IEP+and+Literacy

AUTHORS: Jane, Virj, Ayana, Tiffany Page Editor: Jane, Ayana




 * RESOURCES FOR PARENTS AND STUDENTS **

Arndt, S. A., Konrad, M., & Test, D. W. (2006). Effects of the Self-Directed IEP on Student Participation in Planning Meetings. //Remedial And Special Education//, //27//(4), 194-207.

The chancellor has his regulations, and most kids ask many questions when they notice anything different or unfair. Class-time can quickly spiral into how come HE gets to listen to his IPod? How come HE gets to use the laptop? How come HE is drawing? And then we as pedagogues wonder how we can make it where we aren’t listening to seconds and then minutes of complaining. We long for a smooth running class where we have differentiated and individualized things and where everyone’s happy. This article can show students why they need to be part of the IEP meeting and the importance of helping build their IEP.(Tiffany)

Bachrach, Steven J. MD (2011). Individualized Education Programs (IEPs). // KidsHealth Nemours. // Retrieved from []

I remember when I scheduled meetings for my students’ IEPs and talked to them about it, they looked at me with confusion. They were clueless as to what an IEP was and asked me about it. I explained it to them and I could tell that they were still a bit confused about it. This site is helpful for parents and students to look at together to learn more about an IEP and specific details that pertain to this document. This site discusses who may need an IEP, how services are delivered, the evaluation process, who is apart of the IEP, how the IEP is developed, and the rights of the parents and students. The author wrote this informative piece for this site that is dedicated to students and this specific section is dedicated to students with disabilities. (Jane & Virj)

Baird, M. (2003, July 3). What every general education teacher must know about special education law. //The Northeast Regional Education Cooperative (REC 4).//Retrieved from @http://www.rec4.com/pdf/What Every Gen Ed Teacher Should Know.pdf We as Special Education teachers often find that not everyone who is responsible for the education and growth of the child knows what an IEP is, yet alone what it entails. Some stakeholders have no idea how to make sure that the students IEP goals are met, and how to cater to the child, so this resource outlines the job of the IEP and who is to be doing what to make sure that the student obtains the best education possible. This can be viewed as “IEPs for dummies”, because it offers the basic knowledge to newcomers, and some reminders or refreshers for those who may need reminding or freshening up. A particular piece of advice that I found most useful was the fact that we have to identify who will be doing what.The article was done in a question and answer format to educate General Education teachers about what their role is in creating the IEP and what they need to do in implementing it. The article was published for the specific use of teachers. It may be dated but the law governing IEP’s have not changed substantially since the publication of this document. The article is easy to navigate and is a credible document. The publishers are a teachers trade organization To make people’s responsibilities clear to them is the best thing that can be done to make sure the IEP is implemented properly. (Tiffany)

Cortiella, C. (2011, June 30). IEP meeting conversation stoppers. //NCLD's// //IDEA Parent Guide, Chapter 7:// //Individualized Education Programs (IEPs): Developing Your Child's Education Plan.// Retrieved from http://www.ncld.org/es/at-school/your-childs-rights/iep-aamp-504-plan/iep-meeting-conversation-stoppers

What I liked about this piece was its candidness. We have to stop allowing some of this stuff to happen if we are to truly be advocators of our students. One thing though, is that this piece makes mention of the idea that students function better when they’re mainstreamed, but I am honestly still not convinced at this point that there is a true midpoint, and who is helped. To me, I feel like trying to find this midpoint hurts the “higher functioning” students and it’s not fair. Call it tracking, but I feel as though there is a time and place to put IEP students with non-IEP students. Overall, this is a useful resource for parents. (Tiffany)

O’Donnell, D. (1999, November 29). Examples and tips of making IEP annual goals measurable. //DPI handbook "A Guide for Understanding and Developing IEPs".// Retrievd from http://www.specialed.us/issuesIEPissues/writingiep/GoalsMeasurable.html Although most of us have been in the classroom for going on two years and have gotten noticeably better at writing goals for the students who have IEPs, sometimes those goals that we write are still not measureable. If we’re going to make sure that the goal is reachable, it has to be SMART, something we’ve been told since July 2010, but enough of the buzz words. This source breaks down the word measurable and shows you exactly if the goal can work. It also gives teachers specific language for the IEP, and if you can answer these questions sensibly, well then that IEP goal can likely be obtained by the student for whom it was set forth.

