IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs
Perspectives & Resources
Objectives
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, you should be able to:
- Understand the legal implications regarding the education of students with disabilities
- Understand the administrator’s role in overseeing the IEP process for students with disabilities
- Understand the key procedural and substantive requirements of developing and implementing a high-quality IEP
- Describe the actions that a school administrator should ensure happens prior to and during an IEP meeting
- Discuss the actions that an administrator should take to ensure services and supports outlined in the IEP are implemented with fidelity
- Explain the importance of documenting a student’s progress toward meeting his IEP goals and reporting that progress to parents
Standards
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 2: Learning Environments
- Standard 4: Assessment
- 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.
Instruction
- INS1. Practitioners, with the family, identify each child’s strengths, preferences, and interests to engage the child in active learning.
- 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.
- INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
- 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
When you are ready, proceed to Page 1.
