To ascertain the success of education procedures in school, the evaluation must take place. The federal government and the state government have the responsibility of appraising aspects of the educational process. They both have come up with the Individualized Education Program (IEP) form for the evaluation process. Evaluation is essential as it enables the educational leadership to make sound decisions concerning the success of educational programs. This paper will examine similarities and differences in Federal IEP and Connecticut IEP. Besides, the paper will seek to verify if the IEP form meets the 2004 IDEA and its usefulness to parents and educators.
The Difference between Federal and Connecticut IEP Forms
The transitional objectives in the federal IEP form are filled by learners below the age of 14 years. It indicates their desired disciplines in attaining their higher level course of a career. While in the Connecticut IEP form, the part is filled by learners who are over the age of 15 years to show their projected course target and goals (Ed.gov, 2018). Secondly, the Federal IEP Form does not provide space for learners to indicate their higher education anticipations. On the other hand, Connecticut IEP form is actively involved in thinking about their progress in the higher level of learning. Thirdly, the Federal IEP form focuses more on the general performance of the learners as they fill the form while the Connecticut IEP form emphasises the strength of the learner (Ct.gov, 2006). Also, the federal IEP form is filled with an in intention to adequately guide and encourage the learner to improve their general performances before majoring in a particular field (Ed.gov, 2018). The Connecticut form, on the other hand, has its significant emphasis on the specific career and course at the higher level of learning by capitalizing and developing the strength that particular learners possess.
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Similarities between Federal and Connecticut IEP Forms
First, both have a space to write their annual and short-term objectives. In both forms, expectations of a learner with disability are recorded bearing in mind their current performance (Ed.gov, 2018). It helps in enhancing a sense of focus in the learner, parent, and the teacher. Secondly, insights from parents and learners are critical in the creation of the form. In the Federal IEP, parents are asked to input their contribution and ideas concerning how they want their learners to be handled for better performance (Ct.gov, 2006). The same thing applies to Connecticut IEP. Thirdly, all the forms have the purpose of helping learners progress to higher levels of learning by being closely monitored and assisted by teachers and parents.
How the IEP Forms Meet the Requirements of the 2004 IDEA
The IEP efficiently meets the needs of 2004 IDEA. The form has its emphasis on both academics and curricular activities projection and targets. 2004 IDEA suggests more of out of class activities for learners to enhance proper socialisation and teamwork amongst themselves. The IEP forms also require the learner to be informed of IDEA laws to know their rights. The provision is in line with the 2004 IDEA laws (Ct.gov, 2006). All the part B part of the IDEA laws has been adhered to by both the federal and Connecticut IEP forms by allowing learners to state their long-term/annual goals. The long-term goals keep learners active and focused on achieving the goal and undergoing effective academic procedures.
How Easy Connecticut IEP Form Is To Use
The form is quite easy to use. Teachers, learners, and parents can quickly read its instructions and fill in the required data (Ed.gov, 2018). It is also easy to interpret and gauge the progress of the learners using the information therein. Another thing about this form is that it has additional information close to writing field explaining how to go about every section making it even easier to navigate through.
Importance of the Form to Educators
By analysing the performance of learners, educators can ascertain the impact of specific teaching strategies. After knowing this, they can adjust accordingly to ensure that learner’ goals and targets are met (Ct.gov, 2006). By filling in the forms, educators get to know and understand their learners more. It includes their strength and weaknesses. Knowing them well is essential as the educator will know how to deliver their lessons efficiently.
Why It Is Friendly To Parents
First, it relieves parents the burden of monitoring every aspect of learners. The targets and goals are written down providing a suitable interactive mode for tracking learners' performance. Secondly, parents are just there to oversee and ascertain some facts, which are entered into the IEP form (Ct.gov, 2006). Their role is a significant oversight. Then, parents are relieved of the burden of looking for ways of teaching their disabled children because they require special teaching strategies and procedures. The form provides specific procedures under the law for learners to learn
Conclusion
The federal and Connecticut IEP forms possess some differences and similarities even though they serve the same function. Significant differences concern the types of questions and intended purpose to the learners and their parents. Despite this, they also have similarities that are in-line with their primary goal. All the IEP forms have tried so much to follow provision by the IDEA 2004 that puts much emphasis on out of class activities for skill and talent development. The forms are fundamental to educators and parents in general.
References
Ct.gov. (2006). IEP manuals and Forms: Connecticut State Department of Education. Retrieved
23 March 2018, from http://www.ct.gov/brs/lib/brs/pdfs/guidepostdocs/IEPManual.pdf
Ed.gov. (2018). Archived: Guide to the Individualized Education Program .Retrieved 23 March
2018, from https://ed.gov/parents/needs/speced/iepguide/index.html
