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IEP Meeting Planner

Use this planner to get the most out of IEP meetings and special education services for your child.

Visit your child’s classroom

If your child is elementary age, you should consider visiting the classroom to observe how your child is performing in class, classroom conditions and routines, instructional materials being used. Classroom visits should be arranged in advance with the teacher and school officials.

Review your child’s records

Compile and review the following:

•          Your child’s current IEP

•          Reports of progress toward the annual goals in your child’s current IEP

•          Report cards for current school year

•          Recent work samples

•          Performance on district and/or state assessments (If your child is participating in district and/or state assessments in an alternate manner, be sure to get information on how your child is performing in relative to same grade peers. Results on alternate assessments, out-of- level assessments do not provide information on your child’s performance compared to other             students at his/her grade level.)

•          Results of most recent evaluation(s) (If your child has recently received an individual evaluation, be sure to request a copy of the evaluation report prior to the IEP meeting. If you have had your child evaluated privately, consider sharing the results of the evaluation with school personnel prior to the IEP meeting)

 •         Any other communications with the teacher and/or school

Note: You have the right to inspect and review any education records relating to your child that are collected, maintained, or used by the school district. You may also request a copy of your child’s educational records at any time. Be sure to organize all of these records (preferably in a 3-ring binder) and take them with you to the IEP meeting.

Network

Join local chapters of parent groups that offer information about your child’s specific disability. Contact your state Parent Training and Information Center for information on your state’s special education laws or regulations. Attend trainings and support groups that will help you understand ways to use your rights under IDEA.

 Request and review notice of meeting

You should be given written notice of the proposed IEP meeting, preferably at least 10 days in advance. The notice should include the date, time, purpose of the meeting and those expected to attend. Use this meeting notice to ensure that:

•          The date and time are convenient for you and others you plan to have attend (advocate, private tutor, private evaluator)

•          If appropriate, your child is expected to attend

•          If your child will turn age 16 (or older) during the period of the next IEP, o rif you feel that  transition planning should begin with the next IEP(regardless of your child’s age), both your child and any appropriate representatives from other agencies are invited to attend

•          All appropriate school personnel are listed as expected to be in attendance.

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Request alternative means of meeting attendance

If you or others you want to attend the meeting cannot attend on the proposed date and time, you can propose alternative forms of meeting attendance such as audio conference calling or video conferencing. Be sure to make your requests for such alternate meetings well in advance so the school can provide the necessary equipment.

Approve or reject proposed IEP team member excusals

Your IEP Meeting notice should indicate if the school proposes to excuse a team member or members – from attending either the entire meeting or part of the meeting – for one of the following reasons:

•          The member’s area of curriculum or related services is not being modified or discussed in the meeting

•          The member’s area of curriculum or related services is being discussed and the member will submit written input to the parents and the team prior to the meeting If the school proposes to excuse a member for either of these reasons, you must agree in writing. If you disagree with the proposal to excuse a member on the basis that their area of curriculum or related services will not be discussed, inform the school that you do not agree with the proposed        excusal and you expect the member to attend the meeting.

Written input from an excused member should be provided well in advance of the meeting in order to allow time for your review and acceptance. If you determine that the written input is not sufficient, advise the school that you expect the member to attend the meeting.

·         For best results, members of the IEP team who should not be excused under any circumstances include:

•        The district representative (knowledgeable about the availability of the school district’s resources)

•        Your child’s regular education teacher (who is involved in the implementation of the IEP)

Request information on any district or state assessments

In order to make important decisions about how your child will participant in required district and/or state-wide assessments (such as those required by the No Child Left Behind Act – NCLB) request complete information on those assessments, including information about the type of test, when it is administered and sample questions. Also request information about alternate assessment options and information about how participation in an alternate form of assessment might impact your child.

Request state guidelines for test accommodations

In order to make important decisions about the appropriate accommodations your child will need in order to participant in required district and/or state-wide assessments (such as those required by the No Child Left Behind Act – NCLB) request a copy of your state’s guidelines on test accommodations. Every state is required to have such guidelines. The guidelines should include information regarding any accommodation that, if used, will invalid the test score.

