Transition from Early Intervention to Preschool:  Model IEP Meeting
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Transition from Early Intervention to Preschool: Model IEP Meeting

>>You may be wondering
what will happen at your child’s transition
IEP meeting. Let’s watch as Michelle and
Justin prepare for their son, Hayden’s, IEP meeting. Hayden has been receiving
services in an early intervention
program, and he has been found eligible
for special education preschool. Michelle and Justin want to
be sure they are prepared to participate as
members of the IEP team.>>You know, something I wanted
to make sure that we brought up as well is getting
him into a classroom where he’s getting the
attention that he needs.>>Well, I feel better
about going into the meeting now knowing at least we have our
thoughts jotted down.>>Let’s join Michelle
and Justin as they meet with the IEP team. The preschool special
education teacher will conduct the meeting.>>All right. Well, we’d like to welcome
everyone today to Hayden’s IEP. We’re glad that you
all could make it. If we could just start, we’re
going to introduce each other and make sure that we know
what our roles are in this IEP. So I’m Meagan Campbell, and I’m
the special education teacher.>>I’m Justin. I’m Hayden’s dad.>>And I’m Michelle. I’m Hayden’s mom.>>My name’s Jody Jones, and
I am the speech therapist.>>My name’s Cheryl. I’m the early intervention
service coordinator.>>My name’s Zach, and I’m
the regular ed teacher.>>My name’s Rebecca,
and I’m the LEA.>>After the team members
have introduced themselves, the special education
teacher assures the parents that their input is important
and that the team is interested in what they have to say. She also encourages them to ask
any questions they might have. The LEA representative
gives them a copy of their procedural safeguards,
along with a brief explanation. She also asks the parents
if they have any questions. Justin indicates that they
don’t have any questions. The team reviews the
data from the assessment that was conducted to determine that Hayden is eligible
for services. It is important that all team
members be aware of this data since it will affect
the decisions that are made in the meeting.>>Okay. So as we’re starting,
we’re going to go over and review the testing data
that we’ve taken and the, the tests that we have
been using are the BASC, which is a behavior measure. The Battelle, which is an
overall developmental measure. The Vineland and the
Stanford Binet 5. These tests show that
Hayden does have an intellectual disability.>>The speech therapist reviews
the speech therapy assessment and tells Justin and Michelle
that Hayden has a speech delay and that he would benefit
from speech services. The special education
teacher reviews the results of the eligibility determination
meeting and reminds the team that Hayden was found
eligible for services. She gives them an opportunity to
ask questions, and Michelle asks for another copy of the testing
results, which she receives. The team now moves on to talking
about Hayden’s present levels of academic achievement
and functional performance.>>All right. Now that we have reviewed
the testing information, we’re going to use
that information to write some present levels
of academic performance, and what that means is
we’re going to see what — talk about what Hayden’s able to
do at this time, his strengths and maybe some things
that Hayden struggles with that we are going to
work on in the classroom. So, mom and dad, since
you know him the best, what are some things that
he is really good at? What things does
he strive to do? Does he love to do
certain activities?>>One thing we’ve noticed he
really likes to do is color and the art, he loves
to sit down and do projects and
color pictures.>>Great. And what
are some things that you have concerns
about in your home?>>We have a little bit of
concern about his speech and also about his behavior. Sometimes we’ve noticed he has
a hard time staying on task or following directions.>>Okay. We’ll make sure and
discuss that in the IEP then.>>Now that the team has
reviewed Hayden’s eligibility and discussed his present
levels of academic achievement and functional performance,
they are going to discuss the special factors
that need to be considered. Once these special
factors are considered, it is time to write
the IEP goals. These measurable, annual goals
will determine what Hayden will be working on in
preschool this year. The team determines that
Hayden does not need Braille and that he does not need
assistive technology. However, the team determines that he needs some
behavioral strategies, and he needs assistance
with communication.>>Now we’re going to
develop some IEP goals that will help Hayden to
function in our classroom and to be able to
work with his peers. And we — now this is
just some draft goals.>>The team discusses goals
in several areas of concern. First, the speech
therapist suggests that Hayden increase the number
of words in his vocabulary.>>So right now, Hayden is
using some individual words, so we would like
to propose a goal that Hayden use up to 25 words.>>We also thought it
would be good to work on the pre-academic
skills, which. . . One of those ideas
would to be match colors with the same color, so he can
match blue on blue, red on red. And what do you guys
think of that?>>I think it’s a good
idea, but right now at home, we’ve notice he’s
really not doing much of any matching at all. I mean he recognizes some colors
but he’s not matching yet.>>Okay. And that’s okay because
that’s something we can continue to work on, and it’s going
to be a step by step process. So at first, we’re going to
start with physical assistance. So we’re going to
show him how to do it. Next, we’re going to go on to
verbal, so we’ll, you know, say the thing and have
them repeat it back to us. And then by the end, we hope that he’ll be doing
that independently.>>Okay.>>Does that sound okay?>>Next, the team
talks about working on social emotional skills
and the team decides on a goal for Hayden to follow
two step directions. Additional goals are written
based on Hayden’s needs. The team has agreed
on some measurable, annual goals for Hayden. The next step is to decide
what kinds of special education and related services are needed
to help Hayden reach his goals. The team is starting by
discussing Hayden’s speech and language services. The speech therapist recommends
that they start with 30 minutes of direct speech services. Michelle is concerned that
this might not be enough time to meet Hayden’s needs.>>Do you think there’s
any way we could do more than a half an hour of speech? ’cause as parents, you
know, we’re really concerned about his speech developing
and we want to make sure that he’s really getting as much
as he needs for speech therapy.>>The team has a discussion
and the team decides to also add speech activities
into Hayden’s other activities. Michelle and Justin agree and ask whether they can
