HEAD START®

Translating the IEP into Everyday Practice

Training Guides for the Head Start Learning Community

Table of Contents | Preface | Introduction | Module 1 | Module 2 | Module 3
| Continuing Professional Development | Resources | Appendix A | Appendix B

MODULE 1: Identifying shared responsibilities

Outcomes | Key Concepts | Background Information | Activity 1 | Activity 2 | Activity 3 | Next Steps
download these pdf attachments: Handout 1 | Handout 2 | Handout 3 | Handout 4 | Handout 5

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 IEP/IFSP.

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 IEP 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.

*Benefits adapted with permission from the Region VIII Resource Access Project, University of Colorado at Denver, 1997.

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: one for each participant
Handout 2-Reaction Sheet: one for each group of 5
Handout 3-Checklist: one for each participant
Handout 4-Road Map: one for each participant

Leading the Activity

1. Introduce the activity and review the agenda with participants.
   
   
2. 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.
   
   
3. 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.
   
   
4. 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.
   
   
5. Have "readers" stand and take turns reading the vignettes to the entire group.
   
   
6. 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.
   
   
7. 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.
   
   
8. 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.
   
   
9. 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.
   
   
10. 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.
    
    
11. 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.
    
    
12. 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.
    
    
13. 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.

Summing Up

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.

Arrange for: Easel, chart paper, markers, and tape

Duplicate: Handout 5-What Does This Mean?: one for each participant
Appendix B-Glossary: four copies
Appendix C-Gerard's IEP: one for each participant

1. Introduce the activity by explaining the purpose to participants and reviewing the agenda.
   
   
2. 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.
   
   
3. Distribute Appendix C-Gerard's IEP and review its components using the Discussion Guide below.
   
   
4. 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.
   
   
5. Post 4 sheets of chart paper on the wall.
   
   
6. 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.
   
   
7. 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.

   
   
8. 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.
   
   
9. 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.
   
   
10. 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.

    
    
11. 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
      
      Record the next steps on chart paper as they are reported.

Discussion Guide

Although IEPs may vary by state and school system, there are certain essential components every IEP will have.

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 re-evaluation 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 Gerard's IEP, 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?; Appendix B-Glossary; and Next Steps: Ideas to Extend Practice: 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.

Conducting the Session

1. Welcome participants to the coaching session and review the agenda with them.
   
   
2. 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.
   
   
3. Explain the different parts of an IEP using the Discussion Guide from Activity 1-2-What Exactly Does This Mean?. Ask participants to follow along and identify the parts using the IEPs they brought with them, or Appendix C-Gerard's IEP.
   
   
4. 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.
   
   
5. Ask participants to share which words and phrases they chose from their IEPs. Generate a combined list on chart paper.
   
   
6. Distribute Handout 5-What Does This Mean? Select a word from the list to enter into the first space.
   
   
7. 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.
   
   
8. 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:

1. Help participants develop and work on a Back Home Plan.* Each plan should include a specific goal or goals, strategies to reach the goal(s), and a target date for completion. Ask staff to share their plans with at least one other person on a regular basis.
   
   
2. Feature a parent panel. Invite Head Start parents who have children with IEPs and/or IFSPs to share their experiences with other Head Start parents, staff, and community members. Ask the panelists to focus on ways Head Start staff and other providers helped them during each stage of the process, from development through evaluation.
   
3. As an alternative, ask a team (parent, teacher, coordinator, specialist, etc.) that has successfully worked on the development and/or implementation of an IEP/IFSP to make a presentation to other staff, parents, and consultants. Presenters may share their experiences, focusing on what strategies they used to work effectively as a team, challenges they encountered, and benefits that were realized as a result of the process.
   
4. Your local speakers' bureau or your regional Head Start training and technical assistance (T/TA) provider can help you identify speakers for this session.
   
   
5. Arrange for individual staff to observe an actual IEP/IFSP meeting. (You will have to get permission from the child's parents ahead of time.) Ask the observers to take notes about what they noticed, what they found confusing, what they liked, specific ways that team members acknowledged (or failed to acknowledge) parents' expertise, and specific ways that Head Start staff supported parents during the process. Prior to the meeting, give staff some background information about who will be attending, what the protocol is, and what they might expect. Also discuss guidelines for observations (do's and don'ts during the meeting). After the meeting, ask the observers to share their ideas/thoughts with you or another staff member. As an alternative, you might also consider staging a mock IEP/IFSP meeting for interested staff and parents.
   
   
6. Attending an IEP/IFSP meeting for the first time can be stressful for parents. Ask staff and parents to discuss (and create) strategies that they can use to help prepare families for IEP/IFSP meetings. One successful strategy that Head Start staff have used, for example, involves developing a series of questions that can help parents think through issues that may arise during the IEP/IFSP meeting. Asking questions such as what skills they, as parents, would most like their child to develop during the year; what they perceive their child's major strengths and weaknesses to be; and specific ways they would like the IEP/IFSP team to assist them and their child during the coming year will help prepare parents. Head Start staff may also identify a "buddy" (another parent in the program or community who has gone through the IEP/IFSP process) or create a parent support group to offer parents just beginning the process the practical and emotional support they need to serve as effective advocates for their children.