• Capizzi, A. M. (2008). From assessment to annual goal: Engaging a decision-making process in writing measurable IEPs. Teaching Exceptional Children, 41(1), 18–25.

This article is an overview of the entire IEP process, beginning with the legal perspective. The role of assessment and compilation of data are provided via the story of a teacher, Ms. Engler, as she goes through the process on behalf of her student “Paula.”

• Lignugaris/Kraft, B., Marchand-Martella. N., & Martella, R. C. (2001). Writing better goals and short-term objectives or benchmarks. Teaching Exceptional Children, 34(1), 52–58. 

This article emphasizes the importance of precise, well-written objectives, goals, and benchmarks. When developed correctly, they become clear outcomes for the students, guide progress monitoring by the teacher, and communicate necessary information to parents.

• Lynch, S., & Adams, P. (2008). Developing standards-based individualized education program objectives for students with significant needs. Teaching Exceptional Children, 40(3), 36–39.  

This article describes a special educator who teaches children with very significant needs and the challenges she faces when writing IEP objectives that must be drawn from the general education curriculum.

•  Van Dycke, J. L., Martin, J. E., & Lovett, D. L. (2006). Why is this cake on fire? Inviting students into the IEP process. Teaching Exceptional Children, 38(3), 42–47.

Students, even at an early age, can be involved in the IEP process and communicate their needs and preferences as part of the team. When students were taught self-directed leadership, their teachers and families noted an increase in the child’s buy-in for the plan, including greater advocacy and social skills. How might you ensure meaningful participation when a student is present at an IEP meeting?

• Snow, K. (2010). Disability is natural. Retrieved from www.disabilityisnatural.com

At the bottom of the home page, special education author, advocate, and parent Kathie Snow invites the special education community to consider how the world could be a better place for people with disabilities. Review the comments and ponder how you, your students, and their families might answer.

Optional Websites

IEPs often include supports related to transition planning and extended year programs. These resources provide information on both.

• Massachusetts Department of Elementary & Secondary Education. (2002). Question and answer guide on special education extended school tear programs. Retrieved from http://www.doe.mass.edu/pqa/ta/esyp_qa.html
•  National Dissemination Center for Children With Disabilities. (2009). Transition “starters” for everyone. Retrieved from http://nichcy.org/schoolage/transitionadult/starters