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Dear Arizona Promising Practices Subscriber,
Welcome
to another online addition of the Arizona Promising Practices forum. For those
new to this service, each issue, which will now be sent to you on a regular
basis, will focus on:
(1)
Recommended National Educational Websites; and (2) One promising
practice article in condensed form. We welcome your recommendations for
improvement to this forum or suggestions on future topics (these will be wide
ranging so if nothing in this update interests you, hold on for future editions!) The Arizona Promising Practices Forum and website, www.azpromisingpractices.com
is a FREE resource of the Arizona Department of Education.
Mary
Urich, ACPE Director murich@ade.az.gov
In
this issue the Promising Practices Forum will provide the first in a periodic
series on writing
effective and legal Individual Education Plans. This guide will
serve as a resource for teachers, parents, and individuals who impact the student
learning experience. Brought to you by LDOnline, this easy to use guide will
provide a practical approach to the IEP process.
National
Website of Importance – Check out
the new Mountain Plains Regional Resource Center website’s Online Catalog for
a list of helpful tools, links, and websites that enhance student learning/ http://mprrclibrary.usu.edu/index.jsp
Promising
Practice Research and Teaching Tips
Effective
and Legal Individual Education Plan (IEP) and Components
Series
1: Who should attend IEP Meetings?
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Table
1. IEP Participants and Accompanying Duties
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Participant
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Description
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Mandates
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Parents
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Biological parent, guardian, or surrogate parent
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 Notify
parents, with enough time to ensure that they have an opportunity to
attend the meeting
Schedule
meeting at a mutually agreeable time and place
Arrange
alternate methods for including parents if they are unable to attend the
meeting (e.g., conference call)
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Local educational agency representative
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Representative
of the school or school district qualified to
Provide
and supervise the provision of the special education program, and
Ensure
that the services specified in the IEP are provided
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Must
be in attendance
Must
be able to commit school district resources
May
designate which teacher(s) will participate
Encouraged
to seek input from student's general education teachers who are not on
the IEP team
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Student's special education teacher
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Special education teacher with primary responsibility for
implementing the IEP
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Should be in attendance
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Student's general education teacher(s)
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The general education teacher participating in the meeting should
be the teacher who is, or may be, responsible for implementing the IEP
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Should be in attendance
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Professional able to explain the instructional implications of
the evaluation results
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Professional with knowledge and expertise in evaluation
who may already be on the IEP team (e.g., special education teacher)
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Must
attend all IEP meetings
Provides
a clearer link between evaluation results and instruction
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Other individuals, at the discretion of the parent or school
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The school or parents may invite other persons to the meeting
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Confidentiality
rules may prevent attendance of persons not employed by the school
district, unless the parents give written consent
May
include related services personnel, transition providers, counselors,
and school social workers
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Student (if appropriate)
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Beginning at age 14, the student is a very important part of the
IEP team because of transition considerations
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The school must inform the parents that the student may attend
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Note. IEP = Individualized Education Program.
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