This practical resource shows teachers and administrators how to better understand the Individual Education Program (IEP), create effective IEPs, as well as write and evaluate an IEP to benefit every student with a disability. Using a 15-step plan, Understanding, Developing, and Writing Effective IEPs: A Step-by-Step Guide for Educators provides techniques, suggestions, and information for every component of the IEP process. The authors include authentic IEP samples and multiple checklists to help educators prepare for an IEP meeting where all stakeholders are actively involved in the process. Frequently asked questions and a glossary of special education terminology enable every member of the IEP team to participate in this program, helping to ensure that every student receives the most appropriate interventions, services, and educational resources for academic success.
Roger Pierangelo is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology. Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education. Pierangelo earned his BS degree from St. John's University, his MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa. Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.
Preface
Acknowledgments
About the Authors
Introduction
1. Foundational Issues in Individualized Education Programs (IEPs)
Introduction
Purpose of an IEP
13 Principles of IEP Collaboration
2. IEP Preparation
Preparation Before the IEP Meeting
Setting Up the IEP Meeting
Giving Notice of an IEP Meeting
When an IEP Meeting Must Be Convened
Helping Students Prepare
Characteristics of an Effective IEP Team Meeting
3. IEP Participants
IEP Team Members--Roles and Responsibilities
Excusal of Team Members
Questions and Answers About Other IEP Team-Related Topics
4. IEP Team Meetings
The Team Process
During the Meeting--Focused but Flexible
Guidelines for Running the IEP Meeting
5. Step-by-Step Development of the IEP
Step 1: Formulate a Statement of the Student's Present Level of Academic Achievement of Functional Performance
Step 2: Determine the Four Need Areas
Step 3: Consideration of Special Factors
Step 4: Determination of Measurable Annual Goals (Including Academic and Functional Goals)
Step 5: Reporting Progress Toward the Annual Goals to Parents
Step 6: Determine the Extent to Which the Student Will Not Be Able to Participate in General Education Programs (LRE Explanation)
Step 7: Determine Placement Options
Step 8: Determine Related Services
Step 9: Determine Program Modifications, Accommodations, Supplementary Aids, and Services
Step 10: Determine the Need for Assistive Technology Devices and Services
Step 11: Determine the Supports for School Personnel on Behalf of the Student
Step 12: Determine the Ability of a Student to Participate in State and District Assessments
Step 13: Determine Extended School Year (ESY) Services
Step 14: A Statement of Secondary Transition Service Needs and Needed Transition Services for Students
Step 15: Develop a Statement of Transfer of Parental Rights to the Student Upon Reaching the Age of Majority
Annual Review and Revision of the IEP
Recommendations Upon Declassification
Appendix: Individuals with Disabilities Education Improvement Act of 2004--Section on IEPs (Enrolled as Agreed to or Passed by Both House and Senate)
Glossary
References and Suggested Readings
Index
This practical resource shows teachers and administrators how to better understand the Individual Education Program (IEP), create effective IEPs, as well as write and evaluate an IEP to benefit every student with a disability. Using a 15-step plan, Understanding, Developing, and Writing Effective IEPs: A Step-by-Step Guide for Educators provides techniques, suggestions, and information for every component of the IEP process. The authors include authentic IEP samples and multiple checklists to help educators prepare for an IEP meeting where all stakeholders are actively involved in the process. Frequently asked questions and a glossary of special education terminology enable every member of the IEP team to participate in this program, helping to ensure that every student receives the most appropriate interventions, services, and educational resources for academic success.
Roger Pierangelo is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology. Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education. Pierangelo earned his BS degree from St. John's University, his MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa. Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.
Preface
Acknowledgments
About the Authors
Introduction
1. Foundational Issues in Individualized Education Programs (IEPs)
Introduction
Purpose of an IEP
13 Principles of IEP Collaboration
2. IEP Preparation
Preparation Before the IEP Meeting
Setting Up the IEP Meeting
Giving Notice of an IEP Meeting
When an IEP Meeting Must Be Convened
Helping Students Prepare
Characteristics of an Effective IEP Team Meeting
3. IEP Participants
IEP Team Members--Roles and Responsibilities
Excusal of Team Members
Questions and Answers About Other IEP Team-Related Topics
4. IEP Team Meetings
The Team Process
During the Meeting--Focused but Flexible
Guidelines for Running the IEP Meeting
5. Step-by-Step Development of the IEP
Step 1: Formulate a Statement of the Student's Present Level of Academic Achievement of Functional Performance
Step 2: Determine the Four Need Areas
Step 3: Consideration of Special Factors
Step 4: Determination of Measurable Annual Goals (Including Academic and Functional Goals)
Step 5: Reporting Progress Toward the Annual Goals to Parents
Step 6: Determine the Extent to Which the Student Will Not Be Able to Participate in General Education Programs (LRE Explanation)
Step 7: Determine Placement Options
Step 8: Determine Related Services
Step 9: Determine Program Modifications, Accommodations, Supplementary Aids, and Services
Step 10: Determine the Need for Assistive Technology Devices and Services
Step 11: Determine the Supports for School Personnel on Behalf of the Student
Step 12: Determine the Ability of a Student to Participate in State and District Assessments
Step 13: Determine Extended School Year (ESY) Services
