Developing IEPs: The Complete Guide to Educationally Meaningful Individualized Educational Programs for Students with Disabilities
Edition: 3
Copyright: 2020
Edition: 3
Copyright: 2020
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Developing IEPs: The Complete Guide to Educationally Meaningful Individualized Educational Programs for Students with Disabilities focuses on the IEP process from both procedural and substantive perspectives as it relates to students from 3 through 21 years of age (information is congruent with the 2017 U. S. Supreme Court decision in Endrew F. v. Douglas County School District). The text stresses the interrelated aspects of IEPs, continuing to mention and discuss its various components as the text progresses. Filled with practical material that readers can immediately apply, Developing IEPs provides a valuable reference that helps students demystify the subject both in and out of the classroom.
The Third Edition of Developing IEPs includes:
- reproducible forms.
- hyperlinks for important resources.
- checklists to ensure you develop educationally relevant and legally compliant IEPs.
- updates on IEP team responsibilities for bullying and harassment.
- extensive coverage of postsecondary transition planning.
About the Authors
Chapter 1 Introduction
Purposes of this book
Technical Jargon
People First Language
Historical Background
Section 504 of the Rehabilitation Act of 1973
Chapter Summary
Chapter Activities
Chapter 2 Eligibility and Referral Procedures
Chapter Overview
Part C, Early Intervention (Birth to 3 years old)
Part B, Special Education (3 to 22 years old)
Special Issues in Eligibility
Medical Model or Educational Model - Views of Disability
Developmental Delay Eligibility
Learning Disability Eligibility
Prior Written Notice, Informed Consent, and Eligibility Determination
Chapter Summary
Chapter Activities
Chapter 3 The Individualized Education Program (IEP)
Chapter Overview
IEP Team Membership
Excusal of Required Member from IEP Meeting
Parent Notification of the IEP Meeting
Components of the IEP (without Postsecondary Transition Planning)
Demographic Information
Present Levels of Academic Achievement and Functional Performance
Consideration of Special Factors
Annual Goals, Short-Term Objectives and Report of Progress
Participation in State and District Mandated Assessments
Statement of Special Education and Related Services
LRE Statement
Extended School Year
IEP Summary
Comparison of IEP with IFSP
Chapter Summary
Chapter Activities
Chapter 4 Writing Meaningful Present Levels, Annual Goals, and Short-Term Objectives
Chapter Overview
Defining Present Levels
Present Levels of Academic Achievement
Present Levels of Functional Performance
A Broader Context for “Functional” versus “Academic” and/or “Standards-Based” IEP Content
Writing Educationally Relevant Present Level Statements
Sources of Data: Don’ts
Psychoeducational Reports
Commercially Prepared Norm-Referenced Tests
Sources of Data: Dos
Curriculum-Based Measurement for Academic Skills
Assessment Options for Functional Performance
Unique Issues in Early Childhood Special Education Assessment
Writing Present Levels (Academic Achievement)
Writing Present Levels (Functional Performance)
Summary of Present Levels
Annual Goals and Short-Term Objectives
Conditions
Behavior
Criteria
Number of Times to Meet Criteria
Concluding Comments on Short-Term Objectives
Poorly Written Short-Term Objectives
Well Written Annual Goals and Short-Term Objectives
Chapter Summary
Chapter Activities
Chapter 5 Least Restrictive Environment
Chapter Overview
Mainstreaming, Integration, and Inclusion
Least Restrictive Environment
Continuum of Alternative Placements
Placement Determination
Summary of LRE Regulations
Key Circuit Court Decisions on LRE
Roncker Portability Test
Daniel Two-Part Test
The Rachel H. Four Factor Test
The Hartmann Three-Part Test
LRE Issues for Preschool and ESY, and Secondary Students
Chapter Summary
Chapter Activities
Chapter 6 Disciplinary Issues, Harassment, and Bullying
Chapter Overview
Background Information: Discipline
Short-Term Suspensions (10 days or less)
In School Suspensions and Bus Suspension
Multiple Short-Term Suspensions (10 days or less)
Change of Placement
Manifestation Determination
Interim Alternative Education Setting
Appeal (§300.532)
Referral to Law Enforcement (§300.535)
Protections for Children not Deemed Eligible for Special Education (§300.534)
Summary of Disciplinary Procedures
Functional Behavior Assessment and Behavior Intervention Plans
Backgroulnd Information: Bullying and Harassment
Bullying and Harassment Defines
How OCR Analyzes Complaints Involving Bullying of Students with Disabilities
Hypothetical Examples
IEP Team Responsibilities
Chapter Summary
Chapter Activities
Chapter 7 Postsecondary Transitions and Other Common Issues on Secondary Age IEPs
Chapter Overview
Review of Postsecondary Outcomes
Postsecondary Transition Services as Defined in IDEA
Transition Components and the IEP
Steps in Writing Postsecondary Transition Plans
Step 1: Age-Appropriate Transition Assessment
Step 2: Write Measurable Postsecondary Goals
Step 3: Identify Transition Services
Step 4: Plan of Study
Step 5: Annual IEP Goals
Step 6: Develop Adult Agency Collaboration
