PreIEP

ESE 412/512: Collaboration and Partnerships Among Parents and

Professionals in Special Education

Pre-IEP Packet

For this portion of the collaboration binder, you will design a packet of materials that you can use as a teacher to help family members prepare for an Individualized Education Plan (IEP) meeting. These meetings are complicated illegal proceeding that can be intimidating for many family members. Your task is to put together a combination of informational questionnaires for the family to fill out and information provided by the teacher about what family members can expect to see at the IEP meeting.

The Pre-IEP Packet portion of the collaboration binder assignment is worth 30 points and will be evaluated using the following rubric:

Item	Points Earned
The packet begins with a brief introductory letter that explains to parents what the parts of the packet are and how each piece is used. This letter should include what family’s responses will be used for and why it is important that they participate. This letter should also contain the contact information for the teacher.
The Pre-IEP Packet includes an informal questionnaire about the family’s instructional priorities to inform the future planning section of the IEP and the student’s characteristics to inform the profile portion of the IEP.
The Pre-IEP Packet includes both a blank and a completed example of proposed goals and objectives sheets that a teacher can use to communicate their plans for the IEP to parents.
The Pre-IEP Packet includes a cover page explaining what the document “Whose IDEA Is This?” is and how parents can use it. This should also contain information about where the parent can find a digital copy of the document, as well as contact information for someone who can answer questions about the document.
After the packet, the assignment includes a 1-page narrative that clearly describes how the teacher will use this Pre-IEP packet in their classroom. This should include when and how the teacher will deliver the packet to families, what the teacher will do with the information gathered, what the teacher plans to do if a family does not respond, and what the teacher plans to do if a family doesn’t understand or disagrees with some of the included materials.
Up to two points will be deducted for repeated spelling or grammar errors.