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.
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.

About the Authors

Kathleen G. Winterman, Ed.D.

Has more than 27 years of experience in the field of special education. She was an intervention specialist for 16 years and is now an Associate Professor at Xavier University in Cincinnati, Ohio.

Clarissa E. Rosas, Ph.D.

Has over 30 years of experience in general and special education and 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 essential. IDEA empowers parents and school personnel to work together to develop a shared vision of what the child’s educational reality might be.

The IEP team should include:

• Parents of the child
• Regular education teacher
• Special education teacher
• A representative of the public agency
• An individual who can interpret evaluation results
• Other individuals with knowledge or special expertise
• Whenever appropriate, the child with a disability.

Parents are encouraged to participate based on their unique position to provide insightful information on their child's history and needs, which plays a significant role in the IEP process.

References for collaboration and communication with parents include:

• The necessity of meeting with parents to discuss their child’s goals and objectives.
• The importance of ongoing communication regarding progression towards set goals.

Collaboration Challenges

Many individuals lack the necessary skills needed to effectively collaborate, which can pose challenges during IEP development. Methods such as training and inclusive planning are recommended to enhance collaboration among team members.

Legal Perspective

Parents hold the right to participate in their child’s IEP meetings actively. Legally, they must be informed about all details concerning their child's education and must consent to evaluations and services.

IEP Team Dynamics

Several key members form the IEP team, and each member brings their perspectives:

1. The Student: Involved in discussing strengths and aspirations.
2. Parents: Provide context and background on their child.
3. General Education Teachers: Share academic expectations and requirements.
4. Intervention Specialists/Special Education Teachers: Develop accommodations.
5. Administrators: Authorize necessary services and support.
6. Related Services Personnel: Include occupational therapists, speech-language pathologists, etc.

Student-Led IEP Meetings

Encouraging students to lead their own IEP meetings can improve participation and ownership of their educational process. This approach fosters skills like self-advocacy and goal-setting.

Conclusion

Collaboration within the IEP process is critical for successful outcomes. Open communication, shared responsibility, and mutual respect among team members lead to effective educational planning for students with disabilities.