Learning Disabilities Association of America. (2012) **Preparing For a Successful IEP Meeting**. Retrieved from: [] Learning Disabilities Association of America's stated mission is to "create opportunities for success for all individuals affected by learning disabilities and to reduce the incidence of learning disabilities in future generations. “The website offers a wealth of information and support for parents and students alike. This particular link provides parents with a list of tips they can utilize in preparing for an IEP meeting. (AD)

Maryland State Dept. of Education, B. n. (2000). // Building IEPs with Maryland Families: What a Great IDEA! A Guide for Developing, Implementing and Reviewing Individualized Education Programs for Students with Disabilities //.

This is a guide that was published by the Maryland Department of Education. The guide is intended for both teachers and parents. It discusses the purpose of the IEP and the various components. It contains an easy to use checklist for parents, teachers, and students to use. The checklist is for before, during, and after the IEP meeting. (Virj & Jane)

Minnesota Disability Law Center (2003). IEPs for Students with Disabilities [PDF document]. Retrieved from[| http://www.mnddc.org/resources/factsheets/IEP_for_Students.pdf]

This is a pdf document that discusses the IEP and is written in a simple format where parents and students can look through it together. This pdf document does a question and answer layout where it goes into more specifics of what should be included in an IEP. It is very informative where the parents can be more knowledgeable of annual goals and certain services that their child may have or may need. (Jane & Virj)

National Dissemination Center for Children with Disabilities (2010). Student with a Disability on the IEP Team. Retrieved from[| http://nichcy.org/schoolage/iep/team/student]

This website informs parents and students that students must be at the IEP meeting. It is their right for the student to participate in the meeting process to discuss his/her strengths, areas of improvements, services, annual goals, etc. They also give more links for parents and students to learn more about student involvement in the IEP process or parent involvement. The links they provide are: https://payrollportal.nycboe.net/payrollportalweb/main.aspx (Jane & Virj)



Nebraska Department of Education. Promoting Self-Advocacy Skills for Students With Disabilities.Retrieved from: [] Self-advocacy is one of the most important skills that we can teach our students before they leave high school—and an important aspect of IEP implementation as well. Answers4Families.org is an organization that assists families with issues such as assisted lving and elder care, etc. They have also created this handy brochure that parents can use to find activities and additional resources to help their children become self-advocates. (AD)

New York City Department of Education [PDF document]. Retrieved from []

This document serves as a guide for parents and students. The document gives a brief overview of the different type of services students can receive, ranging from an ICT to a D75 setting. The document does not speak in-depth about the IEP itself. Rather, it discusses the transition students experience or should expect when having an IEP. For instance, students with an IEP who are in the D75 setting will be notified of their high school admissions within the D75 inclusion program. They give information of how students with IEPs can receive high school diplomas and the amount of credits the students need. This is informative for students who are in a different setting (D75) and have an IEP. (Jane & Virj)

Pawley, H., & Tennat, G. (2008). Student perceptions of their IEP targets. // Support For Learning //, // 23 //(4), 183-186. doi:10.1111/j.1467-9604.2008.00392.x

This article was written by two college professors from England. The article discussed students perceptions of their IEP. They found that few students understood what the goals were in their IEP’s and that the services that they received was not appropriate. They point to published research that suggests that students who are involved in the preparation of their IEP’s tend to do better. They also suggest that because it takes time to effectively implement the IEP, that the number of IEP students in a school should be limited. (Virj & Jane)

Thomas, A. &Thorne, G. (2009). How To Increase Higher Order Thinking. //Metarie, LA: Center for Development and Learning.// Retrieved from http://www.readingrockets.org/article/34651/

