IEP Process and Role and Responsibilities of Site Administrator

IEP Process

Hutten, Mark, M.A. (July 13, 2012). The IEP Process Made Simple. [Video Post]. Retrieved on May 30, 2017, from: https://www.youtube.com/watch?v=FU3dGQWZzx8&t=11s

Dr. Teri explains the IEP Process as the following:

A 504 Plan refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or post-secondary schooling.  504 Plans spell out modifications and accommodations that will be needed for students to have an opportunity to perform at the same level as their peers and might include such things as an extra set of textbooks or a tape recorder for taking notes.  An “Individualized Education Plan” or “IEP”  spells out exactly what special education services your child will receive and why.  It will include your child’s classification, placement, services such as a one-on-one aide and therapies, academic and behavioral goals, a behavior plan if needed, a percentage of time in regular education, and progress reports from teachers and therapists.  The IEP is tailored specifically to your child’s needs and is planned at an IEP meeting at your child’s school.  The difference between a 504 Plan and an IEP is that a 504 Plan, which falls under civil-rights law, is an attempt to remove barriers and allow students with disabilities to participate freely.  The 504 Plan seeks to level the playing field so that those students can safely pursue the same opportunities as everyone else.  An IEP, which falls under the Individuals with Disabilities Education Act, is much more concerned with actually providing educational services.  Students eligible for an IEP represent a small subset of all students with disabilities.  They generally require more than a level playing field; (SEMICOLON) they require significant remediation and assistance and are more likely to work on their own level at their own pace even in an inclusive classroom.  

Only certain classifications of disability are eligible for an IEP.  Students who do not meet those classifications but still require some assistance to be able to participate fully in school would be candidates for a 504 Plan.  The neuropsychologist is there to help guide you through this process.  He or she will help you determine if your child should receive any of these accommodations or services and will attend school meetings with you to advocate for your child’s benefit if necessary.  It is very important to note that only public schools, and not private schools, are required to provide these types of services.  Part of your decision process after receiving a diagnosis may be deciding which type of school your child will attend.  This process can seem overwhelming, but IEPs and 504 Plans serve to best help your child achieve his or her maximum potential.

Taken from the following resource:

Dr. Teri. (April 13, 2010). What are I.E.P and 504 Plans: Untangling the Web of Disability Services in the Education System. Retrieved on May 31, 2017, from: http://nspt4kids.com/education/what-are-i-e-p-and-504-plans-untangling-the-web-of-disability-services-in-the-education-system/

Role of Building Administrators in the IEP Process

Principals are responsible for ALL students. It is the principal's responsibility to understand and know about the IEP process. Smith (2016), explains that principals must:

1. Encourage all teachers to implement pre-referral interventions to prevent unnecessary referrals for special education.
2. Understand the RTI process and monitor how it is implemented to ensure that RTI benefits all students, not just those with disabilities.
3. Make sure that all due process requirements related to the IEP process are implemented properly and documented.
4. Make sure that all teachers know how to refer students they believe might be eligible for special education.
5. Understand the nature of nondiscriminatory assessment to prevent misidentification related to special education.
6. Understand how identification and eligibility determination is implemented.
7. Encourage the use of informal assessment data and professional judgment in determining eligibility.
8. Understand the LRE requirement and ensure placement is based on student's need and not any other factor.
9. Support teachers and other school staff when implementing various instructional models.
10. Ensure that teachers have ample time to collaborate and work together to develop and implement instructional strategies for students.