IEPs: Developing High-Quality Individualized Education Programs
Perspectives & Resources
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, you should be able to:
- Identify the purpose and components of a high-quality IEP
- Understand key procedural and substantive requirements of a high-quality IEP
- Recognize the most common procedural and substantive errors made by IEP teams
- Describe how a high-quality IEP is developed around the unique needs of each student
- Identify the elements of a high-quality PLAAFP statement
- Explain how to develop challenging, ambitious, and measurable goals
- Identify the elements that should be included in a statement of the individualized services and supports to be provided to a student
- Explain the importance of documenting a student’s progress toward meeting his or her IEP goals and reporting that progress to parents
This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.
CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.
- Standard 1: Content and Pedagogical Knowledge
CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.
- Standard 4: Assessment
- Standard 5: Instructional Planning and Strategies
- Standard 7: Collaboration
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.
- INS2. Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.
- INS5. Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities.
- INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.
- Standard 10: Leadership and Collaboration
NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them.
- Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
When you are ready, proceed to Page 1.