Creating and evaluating Individualized Education Programs (IEPs) for students with disabilities is a major responsibility for teachers and school leaders, yet the process involves legal components not always understood by educators. In "Understanding, Developing, and Writing Effective IEPs," legal and special education experts Roger Pierangelo and George Giuliani provide K-12 educators with a clear step-by-step plan for IEP development that helps guarantee a Free and Appropriate Public Education (FAPE) in the Least Restricted Environment (LRE) for students with disabilities. Frequently Asked Questions and a glossary of easy-to-understand special education terminology enable every member of the IEP team to develop a meaningful, functional program that meets a student's unique needs. Aligned with the latest reauthorization of IDEA 2004, this practical resource also includes: (1) Descriptions of the IEP process; (2) Sample materials from authentic IEPs; (3) Checklists, forms, and reproducibles for planning an effective IEP meeting; and (4) Guidelines that encourage positive collaboration between educators and families. Ideal for teachers and administrators, this jargon-free text provides techniques, suggestions, and information for all aspects of the IEP process. Following a preface, acknowledgments, about the Authors and a introduction, this book is divided into five parts. Part I, Foundational Issues in Individualized Education Programs (IEPs), presents: (1) Introduction; (2) Purpose of an IEP; and (3) 13 Principles of IEP Collaboration. Part II, IEP Preparation, continues with: (4) Preparation Before the IEP Meeting; (5) Setting Up the IEP Meeting; (6) Giving Notice of an IEP Meeting When an IEP Meeting Must Be Convened; (7) Helping Students Prepare; and (8) Characteristics of an Effective IEP Team Meeting. Part III, IEP Participants, continues with: (9) IEP Team Members--Roles and Responsibilities; (10) Excusal of Team Members; and (10) Questions and Answers About Other IEP Team-Related Topics. Part IV, IEP Team Meetings, continues with: (11) The Team Process; (12) During the Meeting--Focused but Flexible; and (13) Guidelines for Running the IEP Meeting. Part V, Step-by-Step Development of the IEP, concludes with: Step 1: Formulate a Statement of the Student's Present Level of Academic Achievement of Functional Performance, Step 2: Determine the Four Need Areas, Step 3: Consideration of Special Factors, Step 4: Determination of Measurable Annual Goals (Including Academic and Functional Goals), Step 5: Reporting Progress Toward the Annual Goals to Parents, Step 6: Determine the Extent to Which the Student Will Not Be Able to Participate in General Education Programs (LRE Explanation), Step 7: Determine Placement Options, Step 8: Determine Related Services, Step 9: Determine Program Modifications, Accommodations, Supplementary Aids, and Services, Step 10: Determine the Need for Assistive Technology Devices and Services, Step 11: Determine the Supports for School Personnel on Behalf of the Student, Step 12: Determine the Ability of a Student to Participate in State and District Assessments, Step 13: Determine Extended School Year (ESY) Services Step 14: A Statement of Secondary Transition Service Needs and Needed Transition Services for Students, Step 15: Develop a Statement of Transfer of Parental Rights to the Student Upon Reaching the Age of Majority; (14) Annual Review and Revision of the IEP; and (15) Recommendations Upon Declassification. Appendix: Individuals with Disabilities Education Improvement Act of 2004--Section on IEPs (Enrolled as Agreed to or Passed by Both House and Senate), a glossary, references, suggested readings, and an index are also included.