Syllabus

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Syllabus

IEPs

Syllabus for Developing Standards-based IEPs

The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

Module Overview:

There are six major goals for this module. Upon completion of this module, you should be able to do the following:

Explain the purpose of IDEA 1997 and how a legally correct and educationally useful IEP accomplishes the purpose of IDEA.

Describe the roles and responsibilities under IDEA of parents of a child with a disability.

Explain what school personnel can do to create an atmosphere of good communication and trust with parents of children with disabilities in order to conduct effective IEP meetings.

State and explain the three elements that constitutde the "heart" of an IEP.

Explain additional considerations, beyond the heart of the IEP, an IEP team must address in completing an IEP.

Explain the concept of a free, appropriate public education (FAPE) and how a well written, correctly developed IEP facilitates the provision of FAPE.

Content Map: The content map below provides an overview of the subject matter that will be covered within the Academy's Staff Development modules.

Module

Curricular Design and Instructional Accommodations for Secondary Students with Mild Disabilities

Rationale and Requirements for Accommodations
Overview of Accommodations and Adaptations
Traditional Interpretations and Applications

Universally-Accessible Content
Differentiation for Diverse Students
Assessment and Grading

Module

Relating Instructional Assessments to Standards

Educational Accountability: What does it really mean?
Standards-Based Instruction

Accommodations for the Classroom
Preparing Students for Testing and Assessment

Module

Models of Collaboration

Defining Cooperative Teaching
Identifying Key Interpersonal Skills

The Five Key Elements of Cooperative Teaching
Getting Started

Module

Transition-Focused Secondary Education for All Students

Transition Planning and the IEP
Participation in Transition IEP Meetings

The Importance of Student Self-Determination During the Transition from School to Adult Life

Module

Developing Standards-based IEPs

IEP Fundamentals

Initiating IEP Development

Developing the Heart of the IEP

Completing the IEP

Does the IEP Provide FAPE?

Outline: The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

Developing Standards-based IEPs

IEP Fundamentals
1. Introduction
2. Legal compliance and Educational Utility
3. Purposes of the IEP Document and Meetings
4. IEP Team Membership and Responsibilities
5. Required Components of All IEPs
6. Access to the General Curriculum
7. Additional Components and Considerations
8. Minimizing Paperwork and Maximizing Results
  1. Minimizing Paperwork
  2. Maximizing Results
9. Technology and IEPs
10. References
Initiating IEP Development
1. Parents' Roles and Responsibilities in IDEA
  1. Overview of Parents' Roles
  2. Parents' Roles in the IEP Process
2. Communication and Trust
3. Creating the Atmosphere
4. Conducting the Meeting
5. Evaluation of the Student's Unique Educational Needs
6. References
Developing the Heart of the IEP
1. Introduction
2. Present Levels of Performance
  1. Selecting PLOPs
  2. Measuring PLOPs
  3. Units of Measurement
3. Statement of Needed Services
  1. Statements, Not Checkmarks
  2. Specifics of Needed Services
4. Measurable Goals and Objectives/Benchmarks
5. References
Completing the IEP
1. Measuring and Reporting Progress to Parents
2. District, Statewide, and Alternative Assessments
3. Graduation, Diplomas, and IEP Requirements
4. Behavior Intervention Plans
5. Transition
6. Time Not Spent with Non-disabled Children
7. Special Considerations
  1. The Need for Behavioral Interventions
  2. Limited English Proficiency
  3. Instruction in Braille
  4. Mode of Communication
  5. Assistive Technology
8. Avoiding Disagreements
9. When Disagreements Arise in the IEP Process
10. References
Does the IEP Provide FAPE?
1. FAPE Defined
2. Methodology and FAPE
3. Errors in IEP Development
  1. Common Substantive Errors in IEPs
  2. Common Procedural Errors in IEPs
4. Implementing the IEP
5. References

Readings:

Required Readings

Bd. of Ed. of County of Kanawha v. Michael M.,95 F. Supp.2nd 600 (S.D.W.Va. 2000.

Evans v. Rhinebeck Central Sch. Dist., 930 F. Supp 83 (S.D.N.Y. 1996)

Fort Zumwalt School District v. Clynes, 119 F. 3rd 607 (8th Cir. 1997)

Hall v. Vance County Board of Education, 774 F.2nd 629 (4th Cir. 1985).

Hendrick Hudson Central School District Board of Education v. Rowley, 458 U.S. 176 (1982).

Nein v. Greater Clark Co. School Corp., 95 F.Supp.2nd961 (S.D.Ind. 2000).

Selected sections of IDEA Regulations (34 CFR 300.340 - 350) (1999)

Selected sections of Appendix A to 34 CFR Part 300 (1999)

Selected questions from Appendix A

Selected sections of Appendix C to 34 CFR Part 300 (1981)

Selected questions from Appendix C

Suggested Readings

Bateman, B. D., & Linden, M. A. (1998). Better IEPs (3rd. Ed.). Longmont, CO: Sopris West.

Brolin, D. E. (1997). Life centered career education. Reston, VA: CEC.

Discover IDEA CD 2000 [Computer software]. (2000). Reston, VA: Council for Exceptional Children. (1-888-232-7733).

Field, S., & Hoffman, A. (1996). Steps to self-determination: A curriculum to help adolescents learn to achieve their goals. Austin, TX: Pro-Ed.

Halpern, A. S., Herr, C. M., Doren, B., & Wolf, N.K. (2000). NEXT S.T.E.P.: Student transition and educational planning. Austin, TX: Pro-Ed.

Huefner, D.S. (2000). Getting comfortable with special education law. Norwood, MA: Christopher-Gordon.

Mager, R. F. (1997). Preparing instructional objectives (3rd Ed.). Atlanta, GA: CEP (phone 1-800-588-4CEP).

Rock, M.L. (2000). Parents as equal partners: Balancing the scales in IEP development. TEACHING Exceptional Children, 32(6), 30-37.

Sprick, R., Sprick, M., & Garrison, M. (1993). Interventions: Collaborative planning for students at risk. Longmont, CO: Sopris West.

Time Estimates: The amount of time required to complete this module will vary. Some students will have more background on the content of the module and thus may work more rapidly on the activities and assessments. Others may require more time to complete the required readings. Some students may prefer to review the presentations more than once or to spend more time on activities. We estimate that the time for completing all lessons and features, including the readings, will average about six hours per module. There are no qualitative performance expectations attached to the amount of time you devote to completing this module. The time you spend in completing lessons and modules is not reported. This is merely an estimate to assist you in planning your time.

Navigation: Pages in this module are organized in a logical sequence from the first to the last page. Use the forward and back arrow in the top right of the menubar to move through the logical sequence of pages. You may also click "ToC" in the top right of the menubar to access the Table of Contents. Menus for each level and lesson appear in the center of the menubar. Access any level menu by clicking the level titles in the center of the menubar. Click the up arrow (top right) to access the menu for the current level.