The role of the classroom The role of the classroom teacher in the IEP processteacher in the IEP process

From: Johns, B & Crowley, EP (2005).Students From: Johns, B & Crowley, EP (2005).Students with Disabilities and General Education: A with Disabilities and General Education: A desktop Reference for School Personnel. desktop Reference for School Personnel.

Horsham, PA: LRP Publications. Chapter 6.Horsham, PA: LRP Publications. Chapter 6.

The Intent of IDEA and the IEP The Intent of IDEA and the IEP processprocess

At least one general education teacher At least one general education teacher should be an active participant in the should be an active participant in the IEP process. IEP process.

The development of the IEPThe development of the IEP

Each student’s strengths and needs Each student’s strengths and needs are assessed and considered by a are assessed and considered by a team of professionals, the parents, team of professionals, the parents, and sometimes the studentand sometimes the student

Schools use the IEP to guide their Schools use the IEP to guide their provision for services; and parents provision for services; and parents use it to track whether a student is use it to track whether a student is receiving services and meeting their receiving services and meeting their goals.goals.

The IEPThe IEP

Some school districts provide each teacher Some school districts provide each teacher with a copy of the full IEP.with a copy of the full IEP.

Other schools provide only the page that Other schools provide only the page that deals with strengths, weaknesses, deals with strengths, weaknesses, goals/objectives, and goals/objectives, and accommodations/modificationsaccommodations/modifications

Other schools provide a one page Other schools provide a one page summary of the strengths, weaknesses, summary of the strengths, weaknesses, goals and accommodationsgoals and accommodations

General Ed Teacher’s questions to General Ed Teacher’s questions to consider for the IEP process: What consider for the IEP process: What

are the student’s…are the student’s… Present level of Present level of

academic academic achievement and achievement and performanceperformance

Assessments givenAssessments given StrengthsStrengths DeficitsDeficits NeedsNeeds Possible goalsPossible goals

Possible Possible accommodations for accommodations for instruction and instruction and assessmentassessment

What accommodations What accommodations have been successful have been successful and unsuccessfuland unsuccessful

Abilities for statewide Abilities for statewide assessmentassessment

General Ed Teacher’s questions to General Ed Teacher’s questions to consider for the IEP process: What consider for the IEP process: What

are the student’s…(cont)are the student’s…(cont) Behavioral Behavioral

challengeschallenges ReinforcersReinforcers InterestsInterests Possible transition Possible transition

plan for after plan for after schoolschool

Needs for Needs for placementplacement

Needs for specific Needs for specific related servicesrelated services

Needs for Needs for supplementary supplementary aides and servicesaides and services

Needs for support Needs for support for the teacherfor the teacher

Other…Other…

Preparation for the IEP meetingPreparation for the IEP meeting

Remember to be prepared Remember to be prepared Be an active member of the team Be an active member of the team