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Across California, there are four common themes that have been identified when Individualized Education Program (IEP) meetings are overdue due to data reporting. LEAs may consider the strategies below to assist in accurate reporting of timely IEPs.
When looking at potential causes for chronically overdue IEPs, LEAs that have gone through a Root Cause Analysis (RCA) have shared some common struggles in their processes. This document takes some of the most common bottlenecks and gives suggestions to help your LEA move through challenges.
In order to assist IEP teams to have meaningful discussion during the development of each student's IEP team, the following questions have been developed as guidance. These guiding questions assist the IEP team in ensuring the IEP is reasonably calculated to provide educational benefit to the student.
As LEAs review the CALPADS Accountability and Monitoring 16.8 report and compare to their data in their IEP system (or Special Education Data System "SEDS"), there may be discrepancies. Some of the most common factors for those discrepancies are shared below.
The IRIS Center creates a host of materials and resources about evidence-based instructional and intervention practices. Developed in collaboration with nationally recognized researchers and education experts, these instructional resources—modules, case study units, activities, and a number of Web-based tools—are created for use in college instruction, professional development activities, and independent learning opportunities for practicing educators.