Page 8: References & Additional Resources
To cite this module, please use the following:
The IRIS Center (2019). IEPs: How administrators can support the development and implementation of high-quality IEPs. Retrieved from https://iris.peabody.vanderbilt.edu/module/iep02/
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
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
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. Collaborating with Families. 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 DOI: 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.
Couvillon, M. A., Yell, M. L., & Katsiyannis, A. (2018). Endrew F. v. Douglas County School District (2017) and special education law: What teachers and administrators need to know. Preventing School Failure, 62(4), 289–299. DOI: https://www.tandfonline.com/doi/full/10.1080/1045988X.2018.1456400
This article overviews the roles and responsibilities of educators and school leaders in light of the U.S. Supreme Court’s ruling in Endrew F. Specific strategies are discussed and a number of informative resources are listed for those who wish to learn more.
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
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
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.
Rocklin Unified School District. (n.d.). IEP meeting roles and responsibilities. Retrieved from http://www.rocklinusd.org/documents/IEP%20Meeting%20Roles%20and%20Responsibilities.pdf
This handy, at-a-glance resource breaks down the roles and responsibilities of IEP meeting participants from the special education director to the program director and site manager and everybody in-between. A link to case manager responsibilities is also included.
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.
The Center for Appropriate Dispute Resolution in Special Education (CADRE) 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://www.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.