As a high school teacher, I am sometimes shocked when I notice and/ or realize certain realities about some of my students like them not being able to read, or effectively answer questions using their class notes. Because we can wonder what happened in the past classrooms all day and all school year, the best bet is to just work with the canvas we have been given. Many of my SpEd students despise reading independently and despise reading out loud, and with findings such as your 10th grade student reads on a 4th grade, level, we want to know how we can work this into a class that terminates in a Regents Exam. How can we get students to think harder and on their own? Find, match, and expand on information and make their own meanings? This article offers all types of strategies on just that and may be used for parents and students as well. (Tiffany)

University of the State of New York - New York State Education Department. (2012, March 29). // Special education //. Retrieved from []

This webpage is published by the New York State Department of Education and is written by the University of the State of New York. There is no specific author mentioned. The site has numerous resources that a parent or teacher may need to understand the Special Education process. The laws governing IEP implementation is clearly addressed. (Virj & Jane)

US Department of Education. (2011). // building the legacy-idea2004 //. Retrieved from [] (Virj & Jane)

This site was created by the US Department of Education. It deals with IDEA and how the IEP is to be implemented. The site has the latest documents that has been published by the Federal Government to govern the implementation of the IEP. Topics that are dealt with include instructional materials to assessments. There is a wide range of instructional material that is aligned with the state standards.



__** RESOURCES FOR TEACHERS **__

Arndt, Sandra A., Moira Konrad, and David W. Test. "Effects Of The Self-Directed IEP On Student Participation In Planning Meetings." //Remedial And Special Education// 27.4 (2006): 194-207. //Education Full Text (H.W. Wilson)//. Web. 24 Apr. 2012 [] After completing IEPs for the past two school years I have noticed that a larger than expected number of students report never having viewed their IEP. This is the case, as the article outlines, despite federal special education legislation and the self-determination movement’s promotion of “students' attendance at their Individualized Education Program meetings.” The results of this study clearly show the importance of the implementation of a Self-Directed IEP and how this has a direct impact on increased student participation in IEP meetings. (AD)

Behavioral Directions (2010). Writing a Measurable IEP [PowerPoint slide]. Retrieved from []

This is a youtube clip, or more specifically, it is a powerpoint presentation about IEPs. It discusses what an IEP is, what is included in an IEP, how to write measurable goals, the purpose of PLOP (Present Levels of Performance), areas of skills to target for students, and more. This was very helpful to me because it came in a powerpoint format where I did not have to read dense information. This would be useful for teachers who are just learning about the IEP. (Jane & Virj)

Diliberto, Jennifer A. & Denise Brewer. //Six Tips For Successful IEP Meetings//. Teaching Exceptional Children 44.4 (2012): 30-37. Education Full Text (H.W. Wilson). Web. 24 Apr. 2012. [] This is a very basic and easy to digest resource which Special Education teachers can use as a quick reminder over the course of an academic school year. As the title suggests, it outlines six tips that teachers can use to have successful IEP meetings—ideas that we all know but sometimes forget during the course of a busy school year. For example, the authors recommend contacting parents prior to the beginning of the school year in order to build rapport and establish open communication. Also, the authors suggest utilizing a Meeting Agenda and having a designated Facilitator to guide meetings. Other tips and suggestions include: regular communication via telephone conversations, e-mails, text messages, daily/weekly/ monthly parent-teacher journal, frequent progress reports, person center planning, and a host of other ideas to assist educators with the IEP process. (AD)

Gallagher, J., & Desimone, L. M. (1995). Lessons learned from implementation of the IEP: applications to the IFSP. // Topics In Early Childhood Special Education //, // 15 //353-378. []

This article was written by Gallager and Desimone in 1995 and discusses the IEP implementation. They find that because many IEP’s are poorly written, implementation is very difficult. They also discuss the time constraints associated with IEP implementation. They suggest that IEP authors be given enough time to write a proper IEP. Some of the findings included positives such as: improved relationship between teacher and family and clarification of program goals and directions. However, the literature revealed major hindrances in the development and implementation of IEPs including: missing data, difficulty in linking goals to the program and evaluation, and a lack of systematic monitoring. Additionally, the article focuses on five IEP process shortcomings: IEPs are perceived as meaningless paperwork, too demanding of teacher's time, resulting in a rigid and narrow curriculum, lacking participation by other staff, and involving little parent input. These areas, therefore, are ones which we as special educators can reflect upon and work to improve individually and collectively. (Virj & Jane and AD)

