NICHCY: National Dissemination Center for Children with Disabilitites

This document presents a seven-step process for developing IEPs that are aligned with state academic grade-level content standards. Each step is followed by guiding questions for the IEP team to consider in making data-based decisions. This process can help school personnel to: (a) consider each student’s strengths and needs to develop goals focused on closing the gaps between the student’s levels of academic achievement and grade-level standards; and (b) use data to make decisions, including selecting the most appropriate assessment option. The goal is to support IEP teams to develop documents that, when implemented, provide access to the general curriculum and enable students to demonstrate academic achievement linked to grade-level content. This document is a companion to the “Standards-based IEP Examples” tool found at: www.projectforum.org/documents.cfm?publicationid=39.

Project Forum

Thompson, Sandra J.;  Thurlow, Martha L.;  Quenemoen, Rachel F.; Esler, Amy;  Whetstone, Patti

The purpose of this study was to examine state Individualized Education Program (IEP) forms to determine the extent to which they include documentation of standards and assessments. All 50 states were asked to send their IEP forms and to indicate whether they were required, recommended, or simply sample forms. Out of the 41 states with IEP forms, only 5 states specifically addressed educational standards on their forms; 31 states addressed the general curriculum on their IEP forms. IEP forms in 30 states listed three or more options for assessment participation, including standard participation in general state or district assessments, accommodated participation, and alternate assessment participation. Because IEP forms are a primary source of information to guide decisions during IEP team meetings, the way in which information appears on them is very important. We make several recommendations for IEP forms that will provide decision-making guidance to IEP teams.

National Center on Educational Outcomes (NCEO)

Rebhorn, Theresa; Kupper, Lisa

Throughout a child’s school years, there is often a need to communicate in writing with school teachers, administrators, and others concerned with the child’s education. Letters provide both parents and the school staff with a record of requests, ideas, concerns, and suggestions. This Parent Guide gives a general overview of the rights of parents and children with disabilities and identifies points in times when parents may want or need to write to the school. Topics include: discussing a problem; requesting an initial evaluation for special education services; requesting an independent evaluation (IEE); requesting a meeting to review the IEP; requesting a change of placement; requesting a child’s records; requesting prior written notice; requesting mediation; letting the school know that parents intend to place their child in a private school at public expense; requesting a due process hearing; filing a complaint with the state; writing a follow-up letter; and giving positive feedback. Sample letters for addressing these issues are included.  This publication is also available in Spanish.

National Dissemination Center for Children with Disabilities (NICHCY)

Rebhorn, Theresa

Esta publicacion explica como un padre puede participar activamente en el desarrollo del Programa Educativo Individualizado (PEI) del nino.  Se describe como desarrollar el PEI, incluyendo cuando y donde son las reuniones, quien asiste a las reuniones, la colaboracion de los diferentes miembros del equipo y que ocurre en la reunion.  El documento del PEI se examina parte por parte y la informacion contenida en cada parte es explicada.  Tambien se describe como la ubicacion del nino es determinada.  La guia provee sugerencias para los padres sobre como preparse para la reunion, que hacer durante la reunion y como dar seguimiento para asegurar que se lleven a cabo los acuerdos a los que se llegaron.  Una lista de recursos sobre materiales del PEI esta incluida.  Esta publicacion tambien esta disponible en ingles.

 

 

 

 This publication looks in detail at how a parent can become an active participant in developing their child's Individualized Education Program (IEP). The process of developing the IEP is first described, including when and where IEP meetings take place, who attends the IEP meeting, what the different team members bring to the process, and what happens at the meeting. Then the IEP document itself is examined component by component and the type of information that would go into each component is described. How a child's placement is determined is briefly discussed. The guide concludes with suggestions to parents for how to prepare for the meeting, what to do during the meeting, and how to follow up afterwards to ensure that the best results for their child can be realized. A resource list of materials on IEPs is attached. (This publication is also available in English.)

