IEP TEAM MEMBERS WILL LEARN TO
- assess a studentâ€™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 studentâ€™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 studentâ€™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.
Includes ready-to-use IEP tools:
- IEP Rubricâ€”detailed checklist for evaluating completeness and quality of each IEP element
- IEP Inventory for verifying the presence of key IEP components
- Parent Survey to gather information on parentsâ€™ perception of the IEP process
- Teacher Survey for assessing current practices and determining training needs
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About the Author
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.
Leo Bradley, Ed.D., is currently a full professor and chair of the Educational Leadership/Human Resource Development department in the College of Social Sciences, Health, and Education at Xavier University in Cincinnati, Ohio. In his 30-yearpublic school educational career Dr. Bradley held the positions of teacher, high school principal, curriculum director, assistant superintendent, and superintendent. Dr. Bradley is the author of numerous journal articles and six educational leadership books on Total Quality Management curriculum, outcomes assessment, and school law. He is also an experienced educational consultant both nationally and internationally, having served school districts from Alaska to New Zealand. Dr. Bradley's noneducational writings concentrate on baseball history. He is a songwriter and performer, and has produced CDs on both the history of baseball and his favorite team, the Cincinnati Reds.
Lisa M. Campbell, Ed.D., is an instructor in the multicultural special education graduate program at Mount St. Joseph University. She is also employed full time as an educational consultant for Hamilton County Educational Service Center in Cincinnati, Ohio. Dr. Campbell's education includes a bachelor's degree in elementary education, a master's degree in special education, and a doctorate in literacy education with an emphasis in educational leadership.
Roberta Brack Kaufman, Ed.D., is an assistant professor of special education in the School of Education at Nevada State College in Henderson, Nevada, where she teaches courses on inclusion and instructional practices to special education and general education preservice and in-service teachers. Dr. Kaufman has written grants and worked extensively with diverse student populations in prekindergarten through Grade 12 and higher education in rural, suburban, and urban areas. She presents regularly at regional, national, and international conferences. Dr. Kaufman is the coauthor of two books and multiple papers and journal articles, and received a Fulbright-Hayes award to study in Senegal, Africa.
Carón A. Westland, Ph.D., teaches at the University of Colorado Denver across the disciplines of special education, teacher preparation, and educational psychology. As a site professor of a professional development school, she oversees a cohort of teacher candidates each semester. Currently, she serves as the Colorado Council for Exceptional Children president and the Courage to Risk Conference chairperson. Her research interests center around collaboration, mentoring, and at-risk youth.
Melissa M. Jones, Ph.D., received her doctorate from Miami University, Oxford, Ohio. She is Professor of Special Education at Northern Kentucky University, Highland Heights, Kentucky, with a research focus on inclusive communities and student empowerment for individuals with disabilities.