| 1 | | Foundational issues in individualized education programs (IEPS) | | 3 |
| | | Introduction | | 3 |
| | | Purpose of an IEP | | 4 |
| | | 13 principles of IEP collaboration | | 6 |
| 2 | | IEP preparation | | 13 |
| | | Preparation before the IEP meeting | | 13 |
| | | Setting up the IEP meeting | | 14 |
| | | Giving notice of an IEP meeting | | 15 |
| | | When an IEP meeting must be convened | | 16 |
| | | Helping students prepare | | 17 |
| | | Characteristics of an effective IEP team meeting | | 18 |
| 3 | | IEP participants | | 21 |
| | | IEP team members - roles and responsibilities | | 21 |
| | | Excusal of team members | | 31 |
| | | Questions and answers about other IEP team-related topics | | 32 |
| 4 | | IEP team meetings | | 35 |
| | | The team process | | 35 |
| | | During the meeting - focused but flexible | | 36 |
| | | Guidelines for running the IEP meeting | | 37 |
| 5 | | Step-by-step development of the IEP | | 41 |
| | | Step 1 : formulate a statement of the students present level of academic achievement of functional performance | | 41 |
| | | Step 2 : determine the four need areas | | 44 |
| | | Step 3 : consideration of special factors | | 49 |
| | | Step 4 : determination of measurable annual goals (including academic and functional goals) | | 56 |
| | | Step 5 : reporting progress toward the annual goals to parents | | 70 |
| | | Step 6 : determine the extent to which the student will not be able to participate in general education programs (LRE explanation) | | 72 |
| | More... | | |