receive progress reports on how Hayden is doing. A procedure for giving
progress reports is agreed upon. The team continues to discuss
all the services Hayden needs.>>I appreciate you
expressing your concern. What does everybody else think?>>Well, according
to the evaluations and the needs assessment that
we’ve done as a team on Hayden, we really feel that 30 minutes
a week is a great place to start with his speech and therapy. What we can do is we can have
the speech language pathologist work with the teacher
and the teacher assistant in adding some speech therapy
techniques that can also be used in the classroom
on a daily basis. And we find that he will
improve at a much greater rate when everyone is being
consistent towards the goals on the IEP. So I would propose that we add
an additional 45 minutes daily of speech and language
activities that could be added
to his service plan.>>That’s a great idea.>>Yeah, that’s great. I, I think it’s good that
we all be on the same page and that we know what’s going
on, what he’s doing at school. We want to make sure
that we know about his progress
and what’s going on. Can we have it written
into the IEP that we get progress
reports on how he’s doing?>>Yes. We can write
that into the IEP, that’s a definite possibility. We also do send home
quarterly IEP progress reports but if you ever have questions
or concerns, please feel free to talk to us and we can
always send home another one. So is that okay with
the two of you?>>Yeah. Great.>>Okay. We also
send home a sheet that says what skills we’re
working on every week, so that would be
a good indication of the things that we’re doing.>>And then to help with that, I will also send some homework
home or some information about what we’re doing
in speech as well so that you guys can
do it at home with him and know what we’re
working on at school.>>Okay.>>We would also like
to add 40 minutes daily for pre-academic school support,
and that would be to help with the pre-academic,
such as sorting and these services
can start right away.>>After the team agrees
on the special education and related services, it is time
to discuss the modifications and supports that will help
Hayden to access the curriculum. Once that is done, the team will
agree on Hayden’s placement. As a last step, everyone
will sign the IEP.>>All right. We also need to focus —
discuss any modifications and supports Hayden is going
to need in the classroom.>>Okay. Well, one
thing that we noticed that really helped Hayden in early intervention
was a visual schedule. He responded very
well to pictures.>>Okay. I can add
that into the IEP. That’s a great idea.>>The team has agreed on a
visual schedule for Hayden and Justin asks what can be done to accommodate Hayden’s
milk allergy. The team decides to
involved the school nurse in writing a healthcare
plan for Hayden. Extended school year
is also discussed.>>Now that we have most of the
IEP written, it’s time to talk about placement options
for Hayden. We know that kids have
different types of needs so we do offer a continuum
of placement options.>>The LEA describes some of
the different placement options that the team might consider. Michelle expresses her
concerns about placement.>>Well, I know, I’m
a little bit concerned about placement as a parent. You know, I’m kind of leaning
more towards the special classroom, just because I
really think he needs that one on one support and maybe a
setting that’s less crowded and less busy.>>That is one option,
but we do have to remember that the law says that we need to consider Hayden’s least
restrictive environment.>>The team discusses the
possibility of placing Hayden in an inclusive setting. Hayden has successfully
participated in inclusive settings at church
and in early intervention. The general education
teacher believes that Hayden could function
well in his classes with accommodations
and supports.>>I just really want
Hayden to be successful, so if you guys feel that the
inclusive setting is a good place for him to be successful, I’m willing to go ahead
and give that a try. I do see the value
in him starting out in the inclusive setting, and hopefully he’ll
even get some modeling from the other kids and maybe
even pick up some speech that he hears the
other kids discussing. So I think we should go for it.>>Please keep in mind
that we, always as a team, can meet together and
make changes so if we see that maybe not sufficient
progress is being made, we can always revisit that and
come together in a meeting.>>Michelle and Justin agree
on an inclusive setting, knowing that placement
can be reconsidered if Hayden is not making
sufficient progress. The team completes planning
the frequency, location and duration of services.>>Thank you. I really appreciate all
that you guys have done. It’s just sometimes a
little scary, as a parent, to come from early intervention
and go into preschool and — but I think it’s
going to be good and I really appreciate all the
work that you guys have done to help Hayden be successful. And I’m excited for
him to start preschool.>>I can understand that. It is a big transition. I want you to know that we
are going to work really hard to make sure Hayden has a
good experience in preschool. So the last thing we need to
do then is to sign the IEP if everyone is okay with
everything that’s been said. And your signature means
that you were present and participated in today’s IEP. After we sign it, I will
make a copy for you guys to keep in your binder.>>Okay. Sounds good. [ Background noise ]>>With the IEP completed,
Hayden’s IEP services can begin. Michelle and Justin
are feeling comfortable with their decisions, knowing
that if they have concerns or questions, they are
welcome to discuss them with school personnel or even to convene another IEP
meeting if it is needed.>>Hello, I’m Connie Nink. I am the preschool special
education coordinator for the Utah State
Office of Education. On behalf of all of the school
district preschool programs in Utah, I would like to welcome
you and your child to preschool. The transition meeting is
the first time you meet with the local school districts to start planning your
child’s preschool program. If you have any questions
or concerns, please contact your local school
district preschool coordinator or the special education
director to get some more information.>>We hope you have enjoyed
watching this model IEP. Remember that the transition
IEP is individualized for each child. Different preschool programs may
have a slightly different format but the components of all
IEP meetings are the same. For a more detailed description
of the transition process and the IEP, be sure to view our
companion video on transition from early intervention
to preschool. If you would like additional
information or support, please call the Utah
Parent Center to talk to one of our parent consultants.


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