Appraisal of IEP Development and Processes

Appraisal of IEP Development and Processes

Part 1: Essential Qualities of Effective IEPs for Students with Intellectual Disabilities

The individualized Education Plan (IEP) must address all the areas in which the student with intellectual disability requires educational support. It should address the academic and non-academic aspects of the services that can enhance the child’s educational success. In furtherance, it should contain all projected needs, including social and functional skills, as well as related services. The following factors can are essential for an IEP to enhance behavioral and academic success for the learner in both special education and inclusionary, general education placement settings.

Reflect the Current Strengths and Weaknesses of the Child

The IEP should reflect the current skill level of the learner. The IEP should reflect the learner’s present academic and functional needs (Browder & Spooner, 2011). The step can foster the behavioral and academic success of the leaner in the general education and special education. The IEP should precisely describe how the condition influences the progress of the learners in their general academic curriculum. The IEP should comprehensively cover student’s behavioral and social skills, physical functioning, and academics. Overall, understanding the current skills of the learner will help in the adjustment of the environment and instructional methods.

Specify Measurable Goals and Target

The second critical element of IEPs includes the statement of clear, measurable annual goals. The goals address the behavioral and academic success that can enable the student to progress in the general education setting settings (Browder & Spooner, 2011). The Goals usually indicate what the learner will accomplish at a particular point of time, such as functional and academic skills. The short- and long-term goals should be specific and measurable. The IEP team updates the goals regularly to foster inclusion of the learner in the general education setting.

Specify Criteria for Regular Review

Effective IEPs should state the criteria for measuring the progress of the student towards the goals. In furtherance, it should specify the periods for reporting the progress (Browder & Spooner, 2011). Tracking the progress helps the special education leader and other IEP members to make instructional changes when appropriate (Yell, Katsiyannis, Ennis, & Losinski, 2013). In this light, GET and SET understand how to maintain their roles within the general and special education setting. Measuring and making periodic reports is based on both the academic and behavioral competence of the learner. Measuring the outcomes will help the instructor in determining if the conditions of the placement setting require any modification.

Transition Services

When the student is the age of 16, or younger, if necessary, the IEP should indicate the necessary subjects or services that the school can give the learner to help him or her attain post-institution goals (Rehfeldt, Clark & Lee, 2012). According to Brue and Wilmshurst (2016), the transitions services should be emphasized when the learner turns 3 and 16 years. The plan fosters inclusion because it states the services necessary to help the child in his or her subsequent IEPs. Besides, it addresses the services that the child needs to help him or her prepare for leaving school.

Part II: How I Can Ensure Implementation of Effective IEP Development Qualities and Procedures for the Learner

As a special education leader, I should take appropriate actions to ensure that the implementation of high-quality IEP. The IEP team must consist of all the members mandated by the IDEA in order to meet the procedural requirements for the plan. The parents of the student and the general education instructor should be part of the team (Yell et al., 2013). The members should have knowledge regarding the plan for an individual learner. They should understand the information that was collected during the evaluation and determining the eligibility of the learner. The leader should plan an IEP meeting with the members. I should schedule the meeting at a time when the parents can attend. The schedule should address several barriers, such as work and transportation problems, that the parents can incur. All the IEP members should be aware of the given roles in the plan. Advance notice can help the members to plan their time for attendance effectively. The notification offered to the parents should be in writing and should allow them to invite professionals with expertise regarding child development.

The IEP members should work collaboratively during the meeting. I should ensure that the members have adequate time to discuss the IEP plan thoroughly. The school logistics, such as staff and schedules, should not limit the length of the meeting. Nevertheless, the time should depend on critical factors, such as the scope of the learner’s needs. The climate of the meeting should encourage the input of the parents and other IEP members.

The meeting should discuss all the components of IEP identified by IDEA. For instance, the IEP should include the current level of functional and academic performance, measurable goals, and the required services. The members should have a shared understanding of the aim of the meeting. Preparing the agenda in advance of the meeting gives all members the opportunity to contribute their views to the meeting (Diliberto & Brewer, 2014). The information discussed should be recorded objectively and accurately. The members should discuss the frequency and duration of specialized services.

The meeting should take various steps to avoid making substantive errors. I should document all the educational needs of the student. The IEP goals should be measurable, ambitious, and evaluated annually. The placement decisions should be related to the learner’s individual needs. Besides, the alternative placements should be adhered to.

