Resources

Arizona Department of Education. (n.d.). Exceptional student services: IEP practical suggestions. Retrieved from http://www.azed.gov/specialeducation/resources/iep-practical-suggestions/

Barge, J. D. (2012, March). From paper to practice: Monitoring IEP implementation. PowerPoint presentation, GCASE Spring Leadership Conference, Athens, Georgia. Retrieved from https://www.slideserve.com/kim/from-paper-to-practice-monitoring-iep-implementation

Bateman, D. F., & Bateman, C. F. (2014). A principal’s guide to special education (3rd ed.). Arlington, VA: Council for Exceptional Children.

Blanton, L. P., Pugach, M. C., & Florian, L. (2014). Preparing general education teachers to improve outcomes for students with disabilities. Retrieved from https://www.ncld.org/wp-content/uploads/2014/11/aacte_ncld_recommendation.pdf

Board of Education of the Hendrick Hudson Central School District v. Rowley, 485 U.S. 176 (1982).

Center for Parent Information & Resources. (2016, 2017). When the IEP team meets. Retrieved from https://www.parentcenterhub.org/meetings/

Council of Chief State School Officers & CEEDAR Center. (2017, January). PSEL 2015 and promoting principal leadership for the success of students with disabilities. Retrieved from https://www.ccsso.org/sites/default/files/2017-10/PSELforSWDs01252017_0.pdf

Darling-Hammond, L., Hyler, M. E., & Gardner, M., with Espinoza, D. (2017, May). Effective teacher professional development. Learning Policy Institute Research Brief. Retrieved from https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Endrew F. v. Douglas County School District Re–1, 137 S. Ct. 988 (2017).

Epstein, J. (2001). School, family, and community partnerships: Your handbook for action. Abingdon, UK: Routledge.

Goddard, R., Goddard, Y., Kim, E.S., & Miller, R. (2015, August). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501–530.

Grand Valley State University (n.d.). IEP Implementation fidelity plan. Retrieved from
https://www.gvsu.edu/cms4/asset/64CB422A-ED08-43F0-F795CA9DE364B6BE/iep_implementation_fidelity_plan_8-16(4).docx

Howey, P. (2018). Does your child’s teacher see the IEP? Retrieved from https://www.wrightslaw.com/blog/does-your-childs-teacher-ever-see-the-iep/

Iowa Department of Education. (n.d.). IEP review. Retrieved from https://educateiowa.gov/pk-12/special-education/iowas-guidance-quality-individualized-education-programs-ieps/iep-review

The IRIS Center. (2007). Page 3: Consultation and collaboration. Serving Students with Visual Disabilities: The Importance of Collaboration. Retrieved from https://iris.peabody.vanderbilt.edu/module/v03-focusplay/cresource/#content

The IRIS Center. (2008). Page 5: Building positive relationships. Family Engagement: Collaborating with Families of Students with Disabilities. Retrieved from https://iris.peabody.vanderbilt.edu/module/fam/cresource/q2/p05/#content

The IRIS Center. (2014). Page 3: Monitoring Progress. Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity. Retrieved from https://iris.peabody.vanderbilt.edu/module/ebp_03/cresource/q2/p03/#content

The IRIS Center. (2014). Page 4: Evaluating progress. Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity. Retrieved from https://iris.peabody.vanderbilt.edu/module/ebp_03/cresource/q2/p04/#content

The IRIS Center. (2014). Page 8: Evaluating the relation between outcomes and fidelity. Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity. Retrieved from https://iris.peabody.vanderbilt.edu/module/ebp_03/cresource/q4/p08/#content

The IRIS Center. (2015). Page 1: Overview of intensive intervention. Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction. Retrieved from https://iris.peabody.vanderbilt.edu/module/dbi1/cresource/q1/p01/#content

The IRIS Center. (2016). Page 4: Use positive behavioral approaches. Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction. Retrieved from https://iris.peabody.vanderbilt.edu/module/jj1/cresource/q2/p04/#content

The IRIS Center. (2019). IEPs: Developing high-quality individualized education programs. Retrieved from https://iris.peabody.vanderbilt.edu/module/iep01/

Krasnoff, B. (2015). Leadership qualities of effective principals. Northwest Comprehensive Center Research Brief. Retrieved from https://nwcc.educationnorthwest.org/sites/default/files/research-brief-leadership-qualities-effective-principals.pdf

Lopez, S. J., & Louis, M. C. (2009, April). The principles of strength-based education. Journal of Career and Character, 10(4). Retrieved from https://www.tandfonline.com/doi/abs/10.2202/1940-1639.1041

Markow, D., & Pieters, A. (2011, May). The MetLife survey of the American teacher: Preparing students for college and careers. Retrieved from https://files.eric.ed.gov/fulltext/ED519278.pdf

McElhinny, K. T., & Pellegrin, D. R. (2014). The principal’s role with IEP teams. NAESP Communicator, 38(2). Retrieved from https://www.naesp.org/communicator-october-2014/principal-s-role-iep-teams

McLeskey, J., & Waldron, N. L. (2015, February). Effective leadership makes schools truly inclusive. PDK International. Retrieved from https://doi.org/10.1177/0031721715569474

National Policy Board for Educational Administration. (2015). Professional standards for educational leaders. Reston, VA: Author.

Office of Special Education and Rehabilitative Services, U.S. Department of Education. (2000, July). A guide to the individualized education program. Jessup, MD: Author.

Office of Special Education & Support. (2011, September). eIEP best practices guidelines.

