Page 20 - The Individual Education Plan (IEP) - A Resource Guide, 2004

some cases, the special education teacher will take direct responsibility for certain aspects of the student’s special education program, and will be responsible for developing, teaching, and assessing the expectations related to those areas.);
• develops and later implements teaching, and assessing, individualized teaching strategies that will help the student achieve his or her learning expectations;
• reviews and updates learning expectations at the beginning of each reporting period;
• maintains ongoing communication with the student’s parents, other teach- ers, and other professionals and support staff involved with the student.
The special education teacher:
• provides diagnostic assessments, as appropriate and if required, to deter- mine the student’s learning strengths and needs;
• provides support to the student’s classroom teachers by generating ideas and suggestions for developing modified expectations, alternative programs, or accommodations (e.g., individualized teaching or assessment strategies, human support, individualized equipment);
• provides advice about materials and resources;
• develops any modified or alternative learning expectations that fall within areas for which the special education teacher has direct responsibility;
• plans instruction to address those expectations and assesses the student’s achievement of the expectations;
• works with the classroom teacher(s) to maintain ongoing communication with the student’s parents and other teachers.
The teacher’s assistant:
• helps the student with learning activities under the direction and super- vision of the teacher;
• assists with providing appropriate accommodations as described in the IEP;
• monitors and records the student’s achievements and progress relative to the expectations described in the IEP, under the direction and supervision of the teacher;
• maintains ongoing communication with the student’s teachers.
Other professionals:
• participate in the IEP process and serve on the IEP team, if requested;
• help to determine the student’s learning strengths and needs;
• develop strategies for use in the school environment to assist the student in acquiring the knowledge and skills described in the learning expecta- tions, and to demonstrate that learning;
• train staff to implement the strategies;
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The Individual Education Plan (IEP): A Resource Guide