Module 1
Laying the Groundwork
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Contents | Preface | Introduction |Module 2 | Module 3 | Professional Development | Resources | Training Guides | Appendix A | Appendix B | Appendix C | Appendix D | |
Outcomes
After completing this module, participants will be able to:
- Identify their
own role in developing and implementing the Individualized Education Program/Individualized
Family Service Plan (IEP/IFSP), as well as strategies they can use to promote
family and staff collaboration.
- Use a process by which they can read, interpret, and understand the goals and objectives of a typical IEPIIFSP.
Key Concepts
- The family is the key decision maker in the IEP/IFSP process.
- Developing the IEP/IFSP requires ongoing collaboration between family,
Head Start staff, and local education agency (LEA) staff. Meaningfully involving
everyone from the very start is essential to successful implementation.
- It is the responsibility of Head Start teaching staff to understand
the language and content of the IEP in order to more clearly define their role
in its classroom implementation.
Background Information
Research and practice confirm that when a classroom is truly developmentally appropriate, it can meet the needs of children with varying abilities. However, because children with disabilities have unique needs directly related to their disabling condition, they often require additional services and support if they are to be fully included.
The JEP and the IFSP provide an individualized "road map" that Head Start programs can use to meet the educational and family needs of children with disabilities. The IEP and IFSP can offer a number of benefits,* which include the following:
- help parents and staff develop a comprehensive program that recognizes
the child's needs and strengths across different settings, and identifies functional
goals and objectives which can be translated into home and school activities
- help parents and staff adapt environments and accommodate services
to respond to a child's special needs and strengths
- assist programs in documenting the services provided to each child
who has an IEP/IFSP, and assure accountability by reporting stated goals and
objectives
- assist programs in reviewing and modifying services for each child
with an IEP/IFSP
- provide a uniform method of documenting the provision of services and
the child's progress
- bring specialists and staff together to work with the child with disabilities and her family
- help parents develop skills to advocate for themselves and for their
child, skills that will last a lifetime
Developing the IEP/IFSP requires a collaborative effort between family, Head
Start, and staff from the responsible public agency. Meaningfully involving
everyone early on is essential for successful implementation. While many people
participate in the IEP/IFSP process, the key decision maker is the family. Teachers
and other Head Start staff also play an important role in working with parents
and specialists, and in translating IEP/IFSP goals and objectives into practice.
In order for Head Start staff to meet this challenge, they must first understand
the language of the IEP/IFSP and key points/destinations in the IEP/IFSP process.
For an overview of the activities in this module, see At A Glance on p. 5.
| Trainer and Coach Preparation Notes: Before leading the activities in this module, review Appendix A— About IEPs and IFSPs. While the information covered is not the focus of the training, participants may have questions about these topics during activities. Throughout the training, remind participants that all families have a right to confidentiality. That is, information about Head Start children and families can only be shared within Head Start on a "need to know" basis. Before participants share their descriptions of children and families in the program, make sure they fully understand issues of confidentiality. |
| Activity 1-1: Family Matters |  |
Purpose: This workshop activity, which provides participants with a view of the IEP process from the parent's perspective, highlights the important role that everyone plays in making it work. |
Preparation
| Arrange for: | Easel, chart paper, markers, and tape |
| Duplicate: | Handout 1-Vignettes (pp. 24-25): one for each participant Handout 2-Reaction Sheet (pp. 26-27): one for each group of 5 Handout 3-Checklist (p. 28): one for each participant Handout 4-;Road Map (p. 29): one for each participant |
Leading the Activity
- Introduce the activity and review the agenda with participants.
- Give a brief overview of IEPs and IFSPs. Tell participants that the Individualized Education Program (IEP) is the written statement of a child's education program relating to her disabilities. The Individualized Family Service Plan (IFSP) describes what services infants and toddlers with disabilities and their families receive. Rather than being an individualized plan for the child alone, it is an individualized plan for the entire family.
