• View workshop, part 1. View workshop, part 2.
  • Individualized Education Plan (IEP) Workshop for 22Q‐VCFS

    Is your child on an IEP? If the answer is yes, or if you think maybe he or she should be, then this workshop is for you.

    The IEP is the most powerful tool parents have to create a successful learning environment for their child.  

    View the video presentations above to learn about the different parts of an IEP. You will also learn how to work with your school to develop a successful program for your child. 

    The workshop videos include these segments:                  

    What Is 22q / VCFS?

    • Overview of education challenges

    Overview of Laws

    • What is IDEA?
    • What are your rights as a parent? 

    Psychological Evaluations

    Psychological evaluations and how they are used to determine eligibility.

    • Who, what, when, where, why and how?
    • Key components of an evaluation
    • How long does it take?
    • When should it be done?
    • What do IQ and Standard Scores really mean? 

    ARC Meeting

    • What should you get and request prior to the meeting?
    • Best practices / how an ARC meeting should be conducted
    • Particular red flags to look for in an ARC meeting
    • Example ARC agenda 

    Individual Education Plan (IEP)

    • What is an IEP?
    • Who’s on the team?
    • Key components of an IEP

    Michelle Breedlove-Sells, Executive Director, Dempster Family Foundation

    • Overview of Dempster Family Foundation
    • Poignant stories from travels
    • Major education issues faced by parents she has met 

    ARC Role Play

    • Regular education teacher
    • Special education teacher
    • Administrator
    • Parent  

    Response to Mock ARC

    • Key components that made up meeting
    • Significant errors made in an ARC meeting 

    A Typical Day for a Student with an IEP

    • Use of the agenda / planner as a communication tool
    • Modifications within the regular education classroom
    • Related services – speech, occupational therapy, physical therapy
    • Student responsibilities

    IEPs:  The Good, the Bad and How to Make Them Better!

    • What if you have concerns about your child’s IEP?
    • The progress monitoring piece
    • Your role as a parent in collaboration with schools 

    What If an IEP Does Work and What Does Success Look Like?

    • Academic growth and maturity
    • Specific feedback from the student to listen for
    • Social progress markers
    • Successful transition between grades, schools, and school to work
  • Important Information

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    IEP law varies from state to state. Some of the content presented in the workshop on this page is specific to Kentucky or Ohio. 

    Before initiating an IEP for your child, we recommend researching IEP regulations through your state Board of Education and other regional or local special education support organizations.

    Additional State and School-System Content

    States and school systems have a great deal of flexibility about the information they require in an IEP.

    Some states and school systems have chosen to include in the IEP additional information to document their compliance with other state and federal requirements. (Federal law requires that school districts maintain documentation to demonstrate their compliance with federal requirements.)

    Generally speaking, extra elements in IEPs may be included to document that the state or school district has met certain aspects of federal or state law, such as:

    • holding the meeting to write, review and, if necessary, revise a child's IEP in a timely manner;
    • providing parents with a copy of the procedural safeguards they have under the law;
    • placing the child in the least restrictive environment; and
    • obtaining the parents' consent. 

    IEP Forms in Different Places

    While the law tells us what information must be included in the IEP, it does not specify what the IEP should look like.

    No one form or approach or appearance is required or even suggested.

    Each state may decide what its IEPs will look like. In some states individual school systems design their own IEP forms.

    Thus, across the United States, many different IEP forms are used. What is important is that each form be as clear and as useful as possible, so that parents, educators, related service providers, administrators, and others can easily use the form to write and implement effective IEPs for their students with disabilities.