IEPs

Description

Established and aspiring school leaders and executives get solid grounding in the theories and practices essential to promoting successful school and community relations

Here’s practical help for mastering the process of developing and writing quality individualized education programs (IEPs). This best-selling, essential resource includes step-by-step instructions backed by examples, practice, and feedback to help users gain the critical skills and knowledge they need to write effective IEPs, meet the standards of IDEA, and ultimately plan for students with disabilities. Guide to Writing Quality Individualized Education Programs includes an easy-to-understand summary of IDEA 2004; a workable organization of the IEP process into seven manageable steps; explanations, modeling, practice, and feedback for mastering each step of the process; and a brief procedural summary at the end of each step.

The new edition features the latest information and references to help readers as they work through the process in such areas as:

• Recognizing and referencing IEPs for a variety of disabilities, genders, and grade levels.
• Basing IEPs on required state or core curricula.
• Phrasing goals that address standards, while also meeting the needs of students performing below-grade level.
• Understanding the role of Response to Intervention in addressing needs in the general classroom.
• Learning how the No Child Left Behind Act affects high-stakes testing for students with disabilities.

Ideal for teacher candidates, in-service educators, parents and other IEP team members, the guide can be used for whole group instruction, out-of-class assignments, or as independent study.

This ISBN is for the bound book.
For anyone involved in the special education of students with disabilities, including teacher candidates, in-service educators, parents, and other team members.

A step-by-step guide to writing quality individualized education programs (IEPs)
IEPs: Guide to Writing Individualized Education Programs includes step-by-step instructions backed by examples, practice, and feedback to help users gain the critical skills and knowledge they need to write effective IEPs that meet the legal requirements of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004. This essential resource begins with an easy-to-understand summary of IDEA. The IEP process is then broken down into seven manageable steps with explanations and opportunities for modeling and practice. Feedback for mastering each step of the process and a brief procedural summary is provided at the end of each step. Ideal for teacher candidates, in-service educators, parents, and other IEP team members involved in the special education of students with disabilities, this guide can be used for whole group instruction, out-of-class assignments, or independent study.

The 4th Edition aligns with the requirements of the Every Student Succeeds Act and features new cases and sample IEPs for four students with varying circumstances; further modeling and guidance for writing present levels of academic achievement and functional performance (PLAAFP) statements; more information on measuring progress; additional detail about least restrictive environment; the impact of the Endrew F. v. Douglas County School District Supreme Court decision; and an improved and expanded chapter on transition planning.

Also available digitally as a Pearson eText
Pearson eText is an easy-to-use digital textbook that students can purchase on their own or you can assign for your course. It lets students read, highlight, and take notes, all in one place. The mobile app lets students learn on the go, offline or online. Creating a course allows you to schedule readings, view reading analytics, and share your own notes with students, motivating them to keep reading, and keep learning. Learn more about Pearson eText.

New and updated features of this title

• NEW: New cases and sample IEPs for 4 students with varying disabilities, ages and family circumstances, including transition planning, provide contemporary examples to model.
• NEW: Alignment with the requirements of the Every Student Succeeds Act throughout the book keeps content up to date with following IEP legal requirements.
• UPDATED: Step 1 includes further modeling and guidance for writing present levels of academic achievement and functional performance (PLAAFP) statements.
• UPDATED: Step 2 now includes a discussion of the impact of the Endrew F. v. Douglas County School District Supreme Court decision.
• UPDATED: Step 3 contains an expanded section on measuring progress toward IEP goals with examples.
• UPDATED: Step 4 includes additional detail about how to discuss and address least restrictive environment in IEP meetings.
• UPDATED: Step 7 features improved and expanded content on transition planning.

About our authors

Gordon S. Gibb, PhD, taught students with disabilities in the public schools for 16 years prior to his appointment at Brigham Young University in 1995. Dr. Gibb prepared teacher candidates to work with students with mild/moderate disabilities and conducted instructional improvement activities in schools and college. His research centers on cultural models for understanding disability and on effective instruction for individuals with disabilities at several levels. Dr. Gibb likes teaching, woodworking, family history, grandchildren and the outdoors. He retired in 2019.

Tina Taylor, EdD, is a professor and associate dean in the McKay School of Education at Brigham Young University. Dr. Taylor has worked with individuals with significant disabilities and their families for over 30 years as a special educator and professor. Her service and research interests include adaptation of families raising children with disabilities, children’s literature that characterizes individuals with disabilities and provision of appropriate services to individuals with disabilities. Dr. Taylor enjoys spending time with family, playing sports, traveling and reading.

IEPs: Guide to Writing Individualized Education Programs includes step-by-step instructions backed by examples, practice, and feedback to help you gain the critical skills and knowledge you need to write effective IEPs that meet the legal requirements of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and align with the requirements of the Every Student Succeeds Act.

• Introduction: Special Education and the Individualized Education Program
• Meet Our Students
• STEP 1. Describe the Student’s Present Levels of Academic Achievement and Functional Performance
• STEP 2. Write Measurable Annual Goals
• STEP 3. Measure and Report Student Progress
• STEP 4. State the Services Needed to Achieve Annual Goals
• STEP 5. Explain the Extent, if Any, to Which the Student Will Not Participate with Nondisabled Students in the Regular Class and in Extracurricular and Other Nonacademic Activities
• STEP 6. Explain Accommodations Necessary to Measure Academic Achievement and Functional Performance on State- and District-Wide Assessments
• STEP 7. Complete a Transition Plan for Students Aged 16 and Older

• Appendix: Answers to Exercises

Hallmark features of this title

• This guide is written and structured in accordance with federal law and regulations.
• The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 is presented in easy-to-understand language.
• The individualized education plan (IEP) is presented in 7 manageable steps that break down the creation process to help users create quality IEPs as applied to handwritten, computerized or online IEP programs.
• My Mentor gives readers clarification at key places in the IEP process. My Mentor provides comments, suggestions and directions for each step.
• Coverage of Response to Intervention (RTI) and Multi-Tiered Systems of Supports (MTSS) explains the role of RTI and MTSS in addressing general classroom needs.

Additional information