Notify the school if:

•        You plan to tape the IEP meeting. The option to tape an IEP meeting various by state, so be sure to check into your state’s policy regarding taping and also advise the school in advance of your plans to tape the meeting

•        You plan to bring others to the meeting. Provide the school with a written notice of who you will bring and their relationship to your child

Review your Procedural Safeguards Notice

Make sure you have a copy of the current Procedural Safeguards Notice for your school district. Note: Schools are no longer required to provide a copy of this notice with each IEP meeting notice.

Develop your Parent Report

Your Parent Report should include:

•          Your impressions of how your child is doing in school. Include both academic performance as well as social, behavioral and functional performance (include work samples and/or school reports that substantiate your comments and concerns).

•          Your child’s strengths and weaknesses, relationships with family and friends

•          Your comments or concerns regarding your child’s attainment (or lack of attainment) of the annual goals on the current IEP.

•             Your input regarding particular strategies that are or are not working for.

•          Your input regarding other areas such as behavior plans and/or technology that might help support  your child’s learning.

Use the Organizing Your Concerns Chart to help compile your Parent Report.

Note: You can share your Parent Report with school personnel before or at the IEP meeting. Sharing it before the meeting will allow school personnel the opportunity to review your report and include information you have submitted in the IEP.

Develop Annual Goals

Using the annual goals in your child’s current IEP, develop annual goals for the coming year, including

•          The amount of progress you want to see your child make in the coming year (progress should be adequate to allow your child to make up for significant gaps in achievement vs. same age/grade students)

•          Any particular methodology you think would be well suited for your child given his/her particular difficulty or deficit, age, learning style. Special education and related services must be based on peer-reviewed research whenever possible

•          How progress toward the goals will be measured and how frequently progress will be reported to you. (Reports of progress must be based on objective measures and progress reports should be provided to you as frequently as progress is reported to all parents, generally at each grading period)

Learn the Form

Most school district (or states) has developed IEP forms that are used to compile a student’s individualized program. Become familiar with your school’s form prior to the meeting so you will know what information will be included and how the IEP will be developed. Request a copy of your school’s form from your school or district special education office.

Request IEP draft

Many schools accomplish some advance work on developing student IEPS by doing a “draft” which will then be reviewed at the meeting. If this is the practice of your school district, request a copy of the “draft” prior to the meeting so you have time to review it. (Note: “draft” IEPs are just that – drafts to help facilitate the meeting. Completing IEPs prior to the meeting violates the IDEA. Don’t be intimated by “draft” IEPs – instead, consider it an extra opportunity to see the thinking of IEP team members in advance. You will provide your comments and concerns about any “draft” and you should expect a final IEP to be produced at the official IEP meeting.)

Arrive early

Arrive at least 15 minutes prior to the time your meeting is scheduled to begin. Provide any persons you have invited to attend the meeting with a copy of your child’s current IEP, your Parent Report and your suggested annual goals.

Remain calm

IEP meetings can be stressful and emotional. Above all, you must be:

•          Cooperative

•          Respectful

•          Calm

•          Positive

Name a note taker

Unless you plan to tape record the meeting, you will need to take detailed notes. If note taking is hard for you to do while participating in the discussion, designate one of your invitees to be the note taker for the meeting.

Request introductions

Ask everyone at the meeting to introduce themselves and explain their role in the meeting. Have anyone you have brought to the meeting introduce themselves and explain their relationship to your child. Be sure to record this information in your meeting notes.

Review your Parent Report

If you haven’t shared your Parent Report with school personnel prior to the meeting, review it at this point. Your input should be incorporated into the school’s information to complete your child’s Present Level of Performance (PLOP).

Develop all required IEP components

The IDEA requires several components to be a part of every IEP. Be sure that each component is discussed and included. Use the IEP Checklist for Parents to review the proposed IEP for completeness. Make sure that all agreed upon services are written in the IEP document. Note: While some services, such as accommodations, might be “standard practice” in many schools or classrooms, the IEP should reflect all special education, related services, supplemental aids and services, modifications, accommodations (classroom and testing) that will be provided.

Finalize the IEP

You don’t have to sign the IEP at this meeting. If you want to review the IEP first, ask to take it home before you sign it. Be sure your signature indicates what you intend it to mean, such as attendance, agreement, partial agreement, refusal. Provide any concerns you have about the proposed IEP to the school in writing. If you object to

Published by: North Bellmore SEPTA

North Bellmore SEPTA ★ Where every child is a star ★

We hope you and your child have had a good start to the new school year.

