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Individualized Education Program (IEP)

Module ID# 9
Type: Training
Revised: 09/2008
Author Spot Light:
Indiana Department of Education,
Center for Exceptional Learners

Module Description - Instructional Outcomes
Instructional Events - Instructional Evaluation
MODULE DESCRIPTION:

This module is intended to assist the user in understanding the process of developing the Individualized Educational Program (IEP). The module will explore special and general factors, required components, implementation, and accountability of the IEP required by state and federal regulations.

  • 511 IAC 7-42-6(b) General factors to be considered by the case conference committee

  • 511 IAC 7-42-6(c) Special factors to be considered by the case conference committee

  • 511 IAC 7-42-6(f) Individualized Education Program; Components

  • 511 IAC 7-43-4 Transition IEP

  • 511 IAC 7-43-5 Transfer of rights to student

  • 511 IAC 7-42-8 IEP; implementation

  • 511 IAC 7-42-9 Review and revision of the IEP

Click Here to download a copy of Article 7

INSTRUCTIONAL OUTCOMES:

Upon completion of this module, the student will be able to:

  1. Identify special and general factors required to be addressed during the development of the IEP.

  2. Identify the required components of the IEP.

  3. Understand the roles and responsibilities in the implementation and accountability for implementation of the IEP.

INSTRUCTIONAL PROFICIENCIES:

Standard #1: FOUNDATIONS

Educators of students with exceptional needs understand the field of special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues.

Performance 3
Conducts educational and other professional activities that are compliant with local/district level policies and procedures.

Performance 5
Accesses professional resources to remain current on state and federal regulations and evidence-based practices regarding special education services and procedures.

Knowledge 3
Understands state and federal regulations, local level policies and procedures, and due process requirements as they relate to assessment, eligibility, and placement of students with exceptional needs.

Knowledge 4
Knows the rights and responsibilities of parents, students, educators, and other professionals as they relate to students with exceptional needs.

Knowledge 5
Understands the concepts of free, appropriate, public education (FAPE) and least restrictive environment (LRE).

Standard #3: INDIVIDUAL LEARNING DIFFERENCES

The educator of students with exceptional needs has an in-depth understanding of the unique characteristics and specialized needs of students and the implications for academic, social, and emotional planning necessary to support continuous skill development and to maximize independence throughout life.

Performance 1
Identifies learning styles, motivation styles, strengths, and challenges of each student.

Performance 3
Utilizes knowledge of individual students to design and implement purposeful, meaningful activities.

Performance 8
Designs individualized educational plans focusing on incremental growth.

Standard #7: INSTRUCTIONAL PLANNING

The educator of students with exceptional needs understands that individualized planning is at the center of special education practice.

Performance 1
Develops individualized educational plans including goals, objectives, and benchmarks based on learners’ abilities, needs, prior knowledge, cultural background, and curriculum standards.

Performance 2
Writes goals which are observable and measurable.

Performance 9
Plans with colleagues and families for successful transitions for learners.

Knowledge 2
Understands the legal requirements, policies, and procedures for completing appropriate Individualized Educational Programs.

Knowledge 6
Understands the transition planning process.

Standard #10: COLLABORATION

The educator of students with exceptional needs collaborates with families, colleagues, related service providers, and community members in culturally responsive ways to support students’ learning.

Performance 1
Communicates effectively in verbal, non-verbal, and written modes.

Performance 2
Initiates, establishes, and supports direct, on-going relationships with parents.

Performance 7
Ensures that all parties are informed of goals, outcomes, behavior plans, changes in status or medications, conferences/meetings, and other related issues.

Performance 9
Plans and collaborates with community agencies, families, and professionals to facilitate smooth transitions.

INSTRUCTIONAL EVENTS:

  1. Study the narrative section and visit web sites contained within the text.
     
  2. Study case studies and answer questions regarding each case study.
    Case #1-Liz
    Case #2-Alex
    Case #3-Chuck
    Case #4-Julie
    Case #5-Jeff

  3. Participate in online discussion with other users.

INSTRUCTIONAL EVALUATION:

Above Expectation
 

Meets Expectation

Below Expectation

Correctly answers 12 - 13 Case Study questions
 

Correctly answers 10 - 11 Case Study questions

Answers 9 or fewer Case Study questions correctly

Participates in all online discussions

Participates in all but 1 online discussion
 

Does not participate in two or more online discussions

Reflection defines two or more ways in which the IEP process can foster good relationships with parents and students

Reflection defines at least two ways in which the IEP process can foster good relationships with parents and students
 

Reflection can define one or no ways in which the IEP process can foster good relationships with parents and students

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