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ERIC Number: ED454682
Record Type: RIE
Publication Date: 2001-Apr
Pages: 43
Abstractor: N/A
Addressing Standards and Assessments on State IEP Forms. Synthesis Report.
Thompson, Sandra J.; Thurlow, Martha L.; Quenemoen, Rachel F.; Esler, Amy; Whetstone, Patti
A study examined state Individualized Education Program (IEP) forms to determine the extent to which they include documentation of standards and assessments. All 50 states were asked to send their IEP Forms and to indicate whether they were required, recommended, or simply sample forms. Out of the 41 states with IEP forms, only 5 states specifically addressed educational standards on their forms and 31 states addressed the general curriculum on their IEP forms. IEP forms in 30 states listed three or more options for assessment participation. The following recommendations for IEP forms are provided: (1) whenever access to the general curriculum is mentioned, add the reason from the Individuals with Disabilities Education Act, "so that he or she can meet the educational standards that apply to all children"; (2) offer statewide training, ongoing technical assistance, and easily accessible information about standards-based IEPs; (3) develop clear, accessible, and effective participation decision-making processes for IEP teams; (4) include "alternate assessment" on the list of assessment participation options; (5) specify important implications of assessment decisions on the IEP form; (6) post state IEP forms in easily accessible locations on state education agency Web sites; (7) clearly label IEP forms as sample, recommended, or required; and (8) give IEP teams time to make thoughtful decisions. Appendices include a list of state IEP forms references to standards and assessment. (CR)
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($10). Tel: 612-624-8561; Fax: 612-624-0879; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Grant or Contract Numbers: N/A