Avoiding Substantive Errors in Individualized Education Program Development

Yell, Mitchell L.; Katsiyannis, Antonis; Ennis, Robin Parks; Losinski, Mickey; Christle, Christine A.

doi:10.1177/0040059916662204

Cited by 25 publications

(28 citation statements)

References 4 publications

(15 reference statements)

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“…The first author developed the initial coding conventions and guidelines based on the list of common procedural IEP errors identified by Yell, Katsiyannis, Ennis, and Losinski (2013) and Yell et al (2016). The initial coding conventions included step-by-step directions for coding and several exemplars for each code.…”

Section: Methodsmentioning

confidence: 99%

“…“When IEP goals are not measurable or not measured, the IEP will be inadequate” (Christle & Yell, 2010, p. 112). Yell, Katsiyannis, Ennis, Losinski, and Christle (2016) report the most common substantive errors in IEP development are (a) failing to conduct complete and individualized assessment; (b) failing to address all of a student’s needs in the PLAAFP; (c) failure to write ambitious, measurable goals; (d) failure to provide comprehensive special education services; and (e) failing to monitor student progress. These errors have been perpetual, and it is noted that, too often, IEPs have failed to live up to their original promise (Huefner, 2001).…”

Section: A Descriptive Review Of Individualized Education Programs (Imentioning

confidence: 99%

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Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs

et al. 2019

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Students who are eligible to receive special education and related services are entitled to a free and appropriate public education (FAPE) including the necessary emotional, behavioral, and social supports to access the general curriculum. This study explores Individualized Education Program (IEP) plans of students with disabilities who have social, emotional, or behavioral needs served in five rural independent school districts. Specifically, the study sought to investigate (a) whether the present level of academic and functional performance (PLAAFP) and annual goals demonstrated congruence and (b) whether the degree to which the IEP documents conform to both procedural and substantive requirements for development. A review of 126 IEPs suggests that although IEPs are somewhat compliant, they fail to comprehensively address student needs or align across areas, violating the spirit of Individuals with Disabilities Education Improvement Act. Recommendations and future areas of inquiry are provided.

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Section: Methodsmentioning

confidence: 99%

Section: A Descriptive Review Of Individualized Education Programs (Imentioning

confidence: 99%

Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs

et al. 2019

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“…Although the IEP software features are designed to enhance efficiency in the development of the IEP and increase compliance with state and federal regulations, there are several challenges to 2017; More & Barnett, 2014). More and Hart (2014) explained that regarding goal development, that IEP team members must resist the temptation to use pre-created goal banks and only the services s predetermined system (e.g., drop-down menus; Yell, Katsiyannis, Ennis, Losinski & Christle, 2016). This may lead to fields, such as physical education which have been historically forgotten or not addressed by the IEP team (Bittner et al, in press;Gray, 2016;Lieberman & Houston-Wilson, 2011;Stephens et al, 2011) to continue to be overlooked throughout the IEP process.…”

Section: Individualized Education Program Technologymentioning

confidence: 99%

Finding a Home for Adapted Physical Education in Individualized Education Program Software

McNamara¹,

Dillon²

2020

Eur. J. Adapt. Phys. Act.

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mandates special education is free and appropriate for all children with disabilities and includes services in physical education (PE). Few scholars have examined how PE for students with disabilities is documented within individualized education program (IEP) software systems. Thus, the purpose of this investigation was to examine the extent to which PE is being included in IEP software. Fifteen IEP software companies were surveyed. In addition, nine state IEP templates were randomly selected and reviewed in order to determine how they labeled PE services. Four IEP templates were selected from states with an adapted physical education (APE) teaching certificate or endorsement, and five IEP templates were selected from states that did not have an APE teaching certificate or endorsement. The findings from this study indicate that IEP software companies and state IEP templates across that nation are using a variety of terms (e.g., adaptive PE) to label PE services for students with disabilities. Furthermore, many of the documents are also incorrectly classifying PE services as a related service, rather than a direct service which is the correct classification of PE services. These findings support the need for PE experts to be consulted during the development of state IEP templates and IEP software.

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“…In the second part, or substantive component, of the Rowley test, a hearing officer or court has to assess a student's special education program as set forth in a student's IEP to determine if the IEP was reasonably calculated to enable the student to make educational benefit. A substantive violation of the FAPE requirement would occur when the substantive contents of a student's IEP (e.g., assessment, goals, services) were determined to be insufficient to confer educational benefit (Yell, Katsiyannis, Ennis, Losinski, & Christle, 2016;Zirkel, 2017). Because Amy was a very bright and an academically able student, the Supreme Court did not need to examine this question with much depth.…”

Section: Board Of Education Of the Hendrick Hudson Schoolmentioning

confidence: 99%

“…It is also important that the IEP team addresses how a student's progress toward his or her annual goals will be monitored, how and with what frequency a student's progress will be reported to his or her parents, and how the IEP team will respond if the student fails to progress. To ensure that a team can evaluate a student's progress, the PLAAFP statement must become a baseline by which the team develops the student's measurable annual goals, and then monitors progress toward achieving those goals (Yell et al, 2016).…”

Section: Usc § 1415[f][3][e]mentioning

confidence: 99%

Endrew F. v. Douglas County School District (2017): Implications for Educating Students With Emotional and Behavioral Disorders

Yell

2019

Behavioral Disorders

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In 2017, the Supreme Court ruled on a special education case Endrew F. v. Douglas County School District. In this important case, the High Court addressed the degree of educational benefit necessary for a school district to fulfill the requirements for a free appropriate public education (FAPE) under the Individuals With Disabilities Education Act (IDEA). The ruling was especially meaningful for the field of emotional and behavioral disorders, because the plaintiff in this case, Endrew F., exhibited serious academic difficulties and behavior problems. In this article, I first analyze the IDEA’s definition of FAPE and the importance of addressing students’ behavior problems in their individualized education programs (IEPs) to provide a FAPE. Second, I examine the U.S. Supreme Court’s ruling in the Endrew decision, specifically addressing the impact of the school district’s failure to address a student’s behaviors in his IEP. Third, I discuss the implications of the Endrew ruling for developing and implementing IEPs for students with serious behavior problems. I end by advocating for changes in the upcoming reauthorization of the IDEA to bring the law into conformity with the spirit and letter of this important ruling.

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Avoiding Substantive Errors in Individualized Education Program Development

Cited by 25 publications

References 4 publications

Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs

Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs

Finding a Home for Adapted Physical Education in Individualized Education Program Software

Endrew F. v. Douglas County School District (2017): Implications for Educating Students With Emotional and Behavioral Disorders

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