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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

Contents

About the Reproducible Materials

About the Authors

About the Contributors

Acknowledgments

Introduction

I Foundations for Understanding the Development of a Meaningful IEP

  1. Overview of the History and Legal Perspectives of Special Education
    Leo Bradley and Kathleen G. Winterman
  2. Collaborative Teaming for Better IEPs
    Kathleen G. Winterman

II Key Areas of IEP Development

  1. Present Levels of Academic Achievement and Functional Performance
    Lisa M. Campbell and Clarissa E. Rosas
  2. Goals
    Clarissa E. Rosas
  3. Short-Term Objectives
    Clarissa E. Rosas
  4. Measuring and Reporting Progress
    Lisa M. Campbell and Clarissa E. Rosas
  5. Least Restrictive Environment
    Melissa M. Jones, Kathleen G. Winterman, and Clarissa E. Rosas
  6. The Accommodation and Modification Process
    Kathleen G. Winterman

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. 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, and early childhood special education.

Clarissa E. Rosas, Ph.D.

Has over 30 years of experience in general and special education including both administration and classroom instruction in K–12 and higher education. 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 effective practices for ethnically and linguistically diverse populations with special needs.

About the Contributors

Leo Bradley, Ed.D.

Full professor and chair of the Educational Leadership/Human Resource Development department at Xavier University. Before his academic position, he held various roles such as teacher and superintendent in public education.

Lisa M. Campbell, Ed.D.

Instructor in the multicultural special education graduate program at Mount St. Joseph University and educational consultant for Hamilton County Educational Service Center in Cincinnati, Ohio.

Roberta Brack Kaufman, Ed.D.

Assistant professor of special education in the School of Education at Nevada State College in Henderson, Nevada. She teaches inclusion and instructional practices.

Melissa M. Jones, Ph.D.

Professor of Special Education at Northern Kentucky University, with a research focus on inclusive education practices.

Carón A. Westland, Ph.D.

Teaches in special education and educational psychology at the University of Colorado Denver. Her research interests center around collaboration and mentoring.

IEP Survey for Parents

This survey can be used to gather information on parents’ perception 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 6–8
❒ Ages 9–13
❒ Ages 14–18
A3. Does your child currently have an IEP?
❒ Yes
❒ No
A4. How many years has your child had an IEP?
❒ 1 year
❒ 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

Concerns About IEPs

Concerns Not concerned Very concerned
1. Lack of understanding of how to use an IEP in planning instruction for my child with special needs
2. Feeling pressure to fulfill requirements under the IEP
3. Documenting my child's progress as noted in the IEP
.... ... ...

Beliefs About IEPs

Beliefs Strongly disagree Strongly agree
1. A well-written IEP can help teachers plan instruction for my child with special needs.
2. If objectives are not measurable in an IEP then they cannot be implemented.
.... ... ...

Experiences With IEPs

Experiences Strongly disagree Strongly agree
1. The majority of IEP meetings I attend already have the document written.
2. I always attend my child's IEP meetings.
.... ... ...

Comments

Please feel free to add any comments regarding how to improve the IEP process.

Example IEP Goal

Please write an example of an IEP goal and objective for a child with special needs.