Guide to Quality Individualized Education Program (IEP) Development and Implementation [PDF doument]. Retrieved from []

This document serves as a guide for teachers on how to create a quality-based IEP. This is helpful for teachers who may not be knowledgeable about certain parts of an IEP and are looking for specific details. This document was given to me when I first started teaching and my AP gave me a brief overview of what parts I should familiarize myself with. I found this document to be beneficial to use and I used to look up parts of the document for more information. It discusses steps on how to begin and complete an IEP, what to prepare for the IEP meeting, how to conduct the meeting, how to evaluate the student, and more. (Jane & Virj)



Karen Voytecki, et al. //The Forgotten Partners In Special Education: Teacher-Librarians//. //Teacher Librarian// 37.4 (2010): 65-69. //Education Full Text (H.W. Wilson)//. Retrieved from:
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This resource makes the argument that the school library program is an important place for students with special needs and therefore “the teacher-librarian should be a valued and influential partner along with special educators to improve the learning environment for students with special needs.” The piece goes on to offer useful suggestions for how to develop a meaningful collaborative relationship between special education teachers and librarians. One example includes joining forces to generate a written plan for collaboration including a master calendar of planned collaborative activities. It also lists numerous books, compiled by librarians, which would appeal to students with disabilities. (AD) =====

Regional Special Education Technical Assistance Support Centers. //SPP Indicator #13 and the Self- Review Monitoring Process// [Web]. Retrieved from: []

This PowerPoint presentation was shared with me during a Professional Development workshop h by the Board of Education addressing proper development of the Transition Goals sections of the IEP. There is a new emphasis by the Board on making sure that IEPs clearly reflect the **__students’ voice__** as well as **__their future career aspiration(s)__** (i.e. transition needs). The slides offer very specific and detailed examples of what to write on the IEP and what not to write on the IEP—a most valuable resource for all Special Education teachers. (AD)

YouTube: Emotional Disturbance. Retrieved From: :[] media type="youtube" key="JMilZEolRRU" height="315" width="420" This video helps teachers to remember that although our students who have been labeled "Emotionally Disturbed" may be difficult to interact with at times, they truly need our empathy and support when we are writing their IEPs and implementing them in the classroom. I especially like that the producers use the words of real people. (AD)

US Department of Education. (n.d.). // Individualized education program (iep) - changes in initial evaluation and reevaluation //[Web]. Retrieved from [] This is a YouTube video that contains 14 videos that deals with IEP and implementation. The videos are produced by the Department of Education and take the format of answer and question. The information is up to date and the information presented is credible and would be of assistance to teachers who may not have any idea about what the IEP is or how to implement the IEP. (Virj & Jane)

Windman, Vicki. "Assessment Apps." Technology & Learning 32.2 (2011): 34. Education Full Text (H.W. Wilson). [|http://web.ebscohost.com.cwplib.proxy.liu.edu/ehost/detail?sid=434e2879-a82f-4970-9d26-02b6416d800e%40sessionmgr4&vid=10&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eft&AN=525475489] This resource includes a list of 10 apps the tech savvy special educator/educator can use to manage their time more effectively while meeting the needs of their students. Most of the apps can be downloaded to an iPhone, PDA, or SMART Board for free or a nominal fee. Apps include: **IEP Checklist** (Free): A great tool to have at your fingertips when you need to track IEP goals for your students; **Super Duper Data Tracker** ($1.99): Monitor your students' progress by name, group, or goals. Track incorrect and correct responses discreetly and efficiently; **Behavior Tracker Pro** (29.99): This app tracks behaviors and automatically graphs them. Supports unlimited number of children and observers; **Teacher Assistant Pro**($3.99): Keeps track of student actions, behavior, infractions, and achievements in the classroom. (AD)

Retrieved from http://www.youtube.com/watch?v=_eKgmNoVEBE

Our world is ever-changing and we can’t do pretty much anything without technology being involved. Our students naturally gravitate to technology, so incorporating into our lessons so that we can engage students, and especially those with IEPs, This YouTube video offers ways to make technology fit into our lessons and make teachers more comfortable with its usage. (Tiffany)