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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
Contents
- About the Reproducible Materials
- About the Authors
- About the Contributors
- Acknowledgments
- Introduction
I Foundations for Understanding the Development of a Meaningful IEP
- Overview of the History and Legal Perspectives of Special Education
Leo Bradley and Kathleen G. Winterman - Collaborative Teaming for Better IEPs
Kathleen G. Winterman
II Key Areas of IEP Development
- Present Levels of Academic Achievement and Functional Performance
Lisa M. Campbell and Clarissa E. Rosas - Goals
Clarissa E. Rosas - Short-Term Objectives
Clarissa E. Rosas - Measuring and Reporting Progress
Lisa M. Campbell and Clarissa E. Rosas - Least Restrictive Environment
Melissa M. Jones, Kathleen G. Winterman, and Clarissa E. Rosas - The Accommodation and Modification Process
Kathleen G. Winterman - Transition Process
Roberta Brack Kaufman, Carón A. Westland, Clarissa E. Rosas, and Kathleen G. Winterman
References
Appendix A: IEP Tools
Appendix B: Parent and Teacher Surveys
About the Authors
Kathleen G. Winterman, Ed.D.
Dr. Winterman has more than 27 years of experience in the field of special education. She was an intervention specialist serving children ages 3–10 for 16 years in inclusive settings. She served as an elementary principal for 2 years and as an adjunct instructor for 12 years.
Clarissa E. Rosas, Ph.D.
Dr. Rosas has over 30 years of experience in general and special education, including both administration and classroom instruction in K–12 and higher education. She is Director of the Graduate Program in Multicultural Special Education at Mount St. Joseph University.
About the Contributors
Leo Bradley, Ed.D.
Dr. Bradley is a full professor and chair of the Educational Leadership/Human Resource Development department at Xavier University. He has an extensive career in public education and is also a published author on educational leadership.
Lisa M. Campbell, Ed.D.
Dr. Campbell is an instructor in the multicultural special education graduate program at Mount St. Joseph University and works as an educational consultant.
Roberta Brack Kaufman, Ed.D.
Dr. Kaufman teaches special education courses at Nevada State College and has worked extensively with diverse student populations.
Melissa M. Jones, Ph.D.
Dr. Jones is a Professor of Special Education at Northern Kentucky University, focusing her research on inclusive education.
Carón A. Westland, Ph.D.
Dr. Westland teaches across disciplines of special education and educational psychology at the University of Colorado Denver. Her research interests include collaboration and mentoring in education.
IEP Survey for Parents
This survey can be used to gather information on parents’ perceptions of the IEP process and experience.
A. We Would Like to Learn About You and Your Child
- A1. Does your child have a diagnosed disability? ❒ Yes ❒ No
- A2. Please check below the age range of your child.
❒ Ages 0–2 ❒ Ages 3–5 ❒ Ages 6–9 ❒ Ages 9–13 ❒ Ages 14–18 - A3. Does your child currently have an IEP? ❒ Yes ❒ No
- A4. Please check below the number of years that your child has had an IEP.
❒ 2 years ❒ 3 years ❒ 4 years ❒ 5 years ❒ 6 years ❒ 7 years ❒ 8 years ❒ 9 years ❒ 10 years ❒ 11 years - A6. What is your (as a parent) highest level of education?
❒ Some high school ❒ High school ❒ Bachelor’s
B. Concerns About IEPs
| Not concerned | Very concerned | |||||
|---|---|---|---|---|---|---|
| 1. Lack of understanding of how to use an IEP in planning instruction for my child. | ||||||
| 2. Feeling pressure to fulfill requirements under the IEP. | ||||||
| 3. Documenting my child’s progress as noted in the IEP. | ||||||
| 4. Meeting the needs of my child with special needs. | ||||||
| 5. Attending the required meetings. | ||||||
| 6. Being invited to attend all meetings. |
C. Parent Beliefs
| Strongly disagree | Strongly agree | |||||
|---|---|---|---|---|---|---|
| 1. A well-written IEP can help teachers plan instruction for my child. | ||||||
| 2. The IEP should include a statement on how my child’s disability affects his/her progress in the general curriculum. |
D. Experience with IEPs
| Strongly disagree | Strongly agree | |||||
|---|---|---|---|---|---|---|
| 1. I always attend my child’s IEP meetings. | ||||||
| 2. My participation in IEP development is critical. |
E. Comments: Please feel free to add any comments regarding how to improve the IEP process.