Understanding, Developing, and Writing Effective IEPs

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Understanding, Developing, and Writing Effective IEPs

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This book is dedicated to my wife, Jackie, and my two children, Jacqueline and Scott, who provide me with the love and purpose for undertaking projects that I hope will enhance the lives of others. My life has been blessed by their loving presence. I also dedicate this book to my parents, who provided me with the secure and loving foundation from which to grow; my sister, Carol, who makes me smile and laugh; and my brother-in-law, George, who has always been a positive guiding light in my professional journey.

--R. P. This book is dedicated to my wife, Anita, and two children, Collin and Brittany, who give me the greatest life imaginable. The long hours and many years it took to finish this book would never have been possible without the support of my loving wife. Her constant encouragement, understanding, and love provide me with the strength I need to accomplish my goals. I thank her with all my heart. I also dedicate this book to my parents, who have given me support and guidance throughout my life. Their words of encouragement and guidance have made my professional journey a rewarding and successful experience.

--G. G.

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A STEP-BY-STEP GUIDE FOR EDUCATORS

Understanding, Developing, and Writing Effective IEPs

ROGER PIERANGELO ~ GEORGE GIULIANI

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Copyright ? 2007 by Corwin Press

All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities who have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

For information:

Corwin Press A SAGE Publications Company 2455 Teller Road Thousand Oaks, California 91320

SAGE Publications India Pvt. Ltd. B 1/I 1 Mohan Cooperative

Industrial Area Mathura Road, New Delhi 110 044 India

SAGE Publications Ltd. 1 Oliver's Yard 55 City Road London, EC1Y 1SP United Kingdom

SAGE Publications Asia-Pacific Pte. Ltd. 33 Pekin Street #02-01 Far East Square Singapore 048763

Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Pierangelo, Roger. Understanding, developing, and writing effective IEPs : a step-by-step guide for educators / Roger Pierangelo, George Giuliani.

p. cm. Includes bibliographical references and index. ISBN 978-1-4129-5421-1 (cloth) ISBN 978-1-4129-1786-5 (pbk.)

1. Individualized education programs--United States--Handbooks, manuals, etc. 2. Children with disabilities--Education--United States--Handbooks, manuals, etc. I. Giuliani, George A., 1938- II. Title.

LC4031.P489 2007 371.9'046--dc22

2006103445

This book is printed on acid-free paper.

07 08 09 10 11 10 9 8 7 6 5 4 3 2 1

Acquisitions Editor: Editorial Assistant: Production Editor: Copy Editor: Typesetter: Proofreader: Cover Designer:

Allyson P. Sharp Nadia Kashper Laureen A. Shea Geoffrey T. Garvey C&M Digitals (P) Ltd. Penny Sippel Michael Dubowe

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Contents

Preface

vii

Acknowledgments

viii

About the Authors

xi

Introduction

1

1. Foundational Issues in Individualized

Education Programs (IEPs)

3

Introduction

3

Purpose of an IEP

4

13 Principles of IEP Collaboration

6

2. IEP Preparation

13

Preparation Before the IEP Meeting

13

Setting Up the IEP Meeting

14

Giving Notice of an IEP Meeting

15

When an IEP Meeting Must Be Convened

16

Helping Students Prepare

17

Characteristics of an Effective IEP Team Meeting

18

3. IEP Participants

21

IEP Team Members--Roles and Responsibilities

21

Excusal of Team Members

31

Questions and Answers About Other IEP

Team?Related Topics

32

4. IEP Team Meetings

35

The Team Process

35

During the Meeting--Focused but Flexible

36

Guidelines for Running the IEP Meeting

37

5. Step-by-Step Development of the IEP

41

Step 1: Formulate a Statement of the Student's

Present Level of Academic Achievement

of Functional Performance

41

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Step 2: Determine the Four Need Areas

44

Step 3: Consideration of Special Factors

49

Step 4: Determination of Measurable Annual Goals

(Including Academic and Functional Goals)

56

Step 5: Reporting Progress Toward the

Annual Goals to Parents

70

Step 6: Determine the Extent to Which

the Student Will Not Be Able to Participate

in General Education Programs (LRE Explanation)

