Preparing for IEP meetings

What is the SOPM?

• A lengthy online document to be avoided at all costs.

• Special Operations and Procedures Manual, a “living” resource that is updated on an ongoing basis

• Special Education Standard Operating Procedures Manual, a “living” resource that is updated on an ongoing basis

• Special Education Standard Operating Processes Manual, a “living” resource that is updated on an ongoing basis

Answer explanation

Because it is a 'living document', the SOPM should not be printed out, but it should always be referenced online at:

https://infohub.nyced.org/docs/default-source/default-document-library/specialeducationstandardoperatingproceduresmanualmarch.pdf?sfvrsn=4cdb05a0_2

Who is invited to the IEP meeting?

• Student, parent, teacher, related service providers, and paraprofessional if student has one assigned.

• Student, parent, teacher, related service providers, Care Manager, and paraprofessional if student has one assigned.

• Parent, teacher, related service providers, Care Manager, and paraprofessional if student has one assigned.

• Student, teacher, related service providers, and paraprofessional if student has one assigned.

Answer explanation

In addition to everyone who works with the student, the Care Manager (formerly known as the Medicaid Service Coordinator) should also be invited to attend the IEP meeting. (Note: If a student has a Care Manager, that means that they have been determined eligible for services through OPWDD, the parent has attended a Front Door meeting and submitted all of the required paperwork.)

When should the student be invited to attend their IEP meeting?

• The student does not need to be invited to attend.

• A few days before the meeting is scheduled.

• The day of the meeting.

• The day after the meeting.

Answer explanation

Just as if you are having a party, everyone who is invited should have advance notice, especially the student who is the center.

According to the SOPM, when is the parent is supposed to receive a written report of their student's progress (and how the Measurable Annual Goals were determined)?

• 10 calendar days before the IEP meeting is scheduled.

• 7 calendar days before the IEP meeting is scheduled.

• The parent is not required to receive a written report.

• The day of the IEP meeting.

Answer explanation

In advance of the IEP meeting, the case manager or district representative should prepare by:

Ensuring that the Notice of IEP Meeting Form and copies of assessment and reports (and any other documents to be reviewed at the meeting) have been sent to the parent at least 7 calendar days prior to the meeting. (SOPM p. 43)

Which State Performance Plan (SPP) indicator requires the State to annually report the percentage of youth aged 15 and above with IEPs that include coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet measurable post-secondary goals?

• SPP#3

• SPP#7

• SPP#12

• SPP#13

Answer explanation

SPP#13 is part of the reason why the aspects of the IEP that deal with a student's transition from high school are so important. When an audit is conducted, documents such as the Student Invitation, Agency Invitation Letter and Level One Vocational Assessments are scrutinized, in addition to the current and previous IEPs.

What is a 'pre-conference'?

• A meeting held with the parent and IEP team members prior to the IEP meeting.

• A meeting held with the parent and District Representative prior to the IEP meeting.

• A meeting held with the parent and Special Education teacher prior to the IEP meeting.

• A meeting held with the student and Related Service Providers prior to the IEP meeting.

Who should participate in a pre-conference with the parent?

• Special Education Teacher

• Related Service Providers

• District Representative

• Administration

Answer explanation

The Special Education teacher and Related Service providers should participate in a pre-conference with the parent prior to the IEP meeting. If the Teacher and RSPs cannot meet at the same time, they can meet with the parent separately. The meeting does not need to be held in person, but can be a discussion held over the phone. Best practices would be to document the date and time of the discussion in 'Events' SESIS.

Why is a pre-conference necessary?

• The parent's concerns and insights should be a part of the IEP, including the Measurable Annual goal(s).

• Any changes to a student's program or mandate should be clearly explained and discussed with the parent in advance.

• Parents should be provided with an explanation about the data used to track the student's progress and how the Measurable Annual goals were determined.

• All of the above.

What is a Level One Vocational Assessment?

• The Level I assessment incorporates information gathered from the parent, and teacher relating to a student’s goals for graduation, employment, postsecondary education, training, and independent living skills.

• Extra paperwork.

• The Level I assessment incorporates information gathered from the student, parent, and teacher relating to a student’s goals for graduation, employment, postsecondary education, training, and independent living skills.

• The Level I assessment incorporates information gathered from the parent, teacher and related service providers relating to a student’s goals for graduation, employment, postsecondary education, training, and independent living skills.

Answer explanation

(SOPM, p, 25)

According to the SOPM, how old does the student have to be to conduct a Level One Vocational Assessment?

• 10

• 11

• 12

• 15

Answer explanation

A vocational assessment must first be completed for all students with disabilities at age 12 or older (or who will turn 12 by the end of the calendar year in which the evaluation is completed) to help the student, family and school to begin to discuss the needs, interests and aspirations of the student as they prepare for high school, graduation and adult life. (SOPM, p. 25)