General Educators and Guidance Counselors
Involved in Secondary IEP's
the laws governing special education and the development of
Plans support collaborate/team approaches, often special educators
are writing IEP's with little input from others. The collaborative
approach to writing IEP's should involve gathering information
from a variety of sources thus allowing all interested parties
to have a voice in the development of the student's program,
not just having people in attendance at meetings. Unfortunately
at the secondary level, we often have regular education teachers
and guidance counselors who are silent in IEP meetings because
they aren't aware of information that they should be sharing.
inclusive and integrated schools, students often have seven
or more teachers each year. Teachers possess a wealth of information
concerning a student's achievement that is not always contained
in standardized test information. This knowledge is crucial
in formulating an accurate present level of performance that
reflects the student's progress in relationship to the general
curriculum, in writing appropriate long and short-term goals
for students, and in planning for transitional services. Input
from each is important in the development of a comprehensive
on information that regular education teachers should be providing
to IEP teams include, but are not limited to, the following:
The student's performance in the class. Academic strengths
and challenges that have been observed by the teacher.
Accommodations that have been utilized by the student within
Student behaviors. Include desirable behaviors and methods
that have been used to encourage/support these behaviors
as well as behavioral challenges that have been presented
and methods that have been used as interventions.
Communication concerns for the student.
Assistive technology utilized within the class.
Information concerning the student's socialization and participation
with non-disabled peers in relationship to the following:
other students in the class, in groups within the class,
in the school community, and in extra-curricular activities.
Suggestions for increasing and/or improving participation
need to be part of the IEP discussion.
Goals the teacher has identified for consideration as part
of the IEP.
counselors are often the most knowledgeable staff member within
a school concerning course offerings and requirements, as
well as post secondary educational and employment opportunities.
In addition, they can provide information concerning students'
behavioral needs and services available within the school
and community to help meet those needs.
on information guidance counselors should be sharing in IEP
meetings include, but are not limited to, the following:
Four-year plan of course work developed with the student,
the student's family and the special education staff. Discussions
within the IEP meeting should include progress toward this
four-year plan and course options.
District-wide and Standards of Learning test scores.
Post-secondary educational/training/employment opportunities
PSAT and SAT testing date, applications, accommodations
and/or tests results.
Diploma options and requirements.
Information concerning community resources for students
and their families.
Information concerning school- wide tutorial/remedial services
available within the school setting.
from the Newsletter of the Training and Technical Assistance
Centers at Virginia Tech and Radford University Spring 2002
Vol. 10, No. 3