IEP Team Membership and Notice of When Transition is to be Discussed
Summary of Performance
Extracurricular and Nonacademic Activities
Grading
Diploma and Graduation
Transfer of Rights at Age of Majority
Chapter Summary
Chapter Activities
Chapter 8 Procedural Safeguards
Chapter Overview
Procedural Safeguards
Distribution of Safeguards
Prior Written Notice (PWN)
Independent Educational Evaluations (IEE)
Parent Consent and Revocation of Consent
Access to Records
Opportunity to Present and Resolve Concerns
Civil Actions
Child’s Placement During Due Process
Attorney Fees
Unilateral Placement of Child in Private Schools by Parents
Chapter Summary
Chapter Activities
Chapter 9 Meeting the Needs of Students with an IEP in the Classroom
Chapter Overview
Step 1: Forming the Planning Team
Step 2: Document the Curricular Activities of the General Education Setting
Step 3: IEP Goals and Objectives
Step 4: Planning for Modifications
Step 5: Related Services
Step 6: Parent/Family Prioritization
The Activity Matrix
Chapter Summary
Chapter Activities
Chapter 10 Wrap Up: Transfer Students, Private Schools, Home Schools, and Computerized/Draft IEPs
Chapter Overview
Students with an IEP Transferring to Your School
Students Enrolled in Private Schools and Home Schooled Children
Computerized IEP Forms and Draft IEPs
Concluding Thoughts
Appendix A Mock IEP
Appendix B Blank IEP Forms
Appendix C IEP Checklist
Appendix D Indicator 13 Checklist
Appendix E Activity Matrix
Appendix F List of Hyperlinks
References
Index
Keith J. Hyatt, Ed.D. is a Professor of Special Education at Western Washington University. He earned his doctorate in Special Education at the University of Nevada, Las Vegas. Dr. Hyatt’s professional interests include special education law, inclusion, and evidence-based practices. Before working in higher education, Dr. Hyatt was a GED instructor in a program for migrant/seasonal farmworkers, a special education teacher, school psychologist, behavior interventionist, and elementary school principal.
John Filler Ph.D. received his doctorate in Developmental Psychology from Peabody College of Vanderbilt University. Currently, he is a Professor of Special Education and Early Childhood Education at the University of Nevada, Las Vegas. Previously, he served as a Senior Research Scientist at the Illinois Institute on Developmental Disabilities; Assistant Professor and Coordinator of Early Childhood Special Education at Virginia Commonwealth University in Richmond, VA; Assistant to Associate Professor of Special Education at California State University, Hayward and while there also as Assistant Chair of the Department of Educational Psychology and as Assistant Vice President for Research; and finally, as a Professor and Chair of the Department of Counseling and Special Education at the University of Idaho. He has published extensively in the fields of psychology and special education.
I highly recommend this book for teachers, parents, school administrators, and anyone else who helps contribute to the team process of developing an individualized education program (IEP). This concise and well-written book provides you with more than just the basics; it unravels the complexities of developing and implementing IEPs that are educationally meaningful and legally compliant.
Dr. Felicity Post
Assistant Professor of Special Education
Peru State College, Nebraska
After reading this book, you will have the background information, technical skills, and confidence to positively contribute to the IEP process. Beyond the cursory overview of special education many teacher education programs provide, this book's presentation of the IEP process is comprehensive and serves as a great resource for both general and special education teachers. In addition to serving as a complete guide, the book includes other resources such as learning activities, a mock IEP, blank IEP forms, an IEP Checklist, and hyperlinks to additional resources such as assessment and intervention suggestions that may be useful in the classroom setting.
Dr. Linda Hensel
Professor of Special Education
Concordia University, Wisconsin
As a parent who has been through the IEP process several times, I find the descriptions and explanations of key concepts in this book valuable. For example, I have a better understanding of major legislative issues related to the provision of public education for students with disabilities such as how the laws define the terms Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE). I especially appreciate how the book sets the example by using "people first language" to place focus on the individual before the disability because a disability is something a person has and not is. The book even includes practice exercises to help you develop the habit of using people first language. Overall, the book has helped me understand how the different interrelated components of the IEP impact each other and how important it is for the family to be involved in the IEP development and implementation process. I hope parents and educators will use this book as a resource to better understand the process and improve their collaborative efforts to provide the best possible education for the student.
