Life After Chapel Forge Part 1

1
Life After Chapel Forge (Part 1)
2
The Annual Review Process

• Staff Preparation
• Parent Preparation
• Decision-Making Meeting
• After the Meeting

3
Preparation

• Staff review progress of student on IEP
  objectives
• Staff completes assessments as needed
• Staff identifies students needs and chooses
  objectives
• Staff contacts parents re conference date

• Parent reviews progress of child on IEP
  objectives as the child demonstrates them at home
• Parent identifies childs needs and recommends
  objectives
• Parent responds to staff re conference date

4
Before the Meeting

• Let staff know if you are attending.
• Send your suggested IEP objectives to school so
  staff has a chance to review them.
• Talk with the staff if you think staff has missed
  something important to you.
• Be open minded Sometimes children are different
  at school than at home.

5
During the Meeting

• Be on time.
• Listen, ask questions, share insights about your
  child, work toward consensus.
• Allow the chairperson to go through the process
  in order.
• Be patient with staff as they navigate the
  technology and compliance documents.

6
After the Meeting

• Review the IEP and Summary Notice when it is sent
  home.
• Sign the IEP and return the signature page.
• Keep all papers in a file!
• In May visit the new school and talk to the
  Principal. Register your child.
• Over the summer take your child to the new school.

7
Resolving Disagreements

• Identify the specific point or points with which
  you are in disagreement.
• Ask for a meeting to discuss the points.
• If there is still no agreement consider mediation
  or hearing.

8
Childs Needs to Objectives

• What areas are significantly discrepant from
  his/her expectancies?
• (See IEP progress and assessments.)

• What are the skills your child will need
  specialized instruction to master?
• (Choose specific IEP objectives.)

9
Who will teach the child chosen objectives?

• Make sure that you are listed as one of the
  people who will teach your child!

10
How many hours of service?

• Each teacher and therapist must determine how
  many hours they need to work with your child.
• The Transdisciplinary model provides a
  comprehensive approach to teaching our children.

11
Modifications

• Even though all or most of the program will be
  modified to meet your childs needs, what are the
  significant modifications that your child needs
  to be successful? Examples are augmentative
  communication devices, prone standers, highly
  structured routines, seating near the teacher

12
Extended School Year Eligibility

• Determination of eligibility based on specific
  criteria
• Identification of specific objective(s)
• Identification of service provider and hours need
  to work on the objective(s)
• Identification of location

13
What is the Least Restrictive Setting?

• Start with the base school!
• To what extent can the child participate with
  his/her normally developing peers?
• How much specialized instruction is needed, i.e.
  hours of service?
• Does your child need an alternative curriculum?

14
What School?

• Based on the previous decisions, the staff will
  identify the program that will implement your
  childs IEP.
• Some programs are regional and service children
  from an area. Transportation will be provided to
  these schools.
• Children entering kindergarten will attend the
  school where the other children in the
  neighborhood go. Parents will be responsible for
  seeking a transfer from the transfer office or a
  placement in a magnet school.
• For children enrolling in a parochial school a
  service plan may be developed for specific
  services only.

15
Whats Next?

• Come to
• Life After Chapel Forge Part 2