The IEP Checklist

Your Guide to Creating Meaningful and Compliant IEPs

by Kathleen G. Winterman, Ed.D. Xavier University Cincinnati, Ohio and Clarissa E. Rosas, Ph.D. Mount St. Joseph University Cincinnati, Ohio

with invited contributors

Baltimore • London • Sydney

Contents

1. About the Reproducible Materials
2. About the Authors
3. About the Contributors
4. Acknowledgments
5. Introduction

I Foundations for Understanding the Development of a Meaningful IEP

1. Overview of the History and Legal Perspectives of Special Education
2. Collaborative Teaming for Better IEPs

II Key Areas of IEP Development

3. Present Levels of Academic Achievement and Functional Performance
4. Goals
5. Short-Term Objectives
6. Measuring and Reporting Progress
7. Least Restrictive Environment
8. The Accommodation and Modification Process
9. The Transition Process

References

Appendix A: IEP Tools

Appendix B: Parent and Teacher Surveys

Index

About the Authors

Kathleen G. Winterman, Ed.D., has more than 27 years of experience

working in the field of special education. She was an intervention specialist serving children ages 3– 10 for 16 years in inclusive settings. She also served as an elementary principal for 2 years and as an adjunct instructor for 12 years. Dr. Winterman is a former Praxis III evaluator for the State of Ohio. Currently, she is Associate Professor at Xavier University in Cincinnati, Ohio, and holds seven licenses from the State of Ohio. Her areas of research include teacher preparation, individualized education program preparation, early childhood special education, autism, the use of instructional technology, and services for students with mental illnesses.

Clarissa E. Rosas, Ph.D., has over 30 years of experience in general and special education. Her experience includes both administration and classroom instruction in K–12 and in higher education. She has extensive experience in developing curriculum at the K–12 district level and in teacher preparation programs in higher education. Dr. Rosas holds a doctorate in multicultural special education and licensure in bilingual education and general (K–8) and special education (K–12). Currently, Dr. Rosas is Director of the Graduate Program in Multicultural Special Education at Mount St. Joseph University in Cincinnati, Ohio. Her research agenda includes innovative programs in teacher preparation and the development of effective practices to meet the needs of ethnically and linguistically diverse populations with special needs.

Collaborative Teaming for Better IEPs

The core principle of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (PL 108-446) is the belief that parents are collaborative team members in the development of their child’s individualized education program (IEP). IDEA was created for schools and parents to share equal responsibility in the process, ensuring that the child’s needs are met. During the IEP meeting, the child’s present levels, goals, objectives, placement, evaluation criteria, and duration of services are determined. IDEA empowers parents and school personnel to work together to develop a shared vision of what the child’s educational reality might be. Collaboration between parents and professionals is one of the key elements of special education that is protected by IDEA.

Connection to Legal Perspective

Parents have the right to participate in every decision related to the identification, evaluation, and placement of their child and must give consent for any initial evaluation, assessment, or placement decision. IDEA encourages a partnership between the parents and the school that promotes collaboration in order to provide appropriate services for the child.

Challenge Scenario

Parent’s Reflection on Previous Meetings: I have been to IEP meetings for the past 3 years, and the results have always been the same—nothing changed. I questioned why I should even bother going to the meetings. The teachers already seemed to know what they were going to do regardless of what I said. But, this time, when the special education teacher reached out, she actually asked me what time would be convenient for me and sent me an update on all of Jimmy’s current goals.

Teacher Background Information: I have wanted to be a special educator ever since I started volunteering with children with special needs. I am excited about starting to have IEP meetings with my students’ parents.

The Meeting Begins

“Welcome, Mrs. Bennett, it’s so nice to see you again. Jimmy told me this morning that he was looking forward to the meeting.”

Scenario Reflection

• How would you get the parents more involved in the IEP process?
• How would you get the student to be an active team member?
• Why would parents become apathetic to the IEP process?
• How would you involve all team members?
• How would you get the dialogue started?

Taking a Look at Who is at the IEP Table

During IEP meetings, the educational team must remember that there are multiple perspectives that intertwine during the dynamics of the meeting. The IEP team represents the student’s educational interests and must include:

• Parents or guardians
• A regular educator
• An intervention specialist
• A school district representative
• Someone who can interpret the testing.

Conclusion

The goal of every IEP team member is to find a common ground and work together to develop an educationally sound, individualized document that can serve as a guiding force for the student. Ensuring that collaboration takes place effectively fosters a supportive environment for both students and parents in the IEP meeting process.