Pigeon, Y., & Khan, O. (n.d.). Leadership lesson: tools for effective team meetings — How I learned to stop worrying and love my team. Retrieved from https://www.aamc.org/members/gfa/faculty_vitae/148582/team_meetings.html

Rosen, P. (n.d.). Special education: Federal law vs. state law. Retrieved from https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/special-education-federal-law-vs-state-law

Texas Education Agency. (2018). IEP implementation and progress monitoring: Administrative considerations. Retrieved from https://projects.esc20.net/upload/page/0096/docs/IEPImplementation_ProgressMonitoring_508.pdf

U.S. Department of Education. (2004). Sec. 300.323 When IEPS must be in effect. Retrieved from https://sites.ed.gov/idea/regs/b/d/300.323

Yell, M. (2019). The law and special education (5th ed.). New York: Pearson.

Bailey, T. R., & Weingarten, Z. (2019). Strategies for setting high-quality academic individualized education program goals. Washington, DC: National Center on Intensive Intervention, Office of Special Education Program, U.S. Department of Education.

This useful resource leads readers through a detailed step-by-step process for establishing and achieving appropriate student IEP goals. Covered here are strategies for identifying measurable and verifiable target behaviors, establishing baseline performance, writing measurable goals, and much more.

Council of Chief State School Officers. (2019, June). Ensuring an equitable opportunity: Providing a high-quality education for students with disabilities. Retrieved from https://ccsso.org/resource-library/ensuring-equitable-opportunity-providing-high-quality-education-students

This useful resource is a wonderful starting point for school administrators beginning the task of developing an environment in which all students, including those with disabilities, are given the best possible opportunity to achieve their learning goals. Readers will find background information on high-quality IEPs in light of the U.S. Supreme Court’s Endrew decision, as well as tips on creating cross-functional teams and supporting educators throughout a years-long process to deliver FAPE to every student.

IDEAs That Work. (2018, April). High expectations and appropriate supports: The importance of IEPs. IDEAs That Work Symposium Series. Retrieved from https://osepideasthatwork.org/osep-meeting/high-expectations-and-appropriate-supports-importance-ieps#content

These proceedings of the 2018 OSEP IDEAs That Work Symposium feature speakers that include Johnny Collett, Chris Lemons, Barbara Guy, and Karen Erickson discussing the impact of the Endrew F. decision on the development and implementation of high-quality IEPs.

Inclusive Schools Network. (2015, September). Finding time for collaboration and using it well. Retrieved from https://inclusiveschools.org/finding-time-for-collaboration-and-using-it-well/

Given their increasingly hectic schedules, it’s become more and more difficult for school leaders to find time to collaborate with their teachers. Worse yet, when they do find the time, they often find the opportunity squandered by a lack of planning and purpose. This online resource from the Inclusive Schools Network is designed to help address these issues, offering tips and strategies for not only making time to meet and work with teachers but also how to get the most out of those opportunities.

Martin, N. (2012). 21 best practices for successful IEP meetings. Retrieved from https://www.cadreworks.org/resources/symposium/sessions/21-best-practices-successful-iep-meetings#content

Presenting at the Center for Appropriate Dispute Resolution in Special Education’s (CADRE) 5th national symposium, Nick Martin presents 21 best practices to assure efficient, effective, and collaborative IEP team meetings. These methods include such components as pre-conferencing to assure adequate preparation by all participants, effective time management, establishing meeting guidelines (ground rules), using a written agenda, and more. Practical examples, model forms, and experiential exercises are also included.

NCII & PBIS Center. (n.d.). How can we ensure that IEP teams provide the most intensive supports? Retrieved from https://intensiveintervention.org/resource/IEP-Teams

A collaboration of the National Center on Intensive Intervention (NCII) and the Positive Behavioral Interventions & Supports Center (PBIS), these resources provide information about how data-based individualization can support IEP implementation and include a table with key considerations for teams working across the MTSS system.

Shafer, L. (2017, September). How to have a successful IEP meeting: Engaging and empowering families at the start of the year. Usable Knowledge. Retrieved from https://www.gse.harvard.edu/news/uk/17/09/how-have-successful-iep-meeting

Developed in conjunction with the Harvard Graduate School of Education, this online resource includes step-by-step information on setting up, planning, and holding IEP meetings that offer the best possible chance to not only achieve their primary objectives but also to strengthen school-family relationships. Additional resources are also offered for those who wish to pursue the subject further.

The Wallace Foundation. (2013, January). The school principal as leader: Guiding schools to better teaching and learning. Retrieved from https://www.wallacefoundation.org/knowledge-center/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning-2nd-Ed.pdf

This expansive resource developed by the Wallace Foundation is a veritable how-to of becoming a school leader, including five key practices for school transformation, notes on principals’ role in creating and maintaining a professional community of educators, and the use of data in decision making, among much more.

Who’s at the IEP table? A quick guide to roles and responsibilities. (2015). Brookes Publishing. Retrieved from https://blog.brookespublishing.com/whos-at-the-iep-table-a-quick-guide-to-roles-and-responsibilities/

This handy, at-a-glance resource breaks down the roles and responsibilities of IEP meeting participants from the administrator to the special education teacher and the parent and everybody in-between.

The Center for Appropriate Dispute Resolution in Special Education (CADRE) https://www.cadreworks.org/

Resources developed by CADRE and made available here provide families and educators with a number of strategies for working together and through disputes and conflict, including those that might occur during a typical IEP meeting. Visitors will find a downloadable facilitator’s guide, informational resources, course transcripts, and more.

National Technical Assistance Center on Transition (NTACT) https://transitionta.org/#content

NTACT provides online toolkits, guides, and other resources to help professionals implement evidence-based and promising practices to ensure that students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.