IEP / IFSP / 504 Basics

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A Family Guide to Next Steps

A Family Guide to Next Steps: When Your Child In Early Intervention Turns Three – Families Have a Choice. This publication informs families of children receiving services in early intervention in Maryland regarding the next steps for their child and family.

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Members of the IEP TEAM

Whether it’s your first IEP meeting, or you’re a seasoned veteran, we’ve all been at the IEP table, looked around the room and wondered: who are all these people, and why are they at this IEP meeting?

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Resources for Writing IEPs Aligned to Common-Core Standards

A few weeks ago, I hosted a chat on writing standards-based individualized education program goals aligned to common core reading and math standards.

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Understanding the Evaluation, Eligiblity, and IEP Process in Maryland

A guide for parents of students with disabilities, published by the Maryland State Department of Education.

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Five-Day Rule

Maryland law (HB 596) requires school personnel to provide parents with an accessible copy of each assessment, report, data chart, draft Individualized Education Program (IEP), or other document(s) the IEP team or other multidisciplinary education team plans to discuss at that meeting at least five (5) business days before the scheduled meeting. It also requires school personnel to provide parents an accessible copy of the completed IEP not later than five (5) business days after the scheduled meeting.

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Let’s Talk Data—Importance of Data Collection

It’s the start of a new school year. A time of expectations and anxiety for both students and parents. Parents and teachers have met about IEP goals and objectives, placement, class schedules, and the like. New supplies have been purchased and we’re ready to go! But how will we know our students are making progress toward their IEP goals? How will we know how they are doing with the curriculum? The answer is data

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Section 504 of the Rehabilitation Act of 1973 – Requirements for a Free Appropriate Public Education for Students with Disabilities

Section 504 of the Rehabilitation Act of 1973 protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance, including federal funds. The Section 504 regulation requires a school district to provide a “free appropriate public education” (FAPE) to each qualified person with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the person’s disability.

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Individualized Family Service Plan (IFSP)

The Individualized Family Service Plan (IFSP) provides the foundation of family-centered early intervention services. The IFSP is an agreement between you and the local Infants and Toddlers Program regarding the early intervention services and supports provided to your child and family. The IFSP is both an agreement and a written document that puts in writing your child’s strengths and needs, your family’s priorities, and the outcomes you and the team would like your child to achieve. The IFSP provides the “what,when, where, why, and how” of early intervention services to be provided to your child and family.

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Individualized Education Program (IEP)

If the child is determined to be a child with a disability, an IEP is developed by the school staff with input from the parents within 30 days of the meeting to review assessment results. The IEP team reviews the IEP, identifies services needed to implement the IEP, and considers options for the provision of services in the least restrictive environment.

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Students with Developmental Delay

The Individuals with Disabilities Act (IDEA) provides states with the discretion of adopting developmental delay (DD) as an additional categorical option for students. Maryland establishes the age range of three (3) through nine (9) years of age for the use of the DD option.  Read more.