A Framework for Comprehensive Evaluation of the Individualized Education Program (IEP)

Abstract

This article describes an Evaluation Framework that allows for comprehensive evaluation of the Individualized Education Program (IEP). Within the Framework, IEP evaluation is seen as a multifaceted process, undertaken by an IEP evaluator, in order to provide evaluation information to IEP planners and implementers on various aspects of the IEP. Thus, through the systematic use of the Framework, information is obtained about the design of the IEP by means of an evaluability assessment; information about the operations of the IEP by means of a process evaluation; information about the outcome of the IEP by means of an outcome evaluation; and information about the usefulness of the IEP by means of a consumer evaluation. The discussion focuses on appropriate utilization of each evaluation strategy. In addition, several potential problems related to implementation of the Evaluation Framework are highlighted and suggestions are offered for their resolution.

Analyser, évaluer et améliorer la qualité des plans d’intervention (PI) ou de transition (PT) en milieu scolaire

“…Un cadre de référence est utile pour donner une direction, diriger les choix, orienter les méthodes et faciliter l'interprétation. Un seul cadre de référence pour l'évaluation de la qualité des PI/PT a été trouvé dans la littérature, celui proposé par Maher et Barbarck (1980). Il attire notre attention sur quatre aspects à évaluer : 1) le contenu consigné dans le canevas de PI/PT; 2) la mise en oeuvre du PI/PT; 3) les résultats escomptés du PI/PT, soit le progrès de l'élève; et 4) la satisfaction des parents et de l'élève.…”

Description and Evaluation of an Approach to Implementing Programs in Organizational Settings

“…The program to be implemented was a system for managing the individualized education programs (IEPs) of handicapped children (Maher & Barbrack, 1980). It involved a multidisciplinary case management team of professionals-psychologist, educational consultant; teacher-in gathering a range of information about the IEP of each handicapped child provided with special education services in public schools, pursuant to PL 94-142.…”

“…6. Provide training in the four phases of the case management approach to team members, using a training manual (Maher & Barbrack, 1980). 7.…”

A Systems Framework for Special Education Program Evaluation

“…Bennett (1980), for example, has discussed design and implementation in the evaluation of assessment services, and Dunst (1979), as well as Maher and Barbrack (1980), has focused on designing, implementing, and disseminating the results of instructional service evaluation. Likewise, Bennett and Shepherd (1982) and Bennett and Lewis (1980) have provided discussion and examples of the evaluation of staff development programs, and Maher (1983), of the evaluation of related services.…”

“…The situation in special education is different in that children are provided individualized education programs (IEPS) within the context of group programs or service delivery arrangements (e.g., mainstream programs, resource rooms, self-contained special classes). IEPs are difficult to evaluate because theoretical conceptualizations and practical means for their evaluation are only beginning to be advanced (Bennett, 1981;Maher & Barbrack, 1980). In addition, the evaluation is plagued by the range of problems associated with the measurement of individual change (Cronbach & Furby, 1970).…”