Centro Nacional de Diseminacion de Informacion para Ninos con Discapacidades (NICHCY), en ingles National Dissemination Center for Children with Disabilities

Rebhorn, Theresa

This publication looks in detail at how a parent can become an active participant in developing their child's Individualized Education Program (IEP). The process of developing the IEP is first described, including when and where IEP meetings take place, who attends the IEP meeting, what the different team members bring to the process, and what happens at the meeting. Then the IEP document itself is examined component by component and the type of information that would go into each component is described. How a child's placement is determined is briefly discussed. The guide concludes with suggestions to parents for how to prepare for the meeting, what to do during the meeting, and how to follow up afterwards to ensure that the best results for their child can be realized. A resource list of materials on IEPs is attached. (This publication is also available in Spanish.)

National Dissemination Center for Children with Disabilities (NICHCY)

Consortium for Appropriate Dispute Resolution in Special Education (CADRE) and Technical Assistance ALLIANCE for Parent Centers

This guide provides an introduction to IEP facilitation for parents and other family members to help orient them to this emerging practice.

Consortium for Appropriate Dispute Resolution in Special Education (CADRE), Technical Assistance ALLIANCE for Parent Centers

Kupper, Lisa

This TA Guide describes how parents, teachers, and school administrators can help students with disabilities become active participants in their own IEP meeting. The guide is designed to be used in combination with "A Student's Guide to the IEP" and comes with an accompanying audiotape featuring students with disabilities, parents, and school staff discussing the IEP experience. Detailed suggestions are given for teaching students about the purpose and contents of IEPs, and how to discuss their disability, learning styles, and accommodation needs. An audiotape program accompanies the guide and features teachers, administrators, and parents, who share their experiences with student participation in the IEP process.

National Dissemination Center for Children with Disabilities (NICHCY)

Project Forum staff

This document is a brief analysis of survey information received from 33 states and non-state jurisdictions regarding implementation of the new provision in the Individuals with Disabilities Education Act (IDEA) that all students with disabilities have access to the general education curriculum by requiring linkage of the Individualized Education Program (IEP) with the general education curriculum.  The survey responses indicate that there are at least five policy and implementation issues related to IEP linkages with the general education curriculum.  These issues include: (1) benefits of the IEP/general education curriculum linkages, including the opportunity to develop a common vocabulary and greater collaboration between general and special education teachers, greater opportunities to assure special and general education program continuity from year to year and the promotion of additional inclusive school practices; (2) the need for linkages to standards and documentation; (3) the need for accommodations and adaptations; (4) the need for knowledge and skill building and professional development to ensure that special education teachers are knowledgeable about the general education curriculum; and (5) the need to develop and implement statewide assessment programs for all students.  Examples of specific state strategies for addressing these issues are provided.  (ERIC: CR)

Project FORUM, National Association of State Directors of Special Education (NASDSE)

Kupper, Lisa

Este documento esta escrito en formato de preguntas y respuestas.  Discute las preguntas mas comunmente formuladas acerca de los servicios de educacion especial.  Su objetivo primordial es ayudar a los padres a entender a rasgos generales la ley IDEA '97 y como los estudiantes con discapacidades tienen acceso a los servicios de educacion especial y servicios relacionados.  Esta publicacion ha sido revisada por OSEP (La Oficina de Educacion Especial) para que sea consistente con la ley IDEA '97.  Tambien disponible en ingles.

 

 

 

 This Briefing Paper, set in question and answer format, discusses questions frequently asked about special education services. It is written primarily to help parents learn, in overview fashion, about the IDEA '97 and how students with disabilities access special education and related services. The publication has been reviewed by OSEP for consistency with IDEA '97 and is also available in Spanish.

Centro Nacional de Diseminacion de Informacion para Ninos con Discapacidades (NICHCY), en ingles National Dissemination Center for Children with Disabilities

National Dissemination Center for Children with Disabilities (NICHCY)

This publication explains in easy-to-read terms how students with disabilities access special education and related services under IDEA, as amended in 2004. An earlier edition of this publication is available in Spanish, but reflects the requirements of IDEA 1997.

National Dissemination Center for Children with Disabilities (NICHCY)