- Ask participants to choose 1 or 2 partners who are sitting near them. Ask each group to complete this metaphor: "IEPs and IFSPs are like road maps because.." After 10 minutes, ask for volunteers to share a few ideas from their group. Point out that while Head Start staff may enter the IEP/IFSP process at different points, these documents serve as road maps that Head Start programs use to meet the educational needs or family needs of children with disabilities. Emphasize that teachers and other Head Start staff play an important role, as they will see in Gerard's story.
- Divide participants into groups of 5. Ask for volunteers in each group to choose one of the following roles: reader, facilitator to lead the small group discussion, timekeeper, recorder, and reporter to the larger group. Distribute Handout 1—Vignettes, one to each participant.
- Have "readers" stand and take turns reading the vignettes to the entire group.
- Lead a brief discussion with the entire group, asking general questions
such as, "If you were Gerard's mother, how would you feel
about the IEP process?" "How would you feel about Head Start's role in the process?" Help participants see that Head Start staff can make a difference in the lives of families, especially during the IEP process.
- At the end of this large-group discussion, have participants work in their small groups. Distribute one copy of Handout 2-Reaction Sheet to each small group. Tell participants they will have 20 minutes to discuss the questions and complete the worksheet as a small group.
- While the groups are working, hang up 5 pieces of chart paper. Write one of the following headings on each of the first 2 sheets: "What made the experience positive?" and "What made the experience negative?" Leave the third sheet blank.
- At the end of 20 minutes, ask each small-group reporter to summarize the responses on their small group's worksheet. Record responses on the appropriate sheet of chart paper.
- After each small group has reported back, ask the large group to look over all the responses and create a list of elements/features that contribute to positive experiences. Record responses on the third sheet of chart paper.
- After discussing the key features of a positive IEP process, distribute Handout 3-Checklist. Review the handout together. Encourage participants to add their own ideas, examples, or strategies for supporting parents to the handout. Record major ideas on the fourth sheet of chart paper.
- Tell participants that developing the IEP is only the beginning of the process. In order to understand the role they play throughout IEP implementation, Head Start staff need a clear picture of the major points in the IEP process. Give each participant a copy of Handout 4-Road Map, and review it with them. Explain that the road is not necessarily a direct or straight path. They will take U-turns and detours. They might even get lost, and need to consult specialists and parents to "find their way." But through collaborative efforts they can use the IEP to help children succeed.
- Turn participants' attention to the ideas generated in step 11. Ask participants to review the list, then identify 3 specific steps they can take now, or in the future, to help families during IEP development and implementation. Encourage participants to record these ideas on the back of Handout 3-Checklist, and share them with their supervisors.
Close the activity by reminding participants that Gerard's mother's story represents the experience of only one Head Start family. Staff must be sensitive to the needs, experiences, and perspectives of a range of families. Emphasize that cultural, religious, community, and family norms all play a role in how families respond to having a child with disabilities, how they work with "expert" professionals, and how they feel about the IEP process in general. Close by emphasizing three points:
- The family is the key decision maker in the IEP process, and needs information and support to make decisions that are the best for them and for their child.
- Developing and implementing the IEP requires ongoing collaboration between family, Head Start staff, and LEA staff.
- The IEP serves as a road map that teachers, parents, and specialists can use to help children succeed.
| Activity 1-2: What Exactly Does This Mean? | |
Purpose: During this workshop activity participants will analyze an IEP and identify technical terms that may be difficult to understand. Together they will develop a system for deciphering the language of the IEP for their own classroom use. |
Preparation
| Arrange for: | Easel, chart paper, markers, and tape |
| Duplicate: | Handout 5-What Does This Mean? (p. 30): one for each participant Appendix B-Glossary (p. B-i): four copies Appendix C-Gerard's IEP (p. C-i): one for each participant |
| Trainer Preparation Note: In order to decode the language of the sample IEP, participants may need resources to supplement Appendix B-Glossary. The Resources section (p. 83) includes helpful reference materials, such as Dictionary of Developmental Disabilities Terminology by P.J. Accardo and B.Y. Whitman. Your regional training and technical assistance (T/TA) provider can also recommend resources. |
Leading the Activity
- Introduce the activity by explaining the purpose to participants and reviewing
the agenda.