James Bacos
Developing IEPs: The Complete Guide to Educationally Meaningful Individualized Educational Programs for Students with Disabilities focuses on the IEP process from both procedural and substantive perspectives as it relates to students from 3 through 21 years of age (information is congruent with the 2017 U. S. Supreme Court decision in Endrew F. v. Douglas County School District). The text stresses the interrelated aspects of IEPs, continuing to mention and discuss its various components as the text progresses. Filled with practical material that readers can immediately apply, Developing IEPs provides a valuable reference that helps students demystify the subject both in and out of the classroom.
The Third Edition of Developing IEPs includes:
- reproducible forms.
- hyperlinks for important resources.
- checklists to ensure you develop educationally relevant and legally compliant IEPs.
- updates on IEP team responsibilities for bullying and harassment.
- extensive coverage of postsecondary transition planning.
About the Authors
Chapter 1 Introduction
Purposes of this book
Technical Jargon
People First Language
Historical Background
Section 504 of the Rehabilitation Act of 1973
Chapter Summary
Chapter Activities
Chapter 2 Eligibility and Referral Procedures
Chapter Overview
Part C, Early Intervention (Birth to 3 years old)
Part B, Special Education (3 to 22 years old)
Special Issues in Eligibility
Medical Model or Educational Model - Views of Disability
Developmental Delay Eligibility
Learning Disability Eligibility
Prior Written Notice, Informed Consent, and Eligibility Determination
Chapter Summary
Chapter Activities
Chapter 3 The Individualized Education Program (IEP)
Chapter Overview
IEP Team Membership
Excusal of Required Member from IEP Meeting
Parent Notification of the IEP Meeting
Components of the IEP (without Postsecondary Transition Planning)
Demographic Information
Present Levels of Academic Achievement and Functional Performance
Consideration of Special Factors
Annual Goals, Short-Term Objectives and Report of Progress
Participation in State and District Mandated Assessments
Statement of Special Education and Related Services
LRE Statement
Extended School Year
IEP Summary
Comparison of IEP with IFSP
Chapter Summary
Chapter Activities
Chapter 4 Writing Meaningful Present Levels, Annual Goals, and Short-Term Objectives
Chapter Overview
Defining Present Levels
Present Levels of Academic Achievement
Present Levels of Functional Performance
A Broader Context for “Functional” versus “Academic” and/or “Standards-Based” IEP Content
Writing Educationally Relevant Present Level Statements
Sources of Data: Don’ts
Psychoeducational Reports
Commercially Prepared Norm-Referenced Tests
Sources of Data: Dos
Curriculum-Based Measurement for Academic Skills
Assessment Options for Functional Performance
Unique Issues in Early Childhood Special Education Assessment
Writing Present Levels (Academic Achievement)
Writing Present Levels (Functional Performance)
Summary of Present Levels
Annual Goals and Short-Term Objectives
Conditions
Behavior
Criteria
Number of Times to Meet Criteria
Concluding Comments on Short-Term Objectives
Poorly Written Short-Term Objectives
Well Written Annual Goals and Short-Term Objectives
Chapter Summary
Chapter Activities
Chapter 5 Least Restrictive Environment
Chapter Overview
Mainstreaming, Integration, and Inclusion
Least Restrictive Environment
Continuum of Alternative Placements
Placement Determination
Summary of LRE Regulations
Key Circuit Court Decisions on LRE
Roncker Portability Test
Daniel Two-Part Test
The Rachel H. Four Factor Test
The Hartmann Three-Part Test
LRE Issues for Preschool and ESY, and Secondary Students
Chapter Summary
Chapter Activities
Chapter 6 Disciplinary Issues, Harassment, and Bullying
Chapter Overview
Background Information: Discipline
Short-Term Suspensions (10 days or less)
In School Suspensions and Bus Suspension
Multiple Short-Term Suspensions (10 days or less)
Change of Placement
Manifestation Determination
Interim Alternative Education Setting
Appeal (§300.532)
Referral to Law Enforcement (§300.535)
Protections for Children not Deemed Eligible for Special Education (§300.534)
Summary of Disciplinary Procedures
Functional Behavior Assessment and Behavior Intervention Plans
Backgroulnd Information: Bullying and Harassment
Bullying and Harassment Defines
How OCR Analyzes Complaints Involving Bullying of Students with Disabilities
Hypothetical Examples
IEP Team Responsibilities
Chapter Summary
Chapter Activities
Chapter 7 Postsecondary Transitions and Other Common Issues on Secondary Age IEPs
Chapter Overview
Review of Postsecondary Outcomes
Postsecondary Transition Services as Defined in IDEA
Transition Components and the IEP
Steps in Writing Postsecondary Transition Plans
Step 1: Age-Appropriate Transition Assessment
Step 2: Write Measurable Postsecondary Goals
Step 3: Identify Transition Services
Step 4: Plan of Study
Step 5: Annual IEP Goals
Step 6: Develop Adult Agency Collaboration
IEP Team Membership and Notice of When Transition is to be Discussed
Summary of Performance
