done to make the student successfulAreas such as strengths, function and academic needs, and development will be discussed

Transition ServicesThis area addresses how the team can improve academic and functional achievement when they move from school to postsecondary educationPost-school goals- focuses on postsecondary goals that address education, training, employment, independent living, etc. OT can be involved in this process, it is extremely important to know about these services and be able to make recommendations as needed to make the student successful when transitioning out of school

State and Local Assessments Each year students are required to take mandated assessmentsSome students are given accommodations for these testsThis can include longer time for questions, dictation, sensory breaks, etc. Students CANNOT be pulled out of these tests for treatment sessionsEach school is different

Goals and ObjectivesExtremely important!!!!This is where you will input your goals for each studentThey should contain a long term goal and several short term goalsAlthough your OTR will complete the evaluation, YOU may be responsible for goal writingEach goal is tracked quarterly for progressWe will discuss progress reporting in further detail in a later sectionGoals are included in this area from ALL related service providers and learning supportThey can include writing skills, attention, and academic issuesBE FAMILIAR with each students capabilities

Program Modifications and Specially Designed Instruction (SDIs)Very important component for OT skillsIncludes things such as extended time, sensory input, sensory breaks, tactile paper useRemember, suggestions in this area MUST be followed through upon by the referring disciplineIf you are suggesting an SDI, work with the teacher to make sure it is followed through upon!Again, the IEP is a LEGAL document!!!

Related ServicesThis is YOU!!!! OT is a related service providerIn this section, you will add in your level of service (LOS)This ranges on student need. It can be weekly, monthly, quarterly, yearly, etc. Sessions can be direct and one on one or even groupsThis is where you can add in your notes about any missing sessions (example will receive OT sessions weekly with the exception of scheduled breaks/holidays, student absences, etc.)

Supports for School PersonnelThis is also an important part of OT servicesStudents who do not qualify for direct treatment may receive it on a consultative basisConsultative services means that YOU work with the teacher and professionals for accommodationsAn example is an OT providing sensory intervention for better focus or tactile paper for improved baseline seatingBecause the teacher is with the student everyday, Support services are essential for success! It is OUR JOB to teach our teachers HOW and WHAT to do to improve any issuesTake your time speaking with teachers. They may or may not be in the loop as to current research and accommodations. Be patient and give as much information as you can!

Gifted Support Services- GIEPA GIEP is an IEP for a student who is giftedIt outlines special goals and instruction for students tested as giftedIt provides a challenge to students in the regular education curriculumAgain, a GIEP is a LEGAL document!Although working with a student with a GIEP is not common, it does happen. Be prepared to help with skills

ESY- Extended School YearESY is for students who need instruction over the summer months It was designed for those who will not retain information without continued instructionIt is NOT summer school for students failing a gradeIt is continued instruction for students who need itRelated service providers (Yes OT!) continue to provide services over the summer monthsDepending on who you work for, this may be a different COTA/OTKeep your notes documented for each student, so you can hand over a soft chart/file/copies/student work to give to the person covering OTNothing is worse than working in an ESY setting WITHOUT information about student performance!If a therapist is working blindly on goals, half of the time is spent assessing rather than treating

Educational PlacementAlthough different for all school districts, often the specialized classrooms will be spread out among the schoolsThis means that a student may live on one side of town but attend a different school dependent on needThere are various kinds of specialty classrooms, and based on IQ testing, academic testing, and need a student may be bused to a preferred setting

Different kinds of classroomsLS- Life skills rooms- These classrooms are for students with an IQ of 70 or lower (if appropriate)They work on life skills but still contain an academic componentThe pace is slower, and many of the students are working 2 to 3 grade levels lower than their age

Different kinds of classroomsAS- Autistic Support- These classrooms are specialized to handle Autism and Autistic behaviorsThey may also provide VB (verbal behavior) instruction that is specifically designed for each student with intensive mappingThey often have multiple sensory breaks and a sensory room for students*** NOT all Autism students will be in an AS room! This is dependent on need and ONLY if the student cannot be successful in the regular education classroomThe goal is to have a student in the regular education classroom with SUPPORTSThese specific rooms are for those who cannot function appropriately in the regular education setting

Different kinds of classroomsES- Emotional Support- These classrooms are specifically for children classified with an emotional disturbanceThese children can be aggressive and have difficulty sociallySpecial support is provided to teach them academically, but also focus on social skills lessons

Different kinds of classroomsMDS- Multiple Disability Support rooms- These classrooms are for students who have significant medical needsThey are often in wheelchairs, may be tube fed, non verbal, and extremely delayedThe teachers in this room work on basic skills (example- holding a cup) Disabilities and abilities vary (example- down syndrome and paraplegic)

