Understanding, Developing, and Writing Effective IEPs: A Step-by-Step Guide for Educators by Roger Pierangelo & George Giuliani
This practical resource shows teachers and administrators how to better understand the Individual Education Program (IEP), create effective IEPs, as well as write and evaluate an IEP to benefit every student with a disability. Using a 15-step plan, Understanding, Developing, and Writing Effective IEPs: A Step-by-Step Guide for Educators provides techniques, suggestions, and information for every component of the IEP process. The authors include authentic IEP samples and multiple checklists to help educators prepare for an IEP meeting where all stakeholders are actively involved in the process. Frequently asked questions and a glossary of special education terminology enable every member of the IEP team to participate in this program, helping to ensure that every student receives the most appropriate interventions, services, and educational resources for academic success.
Table of Contents:
- Preface
- Acknowledgments
- About the Authors
- Introduction
- 1. Foundational Issues in Individualized Education Programs (IEPs)
- Introduction
- Purpose of an IEP
- 13 Principles of IEP Collaboration
- 2. IEP Preparation
- Preparation Before the IEP Meeting
- Setting Up the IEP Meeting
- Giving Notice of an IEP Meeting
- When an IEP Meeting Must Be Convened
- Helping Students Prepare
- Characteristics of an Effective IEP Team Meeting
- 3. IEP Participants
- IEP Team Members–Roles and Responsibilities
- Excusal of Team Members
- Questions and Answers About Other IEP Team-Related Topics
- 4. IEP Team Meetings
- The Team Process
- During the Meeting–Focused but Flexible
- Guidelines for Running the IEP Meeting
- 5. Step-by-Step Development of the IEP
- Step 1: Formulate a Statement of the Student’s Present Level of Academic Achievement of Functional Performance
- Step 2: Determine the Four Need Areas
- Step 3: Consideration of Special Factors
- Step 4: Determination of Measurable Annual Goals (Including Academic and Functional Goals)
- Step 5: Reporting Progress Toward the Annual Goals to Parents
- Step 6: Determine the Extent to Which the Student Will Not Be Able to Participate in General Education Programs (LRE Explanation)
- Step 7: Determine Placement Options
- Step 8: Determine Related Services
- Step 9: Determine Program Modifications, Accommodations, Supplementary Aids, and Services
- Step 10: Determine the Need for Assistive Technology Devices and Services
- Step 11: Determine the Supports for School Personnel on Behalf of the Student
- Step 12: Determine the Ability of a Student to Participate in State and District Assessments
- Step 13: Determine Extended School Year (ESY) Services
- Step 14: A Statement of Secondary Transition Service Needs and Needed Transition Services for Students
- Step 15: Develop a Statement of Transfer of Parental Rights to the Student Upon Reaching the Age of Majority
- Annual Review and Revision of the IEP
- Recommendations Upon Declassification
- Appendix: Individuals with Disabilities Education Improvement Act of 2004–Section on IEPs (Enrolled as Agreed to or Passed by Both House and Senate)
- Glossary
- References and Suggested Readings
- Index
[CODE: SG-7865; Pages: 176]
[Authors: Roger Pierangelo & George Giuliani; Age Suitability: All]