Step 14: A Statement of Secondary Transition Service Needs and Needed Transition Services for Students
Step 15: Develop a Statement of Transfer of Parental Rights to the Student Upon Reaching the Age of Majority
Annual Review and Revision of the IEP
Recommendations Upon Declassification
Appendix: Individuals with Disabilities Education Improvement Act of 2004--Section on IEPs (Enrolled as Agreed to or Passed by Both House and Senate)
Glossary
References and Suggested Readings
Index
Preface
Acknowledgments
About the Authors
Introduction
1. Foundational Issues in Individualized Education Programs
(IEPs)
Introduction
Purpose of an IEP
13 Principles of IEP Collaboration
2. IEP Preparation
Preparation Before the IEP Meeting
Setting Up the IEP Meeting
Giving Notice of an IEP Meeting
When an IEP Meeting Must Be Convened
Helping Students Prepare
Characteristics of an Effective IEP Team Meeting
3. IEP Participants
IEP Team Members--Roles and Responsibilities
Excusal of Team Members
Questions and Answers About Other IEP Team-Related Topics
4. IEP Team Meetings
The Team Process
During the Meeting--Focused but Flexible
Guidelines for Running the IEP Meeting
5. Step-by-Step Development of the IEP
Step 1: Formulate a Statement of the Student′s Present Level of
Academic Achievement of Functional Performance
Step 2: Determine the Four Need Areas
Step 3: Consideration of Special Factors
Step 4: Determination of Measurable Annual Goals (Including
Academic and Functional Goals)
Step 5: Reporting Progress Toward the Annual Goals to Parents
Step 6: Determine the Extent to Which the Student Will Not Be Able
to Participate in General Education Programs (LRE Explanation)
Step 7: Determine Placement Options
Step 8: Determine Related Services
Step 9: Determine Program Modifications, Accommodations,
Supplementary Aids, and Services
Step 10: Determine the Need for Assistive Technology Devices and
Services
Step 11: Determine the Supports for School Personnel on Behalf of
the Student
Step 12: Determine the Ability of a Student to Participate in State
and District Assessments
Step 13: Determine Extended School Year (ESY) Services
Step 14: A Statement of Secondary Transition Service Needs and
Needed Transition Services for Students
Step 15: Develop a Statement of Transfer of Parental Rights to the
Student Upon Reaching the Age of Majority
Annual Review and Revision of the IEP
Recommendations Upon Declassification
Appendix: Individuals with Disabilities Education Improvement Act
of 2004--Section on IEPs (Enrolled as Agreed to or Passed by Both
House and Senate)
Glossary
References and Suggested Readings
Index
Roger Pierangelo is an associate professor in the Department
of Special Education and Literacy at Long Island University. He has
been an administrator of special education programs and served for
eighteen years as a permanent member of Committees on Special
Education. He has over thirty years of experience in the public
school system as a general education classroom teacher and school
psychologist, and is a consultant to numerous private and public
schools, PTAs, and SEPTA groups. Pierangelo has also been an
evaluator for the New York State Office of Vocational and
Rehabilitative Services and a director of a private clinic. He is a
New York State licensed clinical psychologist, certified school
psychologist, and a Board Certified Diplomate Fellow in Child and
Adolescent Psychology and Forensic Psychology. Pierangelo is
currently president of The National Association of Special
Education Teachers, executive director of The American Academy of
Special Education Professionals, and vice-president of The National
Association of Parents with Children in Special Education.
Pierangelo earned his BS degree from St. John′s University, his MS
from Queens College, Professional Diploma from Queens College, PhD
from Yeshiva University, and Diplomate Fellow in Child and
Adolescent Psychology and Forensic Psychology from the
International College of Professional Psychology. He is a member of
the American Psychological Association, New York State
Psychological Association, Nassau County Psychological Association,
New York State Union of Teachers, and Phi Delta Kappa.
Pierangelo is the coauthor of numerous books, including The Big
Book of Special Education Resources and The Step-by-Step Book
Series for Special Educators. George Giuliani is an
assistant professor at Hofstra University′s School of Education and
Allied Health and Human Services, in the Department of Counseling,
Research, Special Education, and Rehabilitation. He is the
executive director of the National Association of Special Education
Professionals, president of the National Association of Parents
with Children in Special Education (NAPCSE), vice-president of the
National Association of Special Education Teachers, and an
educational consultant for various school districts. He has
provided numerous workshops for parents and teachers on a variety
of special education and psychological topics.
Giuliani earned Board Certification as a Diplomate Fellow in
Child and Adolescent Psychology and Forensic Psychology from the
International College of Professional Psychology. Giuliani is
also a New York State licensed psychologist, certified school
psychologist, and has an extensive private practice focusing on
children with special needs. He is a member of the American
Psychological Association, New York State Psychological
Association, the National Association of School Psychologists,
Suffolk County Psychological Association, Psi Chi, American
Association of University Professors, and the Council for
Exceptional Children. Giuliani earned his BA from the College of
the Holy Cross, MS from St. John′s University, JD from City
University Law School, and PsyD from Rutgers University, The
Graduate School of Applied and Professional Psychology.
Giuliani is the coauthor of numerous books, including The Big Book
of Special Education Resources and The Step-by-Step Book Series for
Special Educators.
"The authors tackle an often complex process in an understandable,
sequential manner."
*Mary L. Jackson, Resource Teacher*
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