Progress should be assessed regularly and reports made to track the attainment of the academic and behavior outcomes. The general education teacher (GET) and special education teacher (SET) should collect data regarding the student’s changes to promote effective decision-making. Monitoring how the relevant teachers are implementing the IEP is vital. The decision-making process should be based on the data collected at various intervals of the teaching. After a period, I should evaluate the implementation of the supports and the services recorded in the IEP to ensure fidelity. The process may involve taking occasional spot observation throughout the term.

Providing IEP Training Opportunities for Teachers Regarding Educational Placements

The successful implementation of the IEP requires the administrator to offer the necessary support for the educators to carry their duties in accordance with the IEP documentation. I should offer training in order to cater to the professional development needs of the GET and SET. I should ensure that the school offers some programs that can guide the educators. The programs may address evidence-based behavioral and instructional strategies, assistive technology, and modifications. In some instances, I can organize a three-hour seminar that should be attended by the school support staff. The school administration should train new educators regarding how to conduct mini-conferences with the learner’s parents (Jones & Peterson-Ahmad, 2017). The occupational therapist can meet with the general classroom educator to teach him or her how to model relevant behaviors in the classroom. The above strategies can offer the opportunity for teachers to gain insight into the placement of the learners.

Consultant teacher services can offer opportunities for special and general education teachers to learn regarding the placement. As a leader in special education, I should encourage consultations and collaboration among the SET, GET, and paraprofessionals. I should provide protected time to the SET and GET to promote their collaboration. The collaboration can foster knowledge sharing that can be applied in adjusting the instructional methodology or modifying the learning environment to meet the students’ needs.

Providing IEP Information for Parents Regarding Educational Placements

The parents should remain updated regarding any improvements in their child’s academic and behavioral factors. The parents should receive up-to-date notice regarding details of the placement decisions. The school should disseminate information to parents regarding the curriculum requirements and the interpretation of the assessment data (Diliberto & Brewer, 2014). In furtherance, administrators should address the cultural and linguistic diversity of the family (Brue & Wilmshurst, 2016). In this light, the parents who may have less proficiency in English may require an interpreter. The interpreter should be available in all meetings involving the evaluation of the IEP. The parents should know the forms of placements that are appropriate for their child. The special and general education instructors should communicate regularly with the parent informing them regarding the child’s progress. Sometimes, it is necessary to host events for educating the parents regarding the screening processes and development milestones. The above process can also be attained by connecting the parent with an individual with expertise on the matter.

Importance of Providing the Least Restrictive Environment Beyond the Requirements of the Federal Law

The LRE requires the learner to remain in the general classroom to the maximum extent necessary. The students should be removed from the general classroom when the utilization of supplementary services and aids cannot sustain their learning (Brue & Wilmshurst, 2016). The above requirements are broad and do not create the formal right for the student to remain in the general education setting. To transcend the requirements of the federal law, the IEP team can clarify on the utilization of necessary supplementary aids and services. The team can augment the definition of the supplementary aid to include behavioral support as well as curriculum modification. Transcending the IDEA can help in enhancing the inclusion of the students in the general education settings. For instance, behavioral support and curriculum modification are methods of ensuring the inclusion of students with learning disabilities. The step can engender a formal right to the learners for staying in the regular classroom.

References

Browder, D. M., & Spooner, F. (2011). Teaching students with moderate and severe disabilities. New York, London: The Guilford Press.

Brue, A. W., & Wilmshurst, L. (2016). Essentials of intellectual disability assessment and identification. Hoboken, New Jersey: John Wiley & Sons.

Diliberto, J. A., & Brewer, D. (2014). Six tips for successful IEP meetings. Teaching Exceptional Children, 47(2), 128-135.

Jones, B. A., & Peterson-Ahmad, M. B. (2017). Preparing new special education teachers to facilitate collaboration in the individualized education program process through mini-conferencing. International Journal of Special Education, 32(4), 697-707.

Rehfeldt, J. D., Clark, G. M., & Lee, S. W. (2012). The effects of using the transition planning inventory and a structured IEP process as a transition planning intervention on IEP meeting outcomes. Remedial and Special Education, 33(1), 48-58.

Yell, M., Katsiyannis, A., Ennis, R. P., & Losinski, M. (2013). Avoiding procedural errors in individualized education program development. Teaching Exceptional Children, 46(1), 56-64.