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

Excerpted The IEP Checklist: Your Guide to Creating Meaningful and Compliant IEPs By Kathleen G. Winterman, Ed.D., & Clarissa E. Rosas, Ph.D. Brookes Publishing | www.brookespublishing.com | 1-800-638-3775 © 2014 | All rights reserved

Contents

1. About the Reproducible Materials.......................... vii
2. About the Authors......................................... ix
3. About the Contributors.................................. xi
4. Acknowledgments.......................................... xiii
5. Introduction.............................................. xvii
6. Foundations for Understanding the Development of a Meaningful IEP
   • Overview of the History and Legal Perspectives of Special Education......... 3
   • Collaborative Teaming for Better IEPs................... 21
7. Key Areas of IEP Development
   • Present Levels of Academic Achievement and Functional Performance........ 37
   • Goals.................................................. 53
   • Short-Term Objectives.................................. 69
   • Measuring and Reporting Progress........................ 85
   • Least Restrictive Environment............................ 103
   • The Accommodation and Modification Process............. 123
   • The Transition Process................................ 137
8. References................................................ 159
9. Appendix A: IEP Tools................................... 165
10. Appendix B: Parent and Teacher Surveys................. 199
11. Index.................................................... 209

About the Authors

Kathleen G. Winterman, Ed.D.

Kathleen G. Winterman has more than 27 years of experience working in the field of special education. She has served as an intervention specialist and as an elementary principal. Currently, she is Associate Professor at Xavier University in Cincinnati, Ohio.

Clarissa E. Rosas, Ph.D.

Clarissa E. Rosas has over 30 years of experience in general and special education. She is the Director of the Graduate Program in Multicultural Special Education at Mount St. Joseph University in Cincinnati, Ohio.

Collaborative Teaming for Better IEPs

A collaborative team member in the development of their child’s individualized education program (IEP) is crucial. The Individuals with Disabilities Education Improvement Act (IDEA) mandates that parents participate in IEP meetings, fostering a partnership between the schools and families.

The IEP team generally includes:

• Parents
• Regular education teacher
• Special education teacher
• School district representative
• Individuals with knowledge about the child’s educational needs

This structure promotes shared responsibility in decision-making processes vital to the student's education.

Challenge Scenario

In a typical IEP meeting, the dynamics and contributions of all participating members are addressed. Parents can express their concerns while educators provide updates on the student’s progress. The interest in enhancing the child's learning experience should take precedence.

Scenario Reflection

• How can we involve parents more in the IEP process?
• What strategies will encourage students to participate actively?

Taking a Look at Who Is at the IEP Table

Roles of team members:

• Students: Should always be involved in IEP meetings, voicing their own educational desires and planning for future goals.
• Parents or Guardians: Provide essential insights unique to the student’s experiences and should be encouraged to actively participate.
• General Education Teachers: Have a crucial role in ensuring that IEPs are aligned with curriculum standards.
• Intervention Specialists: Implement educational programming for students with learning challenges, adapting plans as necessary.
• Administrators: Authorize resources and create the conditions required for a successful educational plan.

Special Factors

Consideration of special factors is vital for the IEP discussion:

• Behavior impeding learning
• Communication needs
• Need for assistive technologies

These discussions contribute to developing comprehensive educational strategies tailored for each student's requirements.