Please join and SUPPORT SEPTA as we advocate for our district's stars.

• If you need any sporting goods (sneakers, soccer cleats, etc....) please consider using Modell's and the coupon that was sent home with your child.

• Join us for for our fundrasier Thursday 9/24 at Wendy's, Wantagh Aveunue 5pm- 8pm

• If you are going to the Bellmore Fair, look for SEPTA near the kids expo area.

There were some errors in the Fall 09 newsletter that was sent home with the children

Study and test-taking strategies for kids with learning difficulties

Many students with learning difficulties need explicit, intensive instruction in study strategies.

Reprinted from GREATSCHOOLS.COM                                                      9/10/09

Effective study strategies are the gateway to school success, graduation, college entry, and job advancement. Poor study habits can bar even bright students from many important opportunities that would otherwise enable them to realize their potential. For many children who have learning and/or attention difficulties, studying is an overwhelming challenge. Consider your child's current study skills; he may not know what to study or how to approach studying, may have difficulty remembering the information even when he has studied, may have trouble expressing what he knows (especially in essays). If your child struggles with these problems, he is far from unique.

From late elementary school into college, problems with studying and test-taking represent a major hurdle for many children and adolescents, especially those who have learning and attention problems. These difficulties are often identified only after discrepancies are discovered between these students' high grades for class work and their low scores on standardized tests. Their test scores frequently do not reflect their strong conceptual understanding or their level of ability. As a result, study sessions are often highly charged and extremely stressful for these students and their parents.

It is now recognized that many children and adolescents with learning difficulties need explicit, intensive instruction in study strategies. This article will describe strategies your child may need to learn, including prioritizing and shifting approaches, and identifying global themes while ignoring irrelevant details. Self-monitoring strategies such as checking, planning, and revising are critical, as your child, like many others, may not use these automatically. Finally, your child may need to be taught explicitly how to figure out which strategy is appropriate when preparing for a test.

Identifying problem areas

How can you help your child improve his study skills and reduce the stress involved? You can play a critical role in preventing a negative cycle where your child's poor test performance discourages him from applying himself and learning more effective study strategies. The first step is to determine why your child is having difficulty. Here are some questions to consider and discuss with your child:

·        Does your child usually know what to study?

·        Does he use a systematic method for studying?

·        Does he seem to have inefficient study skills (i.e., he spends long hours studying, yet performs poorly on tests)?

Knowing what to study

Children are often unaware of the breadth and depth of the material to be covered in an upcoming test. To determine your child's level of awareness, ask him:

·        Has he checked in with the teacher about the content of the test?

·        Has the teacher provided a study guide or practice test?

·        Is there a review session your child can attend?

·        Does your child have a plan for studying?

Help your child understand that his teacher may offer clues about important details to focus on when studying for a test. Phrases teachers use to signal importance include:

·        "Write this down"

·        "Let me summarize"

·        "Let me say it again"

·        "This is important"

·        "I'll write this on the board"

·        "Remember… "

Next, assess your child's listening skills, attention, and focus. Does he listen for the teacher's "signals" as to what is important? Active listening in the classroom during everyday lessons helps children to "zero in" on key facts or skills that a teacher may include on a test.

Textbooks offer clues that identify important information.

If possible, review your child's textbook and discuss the use of different size or colored fonts, side-bars, figures, etc. included in the chapter(s) he'll be tested on. Think about your child's learning and reading style. Remind him to use active reading strategies when reading his textbook. For example:

·        Review the chapter and section headings and convert them to questions. For example, the header, "Causes of World War I" might be changed to "What are the causes of World War I?"

·        Review the words, phrases, and sentences that appear in bold type to denote their importance.

·        Study the pictures and tables.

·        Look at the sidebar information.

·        Review and answer the questions at the end of each chapter.

Encourage your child to use colored highlighters or Post-it notes to flag important information in textbooks and class notes. This will help him review the material more efficiently.

