The IEP Process

Review the \”IEP Checklist.\” In a 750-1,000 essay, discuss your future educational role and the steps in the IEP process.
Include the following:
Identify IEP team members, by title, who are mandated to be present under IDEA and those who are optional under IDEA.
Describe the CEC Ethical Principles and Professional Practice Standards and how they guide practice.
Examine legal, ethical, and policy responsibilities within the checklist and video relating to educational development and medical/related services for students with disabilities and their families.
Select skills from the IEP checklist you think will be helpful for you to perform. How could such a checklist ensure that ethical principles and practice standards guide your role, including your responsibilities and expectations as either a general education or special education teacher, in your future professional practice?
Within your essay, cite the \”IEP Checklist,\” CEC Ethical Principles and Professional Practice Standards, and 2-3 scholarly resources.

IEP Checklist
Individualized Education Program (IEP)
Norms & Checklist

Table of Contents
Individualized Education Plan (IEP) Responsibilities, Expectations, and Meeting Norms 1
Before the Meeting 2
During Meeting: 2
After the Meeting: 2
Individualized Education Plan (IEP) Checklist 3
Before the Meeting 3
After the Meeting 4

| GET AN EXPERT FOR YOUR ASSIGNMENT |

 
Individualized Education Plan (IEP) Responsibilities, Expectations, and Meeting Norms
Before the Meeting:
 All IEP team members are fully aware of their responsibilities in preparation for meeting as well as all legal, ethical, and professional policies and practices
 All IEP team members share in providing information, data, and proposed goals that will best meet the needs of the student in a timely manner
 All IEP team members collaborate with other members in order to ensure meeting is well prepared
 Facilitator assumes the responsibility of following the IEP checklist
 Facilitator secures a private place for the meeting to ensure family privacy and comfort
 Facilitator of the meeting creates an individualized agenda and makes copies of all necessary documentation and paperwork for each person attending the meeting
During Meeting:
 All IEP team members respect the meeting time by being prompt and prepared as well as being respectful of the agenda and time provided for the meeting
 Facilitator meets parent(s)/guardian(s) in lobby and escorts them to the meeting room
 Facilitator initiates round table introductions and clearly communicates the purpose and allowed time frame for the meeting as well as setting a good tone for the meeting
 All team members remain respectful and communicate clearly without judgement
 All team members and attendees voices are to be heard and respected; all questions, concerns, and ideas are to be considered
 Consensus of best services for student success to be obtained and agreed upon by end of meeting
 If consensus is not met by end of meeting time, another meeting date/time is agreed upon (Meeting and plan must be completed within 30 days of initial determination of special education/related services needed)
After the Meeting:
 All IEP team members share responsibility in supporting the needs best for the student
 Facilitator sends finalized IEP documents to parent(s)/guardian(s) and all other IEP team members in a timely manner
 All IEP team members share the efforts to continue to collect data, communicate, and collaborate to support student learning and best interest and progress monitoring
 All IEP team members ask questions as needed to ensure that the IEP is being implemented properly and legally
 IEP team members communicate on a regular basis about student progress with parent(s)/guardian(s)
 All IEP team members respect and maintain student and family confidentiality
Individualized Education Plan (IEP) Checklist
Before the Meeting
 Letter with general IEP meeting information sent home to parent(s)/guardian(s) with request for any input including student interests, strengths, and areas in need of improvement, student’s perception of school/homework, or new information including, medical, behavioral, and concerns Date sent:__________
 Send request for general education teacher(s), special education teacher, and other involved IEP team members input to include student information, data, assessment reports, student’s strengths and areas in need of improvement, and proposed goals Date sent:__________
 Coordinate and confirm the IEP meeting date with parent(s)/guardian(s) Note: Meeting and plan must be conducted and created within 30 days of initial determination of special education/related services needed Date of meeting:___________
 Inform team members of IEP meeting date and confirm attendance:
Teacher(s):______________________________________________________________
Special Education Teacher:_________________________________________________
Occupational Therapist:____________________________________________________
Pyschologist/Counselor:____________________________________________________
Speech Pathologist:_______________________________________________________
Administrator:___________________________________________________________
Other members:__________________________________________________________
 IEP draft information, copy of current IEP if applicable, data, assessment reports, teacher input, and parent input shared with all IEP team members prior to meeting (schedule a pre-IEP meeting for team members if needed) Date sent:__________

| GET AN EXPERT FOR YOUR ASSIGNMENT |

During the Meeting
 Conduct round table introductions of all in attendance including name, position, and brief summary of interaction with student
 Provide parent(s)/guardian(s) a copy of Parent’s Rights and Safeguards under the Individuals with Disabilities Education Act IDEA 2004
 Inform parent(s)/guardian(s) that IEPs are editable documents that can be revised at any time per parent/guardian or teacher request as goals and needs may change and the plan will be reviewed annually
 Provide all in attendance with copies of current IEP (if applicable), data information, student samples, and any other needed documentation
 Inform all members of meeting agenda
 Meeting Agenda must include:
o Purpose of meeting
o Discussion of parent(s)/guardian(s) concerns (academic and/or behavioral), information including medical and home/school concerns, and proposed goals/outcomes
o Discussion of IEP team members concerns (academic and/or behavioral), collected data, and proposed measureable goals for student
o Identify any needed related services and/or support staff
o Accommodations/modifications suggested by IEP team to support student success
o Discussion of student placement in Least Restrictive Environment (LRE) (inclusion, self-contained classes, etc.)
o Secondary education transitional planning for student (if applicable)
o Resources and support for families
 Ask parent(s)/guardian(s) what they feel they need to support their child at home
o Final plan created to include related services and support staff and measureable goals including service minutes as needed
o All in attendance sign documents for attendance and initial proposed IEP
o Thank parent(s)/guardian(s) and team members for their attendance and input and ask if anyone has any additional comments/questions/concerns

| GET AN EXPERT FOR YOUR ASSIGNMENT |

After the Meeting
 Finalize IEP documents and send home to parent(s)/guardian(s) for signature(s)
Date sent:_____________
 Gather required signature of IEP team members on finalized IEP documents as needed Date sent:_____________
 Provide all IEP team members and parent(s)/guardian(s) with finalized copy of IEP Date sent:_____________
 All team members must adhere to the IEP and follow through with requirements for services and student goals and continue to collaborate and communicate with other team members and parent(s)/guardian(s)
 All team members continue to assess and collect data to support student progress monitoring

SAMPLE SOLUTION

The IEP Process
IEP Members under IDEA
Writing an educational program of a child requires the participation of compulsory team members in law. As per the IDEA 2004, section 1414 (d)(1)(B), members of | GET AN EXPERT FOR YOUR ASSIGNMENT | with disability, the second member is at least a regular teacher who handles such a child especially if the child participates or may be in a position to participate in the regular education | GET AN EXPERT FOR YOUR ASSIGNMENT | under IEP is at least a single teacher under special education or if not, a person who is mandated to provide for the child with special abilities. The next person is a local educational agency representative (Grant, 2018). A fifth member is a person who can undertake an interpretation of the instructional implications of the results evaluated. In some cases,…