31 IEP and IFSP Meetings and Processes

Individualized education programs (IEP) and Individualized family service plans (IFSP) are legal documents containing the special education services children, students, and families receive. Below are various resources to support this process.

Delivery models in alignment with ieP/IFSP implementation

Comprehensive Instructional Curriculum and Instructional Design – This is an OER textbook for designing instructional curriculum and instructional design for students with autism.

IEP Development AND Process

Developing High Quality IEPs – This is a module developed by the IRIS Center.

Considerations for IEP Development (video with questions) – Jim Shriner provides information about two of the types of services that must be included in a student’s individualized education program: supplementary aids and services, and program modifications or supports for school personnel. He also shares his thoughts on some further considerations for IEP teams to keep in mind, and some of the ways that IEPs should be used by school personnel (time: 9:35).

The IEP Team Process: Part 1 – This video is the first in a series of 5 videos introducing IEP development and the IDEA.

The IEP Team Process: The IEP Team  – This video is the second video in the series and outlines the IEP team and process

data based decision-making

The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns – This IRIS module highlights the benefits of the pre-referral process—a preventative approach that can eliminate inappropriate referrals to special education—and outlines the six stages most commonly involved in its implementation (est. completion time: 1 hour).

Intensive Intervention: Collecting and Analyzing Data – This IRIS module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours). If you have not already done so, we recommend that you complete part one.

Progress Monitoring: Math – This resource introduces users to progress monitoring in mathematics, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours).

Progress Monitoring: Reading – This resource introduces users to progress monitoring in reading, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours).

related services

Related Service: Common Supports for Students with Disabilities – This is a module developed by the IRIS Center.

Transition as part of the iep process

An Informed Family Engagement Plan – The presentation presents a framework for family engagement. Strategies for engaging families and strategies and methods for evaluating the effectiveness of efforts are also discussed.

Transition of Students With Disabilities to Postsecondary Education: A Guide for High School Educators – This publication is in the public domain. Authorization to reproduce it in whole or in part is granted. The publication’s citation should be: U.S. Department of Education, Office for Civil Rights, Transition of Students With Disabilities to Postsecondary Education: A Guide for High School Educators, Washington, D.C., 2011.

Transition – Early Childhood – CONNECT Modules are FREE practice-focused instructional resources for faculty and other professional development providers.

Secondary Transition: Student Centered Transition Planning – This IRIS module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings (est. completion time: 2 hours).

Secondary Transition: Helping Students with Disabilities Plan for Post High School Settings – This module focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation (est. completion time: 1 hour).

Secondary Transition: Interagency Collaboration – This IRIS module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school (est. completion time: 2 hours).

inclusion as part of placement decisions

Cooperative Learning in Inclusive Classrooms – This article outlines the benefits of cooperative learning for SWD. Critical aspects of cooperative learning, types of teams, and resources and supports for cooperative learning are provided.

Accommodations: Instructional and Testing Supports for Students with Disabilities – This IRIS module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours).

Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities – This IRIS module highlights classroom considerations that promote access to the general education curriculum for students with disabilities (est. completion time: 1.5 hours).

Collaborating with Families – This IRIS module—a revision of Collaborating with Families, which was originally developed in cooperation with the PACER Center—addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors that affect these families and outlines some practical ways to build relationships and create opportunities for involvement (est. completion time: 1 hour).

early childhood

IEP and IFSP Differences – This resource summarizes key differences between an IEP and IFSP.

Individualized Education Program – Provides information on LRE, IEP and IFSP goals/outcomes, engaging family, and key principles

Learning Bytes: IFSP Outcomes – Several resources are provided within this weblink related to IFSP development. This includes creating strong outcomes, gathering information, and ensuring that family concerns and priorities are the focus of IFSP outcomes.

Learning Bytes: Assessment for IFSP – This resource provides information on gathering authentic assessment and using data gathered to form IFSP outcomes.

Checklist of Family Centered Services and the IFSP – This is a one page checkist of item to use to evaluate the use of family centered practices within the IFSP. It provides the section in which various family centered practices should be exemplified.

Key Characteristics of Well-Written IFSP Outcomes OUTCOME DEVELOPMENT CHECKLIST – This is a one page checklist of items to use to evaluate the quality of IFSP outcomes. It includes what each outcome should include and space to indicate if it is present and to comment.

IFSP and Outcome Development – This site provides a plethora of resources related to the IFSP and development process. These resources include webinars, articles, handouts and videos. The resources are focused on the development of IFSPs.

resources

Special Education Case Studies – This site provides case studies for instructional purposes. The cases are arranged by CEC standard, topically, and alphabetically for ease of use.

Writing SMART objectives and strategies that fit the ROUTINE – This article is specific to ensuring the goals and objectives you write are specific, measurable, attainable,  routine based, and tie to a functional priority.

Moving from assessment information to IFSPs: Guidelines for a family-centered process – This article is specific to using assessment data to write an IFSP to ensure a family centered process.

Activities

• In small groups, describe how you currently work with family members, peers, or co-workers. What are some of the core practices that make these interactions positive? What are stressors within these interactions? How might you be able to take these experiences to a classroom setting when working with educators to support students with disabilities?