Extracurricular and Nonacademic Activities
Grading
Diploma and Graduation
Transfer of Rights at Age of Majority
Chapter Summary
Chapter Activities
Chapter 8 Procedural Safeguards
Chapter Overview
Procedural Safeguards
Distribution of Safeguards
Prior Written Notice (PWN)
Independent Educational Evaluations (IEE)
Parent Consent and Revocation of Consent
Access to Records
Opportunity to Present and Resolve Concerns
Civil Actions
Child’s Placement During Due Process
Attorney Fees
Unilateral Placement of Child in Private Schools by Parents
Chapter Summary
Chapter Activities
Chapter 9 Meeting the Needs of Students with an IEP in the Classroom
Chapter Overview
Step 1: Forming the Planning Team
Step 2: Document the Curricular Activities of the General Education Setting
Step 3: IEP Goals and Objectives
Step 4: Planning for Modifications
Step 5: Related Services
Step 6: Parent/Family Prioritization
The Activity Matrix
Chapter Summary
Chapter Activities
Chapter 10 Wrap Up: Transfer Students, Private Schools, Home Schools, and Computerized/Draft IEPs
Chapter Overview
Students with an IEP Transferring to Your School
Students Enrolled in Private Schools and Home Schooled Children
Computerized IEP Forms and Draft IEPs
Concluding Thoughts
Appendix A Mock IEP
Appendix B Blank IEP Forms
Appendix C IEP Checklist
Appendix D Indicator 13 Checklist
Appendix E Activity Matrix
Appendix F List of Hyperlinks
References
Index
Keith J. Hyatt, Ed.D. is a Professor of Special Education at Western Washington University. He earned his doctorate in Special Education at the University of Nevada, Las Vegas. Dr. Hyatt’s professional interests include special education law, inclusion, and evidence-based practices. Before working in higher education, Dr. Hyatt was a GED instructor in a program for migrant/seasonal farmworkers, a special education teacher, school psychologist, behavior interventionist, and elementary school principal.
John Filler Ph.D. received his doctorate in Developmental Psychology from Peabody College of Vanderbilt University. Currently, he is a Professor of Special Education and Early Childhood Education at the University of Nevada, Las Vegas. Previously, he served as a Senior Research Scientist at the Illinois Institute on Developmental Disabilities; Assistant Professor and Coordinator of Early Childhood Special Education at Virginia Commonwealth University in Richmond, VA; Assistant to Associate Professor of Special Education at California State University, Hayward and while there also as Assistant Chair of the Department of Educational Psychology and as Assistant Vice President for Research; and finally, as a Professor and Chair of the Department of Counseling and Special Education at the University of Idaho. He has published extensively in the fields of psychology and special education.
I highly recommend this book for teachers, parents, school administrators, and anyone else who helps contribute to the team process of developing an individualized education program (IEP). This concise and well-written book provides you with more than just the basics; it unravels the complexities of developing and implementing IEPs that are educationally meaningful and legally compliant.
Dr. Felicity Post
Assistant Professor of Special Education
Peru State College, Nebraska
After reading this book, you will have the background information, technical skills, and confidence to positively contribute to the IEP process. Beyond the cursory overview of special education many teacher education programs provide, this book's presentation of the IEP process is comprehensive and serves as a great resource for both general and special education teachers. In addition to serving as a complete guide, the book includes other resources such as learning activities, a mock IEP, blank IEP forms, an IEP Checklist, and hyperlinks to additional resources such as assessment and intervention suggestions that may be useful in the classroom setting.
Dr. Linda Hensel
Professor of Special Education
Concordia University, Wisconsin
As a parent who has been through the IEP process several times, I find the descriptions and explanations of key concepts in this book valuable. For example, I have a better understanding of major legislative issues related to the provision of public education for students with disabilities such as how the laws define the terms Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE). I especially appreciate how the book sets the example by using "people first language" to place focus on the individual before the disability because a disability is something a person has and not is. The book even includes practice exercises to help you develop the habit of using people first language. Overall, the book has helped me understand how the different interrelated components of the IEP impact each other and how important it is for the family to be involved in the IEP development and implementation process. I hope parents and educators will use this book as a resource to better understand the process and improve their collaborative efforts to provide the best possible education for the student.
James Bacos