Having access to the information in a student’s Individualized Education Program (IEP) could give an education employee the information they need to support the student and prevent harm or injury. Thanks to OSEA advocacy, as of September 2023, school districts are required to give access to relevant portions of a student’s IEP to any classified staff who support the student. You are now legally entitled to the key information you need to help your student learn, de-escalate situations and keep the educational environment safe for students and yourself.
It is not up to your district to decide whether or not to provide access. You must be given paid time to review the IEP for any student you support — even if you are not classified as special education staff. Secretaries, bus drivers and campus monitors also support these students and need to know how to do so.
Districts must also include classified staff in IEP development teams for their students to offer input. Because we are the ones working most directly with students, we have information that can help design a better and safer educational experience.
What to look for in an IEP
Special factors — behaviors that impede a student’s learning
The IEP form will ask “Does the student exhibit behavior that impedes his/her learning or the learning of others?” This question lets the educator know there may be behaviors that put staff and other students at risk of injury. Positive behavioral interventions and supports may be listed below.
Present level of functional performance
Best practices recommend that the IEP include a Functional Behavior Assessment (FBA), which is an individualized assessment of the student to understand their behavior and, as appropriate, make recommendations for a Behavior Intervention Plan (BIP). A BIP is an individualized plan, including positive interventions, designed to help a student decrease inappropriate behavior and increase or teach an alternative, appropriate behavior.
When reviewing an IEP, read any FBA and BIP thoroughly. These sections specify a student’s triggers and behaviors, as well as safety and de-escalation recommendations specific to the student.
Program modifications/supports for school employees
A student’s IEP team — which should include any classified staff assigned to work with the student — is responsible for determining what types of program modifications or supports are needed by staff. This includes training related to a student’s needs, higher staffing levels, special equipment or materials, etc. The supports should be clearly defined — who needs the training, who facilitates the training and what the individual is being trained on, for example — and listed in the student’s IEP.