What if the school district cannot provide an appropriate placement?Specialty schools are located throughout the countySchools such as NHS, John Paul II, New Story, provide specialized instruction and environments for children who cannot succeed in their school districtsCOTAs can be employed by these schools!Also, COTAs can work for a school district and be asked to cover special cases at a specialty school

Student successAll of the previous rooms are designed to give each student the opportunity to succeed where it is appropriateAs part of the IEP team, you are able to discuss placement, however you MAY NOT make suggestions to parents As COTAs, it is not our responsibility to determine placementWe can provide our professional input

Educational PlacementThe IEP will define where the student should be appropriately placedThe IEP goes into further detail as to the amount of time spent in the classroom vs. the amount of time spent within the regular education settingINCLUSION means that the child will be in the LRE (Least Restrictive Environment)It is very important that even kids who are very low academically, still interact with on level peers

More about LREhttp://www.parentcenterhub.org/repository/placement-lre/

IEPs vs. 504 Planshttps://www.youtube.com/watch?v=A9TgDgHfdlY

504 Plans504 plans are used to make accommodations for a child who may not need an IEP and does not qualify for special education services504 plans aide in the opportunity to give the student rights to education with appropriate changes

Advocates, Due Process, Court CasesAdvocates- are sent to represent parents in cases where they do not feel their children are being appropriately treated or given the proper accommodationsAdvocates are not OTs! Although very familiar with the law and many OT related goals, WE are the professionals working with the children and it is our job to recommend proper level of service and goalsWith that being said, parents are STILL and ALWAYS in the number one position to assist in making recommendationsA COTA can push for a level of service, but the parent should be involved and in agreeance

Due Processhttp://www.directionservice.org/cadre/pdf/DueProcessParentGuideJAN14.pdf

Progress reportsCompleted quarterly by OT and other related service providers as well as learning support/academic skills**Not all OT students will need progress reportingIt is completely acceptable to SUPPORT teachers goals, and not have an independent OT goalIn this scenario, a formal progress report is not requiredIf an OT goal is independent, it must be tracked by YOU!It can be as simple as 2 sentences about progress, or extensive It can be completed electronically or written and shared with the parent at conferencesAlthough not required, you are able to attend parent conferences to discuss OT progress

Things to rememberSchool OT and Outpatient OT are 2 different disciplinesGoals can vary Qualifying for school related OT means that the student is having difficulty participating and it is effecting their academic needsIt is GREAT to open the lines of communication between yourself and an outpatient therapy service providerWorking as a TEAM is not required, but will help carryover services and goalsThis can mean a simple email throughout the school yearDONT FORGET to get required HIPPA release forms signed by the parent to allow communication of personal information between you and ANY other professional OUTSIDE of the MDT. Also- be mindful of any information sent through emails. Use initials and refrain from being very specific.

Things to rememberBe PATIENT with parents. Most of the time, they have the best intentions and just want what is best for their childRemain professional in meetings, but continue to utilize your therapeutic use of self to be sensitive and likeablePut aside personal preferences and respect cultural differences (example- a family may not want support)Be familiar with the student BEFORE the meeting. Read over old notes, look at work samples, etc. If this is your first meeting with the family, read the evaluation report. It is very stressful for the families and watching you read word for word about their child leaves a sense of disconnectBe ready to encounter difficult parents and advocates. Some will challenge everything you say. Remain confident in your profession!Bring up concerns with your team, not in front of the parent if it is not appropriate. Remember, a parent DOES NOT want to hear negative things about their child!Arrive ON TIME to meetings (On time=5 to 10 minutes EARLY!) Make sure to open the floor for parental concerns throughout your explanationsProvide email/phone contact to the parent to call/email if they have future questions

Dos and Dont of Meetingshttps://www.youtube.com/watch?v=CHCTGRw1oKo&feature=em-share_video_user

References Center for Parent Information and Resources. (n.d.). Retrieved from http://www.parentcenterhub.org/repository/placement-lre/ Health Information Privacy. (2015). Retrieved from http://www.hhs.gov/hipaa/index.html H. (2015). The Difference Between IEP and 504 Plan. Retrieved from https://www.youtube.com/watch?v=A9TgDgHfdlY FBA: Functional behavior assessment. (n.d.). Retrieved from http://www.behavioradvisor.com/FBA.html Forms. (n.d.). Retrieved from http://www.pattan.net/Search?st=global IDEA Special Education Due Process Complaints. (n.d.). Retrieved from http://www.directionservice.org/cadre/pdf/DueProcessParentGuideJAN14.pdf K. (2016). The Basic Do's and Dont's of IEP meetings - produced by Julia Clark. Retrieved from https://www.youtube.com/watch?v=CHCTGRw1oKo