- Begin with a warm-up exercise. Ask participants to brainstorm a list of
reasons why they would need to understand the language of an IEP. Record responses
on chart paper and post it so you can refer to it later.
- Distribute Appendix C-Gerard's IEP and review its components using the Discussion
Guide below.
- Tell participants to read through Gerard's IEP, and highlight or note the
words or phrases they do not understand. Allow participants 10 minutes
to complete this step.
- Post 4 sheets of chart paper on the wall.
- Ask participants to read aloud any words or phrases they found confusing.
Record these on chart paper. Distribute the list evenly across the 4 sheets
of paper as you are recording.
- Divide the participants into 4 small groups and distribute Handout 5-What
Does This Mean? and Appendix B-Glossary.
Tip for the Trainer:
Emphasize that while the law requires IEPs to be written in a language that parents and teachers can understand, there may still be times when staff will need to draw on other resources to understand the IEP.
- Tell participants that you will demonstrate the process that the small groups
will use. Choose 1 word from the list. Ask 1 or 2 participants to use the
resources to find the definition. Then, ask the group to describe this term
in simple language. If they are unable to translate the word or phrase, ask
participants where they might go for help.
- Distribute the lists (one to each small group) and tell participants their
group has 20 minutes to find the meaning of any unknown words. They should
list the word or question in the left column, and the "translation" in the
right column.
- Ask each group to assign someone who will report back to the whole group
when the task is completed.
Tip for the Trainer:
Remind participants that people are resources, too. Encourage participants to use each other as resources during their small-group work. They should also consider who else in the program, the community, or their regional training and technical assistance (T/TA) network could offer assistance.
- Reconvene the large group and ask the reporters to share the following information:
- how they approached the task
- what they learned (for example, the meanings of some unfamiliar terms)
- where they ran into trouble, and what steps they would take to get help
Discussion Guide
Although IEPs may vary by state and school system, there are certain essential components every IEP will have.
| Tip for the Trainer: Point out that the terms used vary from state to state. For in stance, the "P" in IEP may refer to a "program" in some states, and a "plan" in others. What is important is not the exact terminology, but who is involved in the development process. This discussion focuses on the document that is generated in collaboration with the LEA or designated public agency. |
Cover/Title Page of an IEP: Indicates who the IEP is written for and
what period of time the IEP covers, usually a calendar year. It also notes the
school system and school responsible for the IEP. The cover has information
about whether the program is for a child who is being referred for the first
time or if this a review or reevaluation of an existing program. Also on the
cover is a list of the participants of the team meeting where the IEP was developed,
and the role of each person who attended the meeting.
Student Profile or Background Information: This will tell you something
about the child's current strengths and needs. It is usually a narrative that
gives details that test results alone might not highlight, for example, activities
a child particularly enjoys.
Overview of Special Education Services: This section gives the specifics
of the program such as when, where, and how often a child will receive certain
services, and who will provide the services.
Present Level of Development: This part of the IEP will tell you how
a child is currently functioning in the different domains of development. For
example, in Gerald's IEP (p. C-4), in the fine motor area, the fact that he
favors his right hand is listed.
Annual Goals: Annual "goals" are long-term expectations for what a child
will be able to accomplish by the end of the time period the IEP covers, usually
no more than one calendar year. For example, one of the goals for Gerard is
that he will increase his English vocabulary.
