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Writing an Effective IEP

 

Walk through the process of composing an IEP and learn how to match data collection systems to observable objectives.

The IEP is the quintessential special education document. When this document is not well-developed and implemented, there is much to lose: parents may lose faith in the educational process, school districts may lose thousands upon thousands of dollars in due process proceedings, and - most importantly - students may lose opportunities for success. The heart of a well-written IEP exists within the goals and objectives. Equally important are the selection, composition, and plan for implementation of these objectives. Many IEP’s simply fall short with regard to one or more of these three considerations.
This material will help special education teachers, supervisors, and parents compose an IEP that will be of greatest benefit to the student receiving special education services. This content will explain how to select goals and objectives that have immediate and long-term meaning for the student. Further, through examples, it will teach you how to match data collection systems to observable objectives. Finally, it will present a brief collection of worst practices that could negatively impact the IEP and expose the school district to due process. The information will help special education stakeholders make the most of the IEP process, which will ultimately lead to improved student outcomes.

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Writing an Effective IEP

Agenda

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Writing an Effective IEP

Faculty

Thomas Phillip Kitchen, MS, BCBA

Thomas Phillip Kitchen, MS, BCBA

Thomas P. Kitchen, MS, BCBA

  • Assistant professor, graduate special education; director of programs in applied behavior analysis at Mercyhurst University, Erie, Pennsylvania
  • Instructor, Pennsylvania State University World Campus - graduate certificate in autism
  • Private education, behavior, and autism consultant to school districts, mental health organizations, and families in several states
  • Expert witness at due process proceedings who has represented both school districts and families
  • Conducts regular state-wide, regional, and national seminars, workshops, and presentations on special education, autism, severe/challenging behavior, and functional behavior assessment
  • Writer of a book, book chapters, articles, and research presentations related to the areas of autism, special education, and staff performance management in special education and behavioral health service delivery
  • Member, Association for Behavior Analysis, International
  • M.S. degree in special education, Mercyhurst University; post-graduate certificate in applied behavior analysis, Penn State University; board certified behavior analyst
  • Can be contacted at [email protected] or 814-450-5187
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Writing an Effective IEP

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