School is back in session! If you are an SLP who is used to working in the schools, your service delivery mode has likely changed (to telepractice), but the IDEA requirements have not. If you are transitioning to providing schools-based services, then you may not be familiar with the term Individualized Education Plan (or IEP).
Under the Individual with Disabilities Education Act (IDEA) Part B, every student who receives special education services must have an IEP.
What is an IEP?
IEP stands for Individualized Education Plan.
How does a student qualify for an IEP?
If parents or teachers are concerned that a child is not making adequate academic progress, they may request that the school initiate an evaluation. In some cases, the school may initiate this process if the child has not responded to supports or interventions that have already been provided, such as RTI (Response to Intervention). After the evaluation, the IEP team meets to determine whether or not the child meets the eligibility criteria for special education services. In the meeting with the evaluation team, the results of the evaluation will be shared, and the team will determine whether a child is eligible for services.
What makes a child “eligible” for speech and language therapy?
Eligibility criteria vary from state-to-state, so a student who is evaluated in Wyoming may qualify for special education services, whereas one who is evaluated in Iowa may not. The disability must be found to have an adverse effect on the child’s educational performance. The child can be made eligible for one of more than 13 different types of special education services. The child will have a primary eligibility and may have a secondary or tertiary area of eligibility. One of the categories under which a child may be eligible for special education is speech and language impairment (i.e., this term varies from state to state). Though a child may be eligible with speech and language impairment as a primary or secondary eligibility, speech/language therapy is sometimes referred to as a “related service” if the child meets eligibility criteria in another area. If the child is found eligible, then an IEP is written.
What is included in an IEP?
The IDEA requires that certain information be included in each child’s IEP. Each state may add additional information, but federal law requires at a minimum:
- Current performance: includes how the child is currently doing academically and functionally (i.e., your “present levels of performance”)
- Annual goals: must be measurable and state what can be reasonably accomplished in a year
- Special education and related services: specifies what services will be provided
- Participation with nondisabled children: explains the extent to which the child will not participate with nondisabled children in class and activities
- Participation in state and district-wide tests: indicates what modifications will be provided or if alternate tests will be administered
- Dates and places: answers when services will begin, how often they will be provided, where they will be provided, and how long they will last
- Transition service needs: beginning at 14 years or 16 years old, refers to what will be needed for the child to reach goals after graduation.
- Age of majority (if applicable): beginning at least one year before the child reaches the age of majority, refers to a statement that the student has been told of any rights that will transfer to him or her at the age of majority.
- Measuring progress: specifies how and when the child’s progress will be measured
Source: US Department of Education
What happens next?
Once the IEP team has developed the Individualized Education Plan for the student, services will begin. In some states, a signature from the parent is required to acknowledge that they agree to the child’s recommended placement. In this case, the service providers may not begin services until the parent signature has been received. To expedite this process, many schools have the option of obtaining digital signatures.
Though timelines for the next steps in the process may differ by state, here is what generally happens once a student is receiving special education services.
- Progress is reported. The service providers will be required to submit progress reports on a regular basis, which is determined by the district. This may be quarterly (four times a year) or less frequently, such as two or three times per year. This is a time for the service provider to write an update regarding the student’s progress toward each goal.
- The IEP is reviewed. The IEP team must convene on at least an annual basis to develop a new IEP plan for the child. Similar to the initial IEP meeting, all of the same elements are required to be included in the IEP document. The team meets and signatures are collected, but the IEP doesn’t need to be signed for services to continue. To adhere to the IEP timelines set by the state, many schools start the IEP process 30 or more days in advance of the annual due date.
- The child is reevaluated. Though this varies by state, most states require that the child is reevaluated at least every three years. This is to determine whether the child continues to be eligible for special education services. The child may be reevaluated more frequently if a reevaluation is requested by the parents or IEP team members (e.g., teacher, speech-language pathologist). In many cases, a reevaluation is required before a child may be dismissed from services.
- The child is dismissed from services. The ultimate goal is for each child to reach his/her goals and get to a point where there is no adverse effect on the child’s educational performance. Once it has been determined that the child is no longer eligible for special education services, he/she is “dismissed” from services.
How does this process differ in telepractice?
The short answer is that it doesn’t. Whether the child is receiving services in person or online, the IEP process remains the same. What is different, however, is the service location. If a child is being seen online, the IEP may include a statement in the “Dates and places” section of the IEP. Additionally, for those who are unable to attend meetings in person, eligibility, IEP, and reevaluation review meetings may be held via conference call or even videoconference.
I hope this helps those of you who are new to telepractice in schools. Please leave a comment and let me know.
