A Framework for Comprehensive Evaluation of the Individualized Education Program (IEP)

1980 ◽  
Vol 3 (3) ◽  
pp. 49-55 ◽  
Author(s):  
Charles A. Maher ◽  
Christopher R. Barbrack
Keyword(s):  
Education Program ◽  
Comprehensive Evaluation ◽  
Individualized Education Program ◽  
Outcome Evaluation ◽  
Evaluation Framework ◽  
Individualized Education ◽  
Evaluability Assessment ◽  
Consumer Evaluation ◽  
Potential Problems ◽  
Evaluation Information

This article describes an Evaluation Framework that allows for comprehensive evaluation of the Individualized Education Program (IEP). Within the Framework, IEP evaluation is seen as a multifaceted process, undertaken by an IEP evaluator, in order to provide evaluation information to IEP planners and implementers on various aspects of the IEP. Thus, through the systematic use of the Framework, information is obtained about the design of the IEP by means of an evaluability assessment; information about the operations of the IEP by means of a process evaluation; information about the outcome of the IEP by means of an outcome evaluation; and information about the usefulness of the IEP by means of a consumer evaluation. The discussion focuses on appropriate utilization of each evaluation strategy. In addition, several potential problems related to implementation of the Evaluation Framework are highlighted and suggestions are offered for their resolution.

Student Involvement in Individualized Education Program Meetings

2004 ◽  
Vol 70 (4) ◽  
pp. 391-412 ◽  
Author(s):  
David W. Test ◽  
Christine Mason ◽  
Carolyn Hughes ◽  
Moira Konrad ◽  
Melia Neale ◽  
...  
Keyword(s):  
Education Program ◽  
Student Involvement ◽  
Individualized Education Program ◽  
Individualized Education

scholarly journals An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration

2017 ◽  
Vol 42 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Tracy Gershwin Mueller ◽  
Anna Moriarity Vick
Keyword(s):  
Problem Solving ◽  
Education Program ◽  
Individualized Education Program ◽  
Future Research ◽  
Professional Collaboration ◽  
Foster Family ◽  
Individualized Education ◽  
Iep Meeting ◽  
Team Planning ◽  
Parking Lot

There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family–professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their experiences with the process. Findings reveal five meeting procedures that encourage active team planning, collaboration, and problem solving between families and professionals, including premeeting with families, establishing and following a meeting agenda, using meeting norms, utilizing a parking lot for off-topic issues, and visual charting for graphic support during team discussion and problem solving. In this article, the authors present the implications of these procedural practices as a promising structure for IEP meetings that can be used by professionals to collaborate and involve families throughout the IEP meeting process. Implications for future research are also discussed.

The Individualized Education Program (IEP)

2019 ◽  
pp. 96-106
Author(s):  
Kevin P. Brady ◽  
Charles J. Russo ◽  
Cynthia A. Dieterich ◽  
Allan G. Osborne ◽  
Nicole D. Snyder
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Individualized Education
Sign in / Sign up

Export Citation Format

Share Document