Learning how to study

Your child may need to learn specific study strategies for organizing, remembering, prioritizing, and shifting approaches flexibly. These processes are the underpinnings of strategic learning and are essential for accurate and efficient studying. He may also need strategies for identifying global themes while ignoring irrelevant details and shifting from the details to the main ideas. Self-checking strategies such as editing, planning, monitoring, and revising are critical, as many children do not use these automatically. The study and test-taking strategies cited below are derived from the intervention research and clinical work we have done at the Research Institute for Learning and Development (Research ILD) over the past few years, which have demonstrated the efficacy of strategy instruction for all students, particularly for students with learning or attention problems.

Strategies for organizing and remembering

In order for your child to remember information, the information needs to be filed away in his brain in an organized way. The information will then be much more easily accessible when it is time to retrieve and use the information in the classroom or on a test. Tests are often used by teachers to evaluate how much students understand and retain after days, weeks, or even months of class work, reading, discussions, homework, and projects. It is important that your child develop organized systems for keeping track of information, or he may become overwhelmed or confused about the many details. You can help your child accomplish this by:

·        Making sure he is doing nightly reading assignments and using a system to record or summarize, such as taking notes, writing section or chapter summaries on sticky notes, or answering questions at the end of each chapter.

·        Having him summarize orally to you what he has read to make sure he derived the main ideas.

·        Assisting him in organizing materials, such as cleaning out binders and folders, creating sections with tabs or folders, and making sure all study materials, including study guides or review sheets, are gathered in one place.

Your child will probably remember information better when it is meaningful, familiar, or even silly! The following memory strategies may help your child with those details and facts that just won't stick.

·        Crazy phrases: If your child has to remember a list of items in order, such as the planets in the solar system, help him come up with a silly sentence using the first letter of each item on the list. The following is an example many teachers use to help students remember the nine planets in order: My Very Eager Mother Just Served Us Nine Pizzas. Otherwise known as: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto.

·        Acronyms: When the order of the information does not matter, your child can take the first letters of each item on the list and try to form them into a word. For example, to help remember the systems of the body, the acronym "RED CRaNES" can be used:
               Reproductive
               Excretory
               Digestive
               Circulatory
               Respiratory
               a - (no system - place holder)
Nervous Endocrine
Skeletal

·        Cartoons or pictures: If your child is a visual learner, it may help to make cartoons to illustrate concepts (e.g., history, science) or to draw small pictures to trigger his memory for vocabulary words.

·        Word associations: You can help your child make connections to other information he knows by using the sounds or visual representations of words. For example, if he has to remember that the word "distinct" means "different or unmistakable," you can help him find another word that sounds similar, such as "stink." If something stinks, it is definitely different and unmistakable!

Strategies for self-monitoring

For all students, an important part of studying is becoming aware of their most common mistakes, so they can try to avoid making the same errors on the next test. To help your child become more strategic while studying, you can:

·        Ask him to look through his graded homework assignments and previous tests to find any patterns of mistakes.

·        Help your child to make a personalized checklist of test-taking techniques to remember while taking the test, such as remembering to look back to make sure he didn't miss any questions or remembering to answer all parts of the questions. Checklists can be subject-specific as well. The following is a sample personalized checklist for a math test:

Math test checklist

a.            Did I copy the problems correctly?
b.            Did I remember to label my answers?
c.            Did I use the right operation?
d.            Did I check my answers to see if they make sense?

Making a study plan and sticking to it

The following suggestions may be helpful when your child is studying for tests in content areas such as history or science. Encourage your child to:

·        Assemble all relevant materials before he begins, namely, textbooks, class notes, homework, and old quizzes.

·        Make strategy cards for important concepts or terms by listing the term on the front of the card. On the back of the card, your child can list the key information and a memory strategy.

·        Review class notes, homework, and quizzes, highlighting important information.

·        Make a chart of the important events and note their causes and consequences.

·        Predict possible essay questions and jot down notes for answering each question.

·        Explain the main ideas of the chapter to a parent or friend.

·        Have friend or parent quiz him.

·        Make a timeline of important events in the chapter.

·        Answer questions at the ends of the chapters.

Goal setting and self-pacing

Does your child rush through his study sessions? If so, you can teach your child to set goals and to pace himself. Here are some steps to take:

·        Review his study plan and set a timer for a certain study period according to the plan.

