402p. identifies guiding principles behind the IEP as well as indicators ... Her ability to design...
226
DOCUMENT RESUME ED 434 450 EC 307 448 TITLE Their Future...Our Guidance. Iowa IEP Guidebook. INSTITUTION Iowa State Dept. of Education, Des Moines. PUB DATE 1998-04-00 NOTE 402p. RUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Check Lists; *Compliance (Legal); Decision Making; *Disabilities; Educational Legislation; Elementary Secondary Education; Inclusive Schools; *Individualized Education Programs; Limited English Speaking; Program Development; Program Implementation; *State Standards; Student Educational Objectives; Teamwork IDENTIFIERS *Academic Accommodations (Disabilities); Iowa ABSTRACT This manual is a guide to the development of Individualized Education Programs (IEP) for students with disabilities in Iowa. The first section identifies guiding principles behind the IEP as well as indicators that these principles are being followed. The following section is about preparing for the IEP with subsections on the IEP meeting, team, and student/family involvement. Next, special factors that the IEP team needs to consider are identified including: transition, behavioral concerns, discipline procedures, assistive technology, limited English proficiency, special needs of hearing or visually impaired students, and the health plan or emergency health plan. The fourth section is on developing the IEP in terms of requirements concerning: least restrictive environment; student's present level of educational performance; measurable annual goals, benchmarks, and short-term objectives; monitoring strategy; instructional support and related services; and participation in district-wide assessment. The final two sections are on implementing the IEP (including written prior notice) and reviewing the IEP (decision making, IEP review and revision, and extended school year services). Four appendices include a variety of brochures, meeting guides, sample forms, guidelines for specific situations, lists of accommodations, a glossary, and frequently asked questions. (Contains 12 references.) (DB) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************************
402p. identifies guiding principles behind the IEP as well as indicators ... Her ability to design and layout the text created a document that ... Sue Baker Marsha
TITLE Their Future...Our Guidance. Iowa IEP
Guidebook.INSTITUTION Iowa State Dept. of Education, Des Moines.PUB
DATE 1998-04-00NOTE 402p.RUB TYPE Guides Non-Classroom (055)EDRS
PRICE MF01/PC17 Plus Postage.DESCRIPTORS Check Lists; *Compliance
(Legal); Decision Making;
*Disabilities; Educational Legislation; Elementary
SecondaryEducation; Inclusive Schools; *Individualized
EducationPrograms; Limited English Speaking; Program
Development;Program Implementation; *State Standards;
StudentEducational Objectives; Teamwork
ABSTRACTThis manual is a guide to the development of
Individualized
Education Programs (IEP) for students with disabilities in Iowa.
The firstsection identifies guiding principles behind the IEP as
well as indicatorsthat these principles are being followed. The
following section is aboutpreparing for the IEP with subsections on
the IEP meeting, team, andstudent/family involvement. Next, special
factors that the IEP team needs toconsider are identified
including: transition, behavioral concerns,discipline procedures,
assistive technology, limited English proficiency,special needs of
hearing or visually impaired students, and the health planor
emergency health plan. The fourth section is on developing the IEP
interms of requirements concerning: least restrictive environment;
student'spresent level of educational performance; measurable
annual goals,benchmarks, and short-term objectives; monitoring
strategy; instructionalsupport and related services; and
participation in district-wide assessment.The final two sections
are on implementing the IEP (including written priornotice) and
reviewing the IEP (decision making, IEP review and revision,
andextended school year services). Four appendices include a
variety ofbrochures, meeting guides, sample forms, guidelines for
specific situations,lists of accommodations, a glossary, and
frequently asked questions.(Contains 12 references.) (DB)
*********************************************************************************
Reproductions supplied by EDRS are the best that can be made **
from the original document.
*********************************************************************************
