Related Objectives

• Develop a basic understanding of how federal disability laws impact school environment
• Identify best practices and available resources
• Understand the elements of an IEP and the process for IEP development

Introduction to IEPs

Under the Individuals with Disabilities Education Act (IDEA), any public school student receiving special education services is required to have an Individualized Education Program (IEP). An IEP is a document ensuring that a program of individualized services is designed and implemented to meet the educational needs of a student with a disability. This document is developed collaboratively by parents, educators, administrators, the student (especially in the high school years) and other related staff. Any school official providing a service to the student with an IEP has the right to access this document. IEP forms vary by state and school district, and an understanding of the major elements of the IEP, and how they are developed, is important for school librarians.

 

To learn more about the IEP standards in your state, you can find your state's Department of Education's website on the U.S. Department of Education webpage. Just remember, any school official providing a service to a student with an IEP, including the school librarian, has the right and responsibility to access the IEP in order to accommodate the student's needs.

IEPs: The Basics

The IEP is developed collaboratively by a team including parents, educators, administrators, the student (especially in the high school years) and other related staff. The team meets to design a program of individualized services to meet the educational needs of a student with a disability.

 

The meeting to create a student's IEP must be held within 30 days after it is determined that the student has a disability and needs special education and services.

 

The IEP must include the following:

·         The student's present levels of academic achievement and functional performance.

·         Annual goals for the student, or what the IEP team believes the student can reasonably accomplish in a year.

·         Special education and related services that will be provided to the student.

·         How much of the school day the student will be educated in environments that do not include students without disabilities.

·         If and how the student will participate in state and district-wide assessments.

·         When services and modifications will begin, how often and where they will be provided, and how long they will last.

·         How the student's progress will be measured

·         Whether the student can benefit from using assistive technology

·         Transition planning goals and activities for students 16 or older, and recommended for those 14 and older

 

The student is encouraged to be a part of the IEP process.  The IDEA requires the student be invited to any IEP meetings where transition services will be discussed. Each year the IEP must be reviewed and revised.

 

The Center for Parent Information and Resources provides instruction, strategies, and templates for completing IEPs, as well as specific information for different parties in the process (parents, educators, administrators, and others).

Librarians and IEPs

If, as the school librarian, you provide services to a student with disabilities, it is essential that you have knowledge of the student's IEP, such as modifications that must be provided, relevant goals and objectives, academic and functional performance, and the need for assistive technology.  

 

If you do not have access to a students' IEPs, it is recommended that you:

·         Ask the school's special education department for this information.

·         Talk with general education teachers to find out how students are doing in their classrooms, as well as any teaching strategies they use that are particularly effective.

 

A full understanding of all of the aspects of the IEP process is a necessity for school librarians. For more information on this process, go to the Guide to the Individualized Education Program.

The following presentation by Library Manager, Lisa Perez, provides many realistic tips for serving students with special needs, and focuses on how librarians should work with their Special Education teachers the best meet those students' needs.

As a librarian, how do you see yourself fitting into the IEP process?

What role do you see yourself taking in developing a student's IEP?

In this video (10 min, 30 sec), Luke Dalien explains what an IEP (Individualized Education Plan) is and defines each of the seven steps in the process. To turn on closed captioning, please click on the button labeled "CC" that appears in the lower right hand corner of the video.

 

https://www.youtube.com/watch?v=TAmGWsZaJcQ&t=11s

Have you ever encountered a problem when working with a student with a disability where the law did not match their specific needs?  How did you handle the situation?  Take a look at our example situation, possible solutions, and a few considerations for your action plans here.

Alternative Assessments for Students with IEPs

In 2007, U.S. Department of Education announced a new regulation pertaining to the assessment of students with disabilities. The new regulation allows states to develop modified academic achievement standards and use the results of assessments based on those standards.

 

The new policy does not exempt any students from the assessments required under No Child Left Behind (NCLB). NCLB requires annual testing of all students grades 3-8, and high school students once during 10-12 grades. 

 

Some commonly used alternate assessments include:

·         Portfolio – A collection of student work which demonstrates their achievement in specific skill and knowledge areas.

·         IEP- linked body of evidence – A collection of student work which demonstrates student achievement of IEP goals and objectives.

·         Performance Assessment – A one-on-one assessment which directly measures student's skills or knowledge.

·         Checklist– Lists of skills which are reviewed by those who work with the student and will be able to judge whether the student was able to perform the skills.

 

(Adapted from the Pearson Assessment Report)

References

Almond, P.J. and Case, B.J.. (2004, June). Alternative assessments for students with severe cognitive disabilities. Pearson. Retrieved from http://images.pearsonassessments.com/images/tmrs/tmrs_rg/AlternateAssessments.pdf?WT.mc_id=TMRS_Alternate_Assessments_for_Students

 

Center for Parent Information and Resources. (2013, March). All about the IEP. Retrieved from http://www.parentcenterhub.org/repository/iep/

 

Perez, L. (2010). Making specials classes special for all learners. Retrieved from https://www.slideshare.net/leperez1/school-libraries-serving-special-needs-students