IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs
Wrap Up
School administrators play a critical role in ensuring that high-quality IEPs are developed and implemented for every student with an eligible disability. To do so requires a solid understanding of the IEP process itself, as well as its associated legal requirements. Two landmark rulings by the U.S. Supreme Court—Board of Education v. Rowley (1982) and Endrew F. v. Douglas County School District (2017)—outlined procedural, substantive, and implementation requirements for creating high-quality IEPs for students with disabilities.
| Type | Description |
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Procedural requirements An IEP that meets procedural requirements could be considered a technically sound IEP |
Ensure that:
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Substantive requirements An IEP that meets substantive requirements could be considered an educationally meaningful IEP. The Endrew ruling clarified a substantive standard. |
Ensure that:
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Implementation requirements An IEP that meets implementation requirements could be considered to be providing FAPE. |
Ensure that:
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Once school leaders understand the IEP process and its legal implications, they can take the necessary steps to address the needs of eligible students. School administrators should oversee the entire IEP process to ensure the actions noted in the table below occur.
| Preparing for an IEP Meeting | During the IEP Meeting | After the IEP Meeting |
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Finally, school administrators should create a vision in which all students are accepted and valued for their unique abilities and included as integral members of the school. To support this shared responsibility and the success of all students, school administrators can:
- Establish frameworks of academic and social supports and services
- Promote strong school-parent relationships
David Bateman and Breanne Venios summarize the role of the school administrator in the IEP process.
David Bateman, PhD
Professor, Department of Educational Leadership
and Special Education
Shippensburg University
(time: 1:34)
Revisiting Initial Thoughts
Think back to your responses to the Initial Thoughts questions at the beginning of this module. After working through the Perspectives & Resources, do you still agree with those responses? If not, what aspects about them would you change?
What is the school administrator’s role in overseeing the IEP process for students with disabilities?
How can school administrators support implementation of high-quality IEPs in their schools?
When you are ready, proceed to the Assessment section.
