How can you design effective IEPs that improve student outcomes and meet legal requirements? This one-stop IEP guide has the answers your team needs to create great IEPs and put them into action. You'll start with a solid introduction to IEPs: their purpose, their major components, and the legal mandates they need to meet. Then you'll get a comprehensive framework for IEP development, featuring a unique, in-depth checklist that breaks the whole IEP process into small, manageable steps and walks you through each one. Packed with invaluable planning tips, vivid examples, and practice activities, this book is your whole school team's step-by-step guide to meaningful, legally compliant IEPs that help students reach their goals and meet state standards. IEP TEAM MEMBERS WILL LEARN TO assess a student's present level of performance effectively collaborate during an IEP meeting use student-centered planning to foster empowerment and leadership develop meaningful IEP goals that can be easily communicated and measured write short-term objectives aligned with the student's IEP goals collect and report data on student progress toward IEP goals and objectives use progress monitoring data to make instructional decisions identify accommodations that support a student's specific academic needs support successful transitions from school to adulthood PRACTICAL MATERIALS: Activities and examples to guide and improve IEP development; reflection questions that deepen understanding; realistic dialogues that highlight key challenges and solutions; ready-to-use tools that help ensure meaningful, compliant IEPs.
Kathleen G. Winterman, Ed.D., has more than 27 years of experience working in the field of special education. She was an intervention specialist serving children ages 3-10 for 16 years in inclusive settings. She also served as an elementary principal for 2 years and as an adjunct instructor for 12 years. Dr. Winterman is a former Praxis III evaluator for the State of Ohio. Currently, she is Associate Professor at Xavier University in Cincinnati, Ohio, and holds seven licenses from the State of Ohio. Her areas of research include teacher preparation, individualized education program preparation, early childhood special education, autism, the use of instructional technology, and services for students with mental illnesses. Clarissa E. Rosas, Ph.D., has over 30 years of experience in general and special education. Her experience includes both administration and classroom instruction in K-12 and in higher education. She has extensive experience in developing curriculum at the K-12 district level and in teacher preparation programs in higher education. Dr. Rosas holds a doctorate in multicultural special education and licensure in bilingual education and general (K-8) and special education (K-12). Currently, Dr. Rosas is Director of the Graduate Program in Multicultural Special Education at Mount St. Joseph University in Cincinnati, Ohio. Her research agenda includes innovative programs in teacher preparation and the development of effective practices to meet the needs of ethnically and linguistically diverse populations with special needs.