·        Make sure he builds short breaks into his study schedule. Shorter blocks of work time (e.g., 30-45 minutes) are often more productive than two-hour time blocks. For example, your child might try working for 30-45 minutes, then taking a 15-minute break, and resuming work again for 30-45 minutes.

·        Discuss a goal for studying. What does he want to master and how well does he want to do on the homework or the test?

·        Suggest that you will quiz him on the material when he thinks he is ready to make sure that he knows the information.

Analyzing the format of homework and tests

Does your child have difficulty understanding and remembering the homework assignments, teacher expectations, and test questions? Children with learning and attention problems often misread questions, focus their attention on sections of the question rather than the entire question, have difficulty understanding nuances in the language, struggle to determine what's most important, and do not easily differentiate between similar answers. If this description matches your child, here are some suggestions that may help:

·        Ask the teacher for sample questions and examples of high quality sample responses, and review them with your child.

·        Make your child aware of specific key words that clarify the meaning of the question (for essays and short answers) and help to eliminate some of the answer choices (on multiple choice questions). One way to remember these keywords is to use an acronym such as RED CRaNES which was shown earlier. In addition to memorizing the acronym, it is important to insure that your child knows the meanings of each of these words and is able to apply this knowledge to succeed on tests.

·        Encourage your child to practice multiple-choice questions if teachers use this format on tests. On multiple-choice tests, the vocabulary, and the visual layout of the answer sheet can confuse children. For example, children with visual-spatial or fine motor difficulties may have difficulty filling in scantron forms rapidly and accurately or copying answers onto a separate answer sheet. If your child struggles with the layout of the test or answer sheet, talk to the teacher and advocate for a different format or permission to answer directly on the test.

·        Remind him that multiple-choice questions often have a correct answer, an answer that is obviously wrong and then one or two choices that are close to the right answer. He will need to read each choice carefully and try to eliminate as many of the answers as possible before choosing one. Encourage your child to stick with his first answer unless he knows that he made a careless error.

·        For matching questions, suggest to your child that he read all of the choices, match the items that he is certain of, cross off the choices that he has used and then proceed with the remaining items. Some children have difficulty with the visual aspect of the task - looking at two lists and keeping track of those answers that have already been chosen. Others may have trouble remembering the specific vocabulary or connections between items.

·        On short-answer questions, encourage your child to plan essay questions ahead using maps or three-column organizers. You can help your child review study guides, practice tests, text books, and class notes for the teacher "signals" discussed earlier so that he can predict likely essay or short-answer questions. This will enable your child to map out key points and arguments ahead of time. Even if the actual questions he prepares are not on the test, the work he does will give practice in thinking through questions and formulating answers.

·        Remind your child not to get stuck on any one item. Teach him to move on to the next question if he doesn't know the answer. The answer will probably pop into his mind later in the test.

·        Because anxiety can adversely affect memory and attention to detail, encourage your child to check his work for careless mistakes as much as possible. A personalized checklist of the most common kinds of errors that your child makes (based on previous tests) can be helpful for prioritizing which problems or questions to recheck before handing in the test.

Putting it in perspective

Sometimes anxiety can impede a student's performance on tests even when he prepares well. If your child panics or become anxious when studying for tests, here are some strategies you can try:

·        Encourage your child to focus on his strengths. "Remember, you have a really good memory and can recite all of the important facts."

·        Help your child put the test in perspective. "Remember this is just one test — you've done so well on the papers and projects, it won't matter if you make some mistakes."

·        Emphasize the importance of your child's effort and the strategies used. "You studied really well, and can be proud of that… It will really pay off on the test," or in terms of the rest of his life…. "No one's going to care what you get on this test — a year from now, 20 years from now…."

As adults, we know test performance is only one small way of measuring understanding and that learning is a complex, multifaceted process that needs to be measured in many different ways. We also know how important it is ensure our children have positive and successful school experiences so that they have as many options as possible open as they advance into adulthood. We hope these suggestions will help you to support your child with learning and/or attention problems so he can develop successful study skills, and can achieve success in and out of the classroom.

WELCOME BACK !

Please support SEPTA by joining and getting involved.

We need volunteers - even if you only have one hour a month - please help us as we advocate for all our special kids.

feel free to contact any member of the SEPTA board or e mail us at:     

North Bellmore Special Education PTA unit 10-528

Where every child is a star

WHAT IS SEPTA?