Short-Term Objectives: "Objectives" are smaller, more focused tasks
than goals. In fact, they usually target a specific behavior that will help
a child achieve one of his annual goals. For example, one of the objectives
for Gerard is to verbally identify objects in the classroom. This will in turn
help him to meet the goal of increasing his English vocabulary. Objectives
will sometimes include special criteria about how a child's progress will be
evaluated.
Summing Up
Emphasize that in order to meet the goals and objectives of children's IEPs,
and to communicate effectively with parents about children's progress, Head
Start staff must understand the language and intent of the IEPs of children
in their classroom. During the wrap-up, highlight some of the ideas generated
by participants about the importance of understanding IEPs and methods they
could use to decipher the language for their own classroom use.
| Activity 1-3: Decoding an IEP |  |
Purpose: In this coaching activity, participants examine the IEP of a child in their classroom, then develop a system they can use to decode the language often used in IEPs. |
Preparation
This session has two major parts: 1) an overview of the IEP; and 2) analyzing an IEP. At the end of the session, participants will choose which Next Steps they will work on to extend their learning. To prepare for this session:
- Review all the directions and handouts for this session.
- Duplicate Handout 5—What Does This Mean? (p. 30); Appendix B-Glossary (p. B-l); and Next Steps: Ideas to Extend Practice (pp. 22- 23): one
for each participant.
- Supplement Appendix B-Glossary with additional resources that
participants can use to decode the language of an IEP. The Resources section
(p. 83) includes helpful reference materials, such as Dictionary of Developmental
Disabilities Terminology by P.J. Accardo and B.Y. Whitman. Your regional
training and technical assistance (T/TA) provider can also recommend resources.
- Ask participants to bring a photocopy of an IEP for one child who is
currently in their classroom.
Coach Preparation Notes:
All families have a right to confidentiality. That is, information about Head Start children and families can only be shared within Head Start on a "need to know" basis. Therefore, if more than one participant is involved in this coaching session, suggest they remove any information on the IEP that would identify the child, before the session begins.
If participants do not have a child with an IEP in their classroom, suggest they analyze an actual child's IFSP or use Appendix C-Gerard's IEP.
- Arrange for easel, chart paper, markers, and tape.
- Welcome participants to the coaching session and review the agenda with them.
- Discuss with participants why they would need to understand the language
of an IEP. Emphasize that an IEP is a road map that provides guidance on how
to meet the needs of children with disabilities in their classrooms. This "map" provides critical information that will guide the decisions they make in their daily practice.
- Explain the different parts of an IEP using the Discussion Guide from Activity 1-2-What Exactly Does This Mean? (pp. 18-19). Ask participants to follow along and identify the parts using the IEPs they brought with them, or Appendix C-Gerard's IEP.
- Have participants carefully read through the IEPs they brought with them.
Tell them to highlight or note the words or phrases they do not understand. Allow 10 minutes to complete this step.
- Ask participants to share which words and phrases they chose from their
IEPs. Generate a combined list on chart paper.
- Distribute Handout 5-What Does This Mean? Select a word from the list
to enter into the first space.
- Have participants use Appendix B-Glossary and other available resources
to find the definition. Then, ask them to describe the term in simpler language. If they are unable to find a translation for the word or phrase in any of their resources, ask participants where they might go for help. Remind participants that people are good resources, too. For example, they might call their regional training and technical assistance (T/TA) provider with an expertise in disabilities services for more information.
- Repeat the process for the remaining words on the list.
Wrap-Up and Next Steps
Summarize this coaching session by reminding participants how important it is to understand the language of IEPs. It will help them understand their roles and responsibilities in helping the children meet their short-term objectives, and ultimately, their long-term goals. It will also help them communicate with parents about these goals and objectives and contribute to monitoring children's progress in an informed and meaningful way.
Give participants a copy of Next Steps: Ideas to Extend Practice. Help participants choose the Next Step(s) they would like to pursue.
| Next Steps: Ideas to Extend Practice |  |
As a supervisor, you can encourage and support staff members to practice what
they have learned in this module. Some suggestions include:
|