72

Step 7: Determine Placement Options

75

Step 8: Determine Related Services

80

Step 9: Determine Program

Modifications, Accommodations,

Supplementary Aids, and Services

84

Step 10: Determine the Need for Assistive

Technology Devices and Services

106

Step 11: Determine the Supports for School

Personnel on Behalf of the Student

110

Step 12: Determine the Ability of a Student

to Participate in State and District Assessments

111

Step 13: Determine Extended School Year (ESY) Services 113

Step 14: A Statement of Secondary

Transition Service Needs and Needed

Transition Services for Students

119

Step 15: Develop a Statement of Transfer

of Parental Rights to the Student

Upon Reaching the Age of Majority

128

Annual Review and Revision of the IEP

128

Recommendations Upon Declassification

132

Appendix: Individuals with Disabilities

Education Improvement Act of 2004--Section

on IEPs (Enrolled as Agreed to or Passed

by Both House and Senate)

135

Glossary

149

References and Suggested Readings

155

Index

157

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Preface

Understanding, Developing, and Writing Effective IEPs: A Step-byStep Guide for Educators is intended to provide technical assistance for educators, parents, and others who develop individualized education programs (IEPs) for students with disabilities. The IEP ensures that a student with a disability receives a free appropriate public education (FAPE) in the least restrictive environment (LRE). This guide will assist the IEP team in developing a meaningful, functional plan to help meet the student's unique needs.

The following basic beliefs guided the development of this book: ? The IEP is

? The most important legal document written for students with disabilities

? Developed together through discussion at a team meeting ? More than a collection of papers, the IEP is

? A process that is just as important as the product ? A communication tool between parents, school, and others ? An opportunity for parents of students with special needs,

guardians, and school personnel to work together as equals ? A method for joint planning, problem solving, and decision

making The content of this guide is taken from the Individuals with Disabilities Education Act (IDEA) and numerous state statutes with their implementing regulations. Both state and federal law identify the required elements of the IEP. This guide provides descriptions and models for all the required elements of the IEP from present level of educational performance (PLEP) through placement.

vii

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viii

Understanding, Developing, and Writing Effective IEPs

Acknowledgments

In the course of writing this book, we have encountered many professional and outstanding sites. Those resources have contributed and continue to contribute enormous information, support, guidance, and education to parents, students, and professionals in the area of special education. Although we have accessed many worthwhile sites, we especially thank and acknowledge the National Dissemination Center for Children with Disabilities, the New York State Department of Education, the Alaska State Department of Education, and the National Institutes of Health.

Dr. Roger Pierangelo and Dr. George Giuliani extend sincere thanks to Allyson Sharp and Laureen Shea at Corwin Press. Their constant encouragement and professionalism made this project a very worthwhile and rewarding experience. We also thank Geof Garvey for his professional editorial contributions to this book.

Roger Pierangelo: I extend thanks to the following: the faculty, administration, and staff of the Department of Graduate Special Education and Literacy at Long Island University; Ollie Simmons, for her friendship, loyalty, and great personality; the students and parents of the Herricks Public Schools I have worked with and known over the past thirty-five years; the late Bill Smyth, a truly gifted and "extraordinary ordinary" man; and Helen Firestone, for her influence on my career and her tireless support of me.

George Giuliani: I extend sincere thanks to all of my colleagues at Hofstra University in the School of Education and Allied Human Services. I am especially grateful to those who have made my transition to Hofstra University such a smooth one, including Maureen Murphy (dean), Daniel Sciarra (chairperson), Frank Bowe, Diane Schwartz (graduate program director of early childhood special education), Darra Pace, Gloria Wilson, Alan Wenderoff, Laurie Johnson, Joan Bloomgarden, Jamie Mitus, Estelle Gellman, Joseph Lechowicz, Holly Seirup, Adele Piombino, Marjorie Butler, Eve Byrne, and Linda Cappa. I also thank my brother and sister, Roger and Claudia; mother-in-law Ursula Jenkeleit; sisters-in-law Karen and Cindy; and brothers-in-law Robert and Bob. They have provided me with encouragement and reinforcement in all of my personal and professional endeavors.

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