SEPTA is a PTA within a school district, which brings together people who are interested in children with educational and medical needs that cannot be met in the regular classroom setting. SEPTA, organized to support, strengthen,and promote a greater awareness of special education, encourage and promote an understanding of each individual students needs, while striving to discover and implement ways of best meeting them.

WHAT ARE SEPTA'S GOALS?

 
Advocate for programs that enable each child to reach his/her full potential. 

To bring together the parents and teachers of special children in order to share their experiences involved in educating children. 

To keep parents informed of issues and changes affecting their children. 

To familiarize parents with the process and procedures associated with the identification and placement of children in special
education programs through the committee on Special Education and CPSE. 

To educate legislators, school board members and the community about the needs of children. 

To encourage integration of the child with special needs into regular programs with his/her peers. 

To support one another on our journey with our beautiful children.

We receive no funding from outside sources nor do we share in the profits from our schools PTAs, our funding comes from our membership dues and our
fundraisers. Please join us as we advocate for the education of ALL children in the North Bellmore School District.

After school extra help

Web sites of interest


Fall 2009 SEPTA Calendar
Please put these dates on your calender, as we will not be sending out monthly newsletters

October Meeting
Place: Martin Avenue Café
Date Thursday October 15th
Time: 7:30 pm
Topic: Homework Help

November Meeting
Place: Martin Avenue Café
Date: Tuesday November 10th
Time 7:30 pm
Topic Mental health issues in children.
Presenter: NAMI. National Alliance on Mental Illness.

2010 Meeting Dates
January 7th- February 4th- March 9th- April 15th
All meetings are held at Martin Avenue School

We are currently hosting a Google group http://groups.google.com/groups/septa-north-Bellmore. On this site, there is an extensive collection of special education materials, special educations laws and other information.

To view the page you must register. To register and gain access please send an e-mail to: septa-northbellmore@googlegroups.com

2009-2010 SEPTA BOARD:

Pat Boyle Egland - Co-president 
pbe.rn.cpnp@verizon.net
241-0921


Eileen Mikowski - Co-president
mikgang5@yahoo.com


Grace Bolic - Vice president
graciebolic@yahoo.com

Patty Buehler Membership

Laurie Gregory - Treasurer 
lagregory@verizon.net

Please feel free to contact any member of the SEPTA board for information, support, or referrals

September Fundraisers

Place: Modells, Hempstead Tpke. , East Meadow
Dates: Friday September 11th -Thursday October 8th
Use the attached coupon and receive 10% off your purchase, SEPTA.
PLEASE Pass on to family and friends tell them to mention SEPTA at the
register and they will also receive a 10% discount.

Place: Wendys, Wantagh Avenue Wantagh
Date September 24th
Time 5-8 pm
Mention SEPTA at the register/drive in, SEPTA will receive a portion of the
sales for the evening.

Please join us at The Bellmore Street fair SUNDAY 10/16

November Fundraiser / SEPTA Book fair
Place: Barnes & Noble, Sunrise Highway, Massapequa
Date: Saturday November 28th
Time: 10 am-4 pm
Get some of your holiday shopping done and help support SEPTA. Mention SEPTA at the register.

SEPTA would like to extend a special thank our NBSD Board President, Joanne DeLauter who donated her time and talents as a children musical performer to provide a musical interlude for the children in the NB Special Education Summer School Program on August 5th

Please join and SUPPORT SEPTA
EACH child has some special need.....

SEPTA Membership is 10.00 per year
Name: ____________________________________
Childs name: ________________________________
School/Teachers Name:__________/_________

Email: ________________@____________._______

Please forward to SEPTA, c/o Martin Avenue School

In addtion to the information posted here on the NBSD website, SEPTA is hosting a google group.

http://groups.google.com/groups/septa-north-Bellmore

On this site, there is an extensive collection of special education materials and other information pertaining to special education.

To view the page you must register to gain access please send an e-mail to:  septa-north-bellmore@googlegroups.com

Please join SEPTA                  Membership is 10.00 per year

Name:                                                _________________________________________

Childs name:                                     _________________________________________

School/Teachers Name:                _________________________________________

Email:                                                 _________________________________________

Please forward to SEPTA, c/o Martin Avenue School

2009-2010 SEPTA BOARD