Improved Collaboration, Less Paperwork: Vermont's New Family Centered IEP Process.

This paper first compares Vermont's old Individualized Education Plan (IEP) which was designed primarily to insure legal compliance with the new family-centered IEP. It then describes the new IEP. Vermont's new family-centered IEP process emphasizes increased collaboration, reduced paperwork, and legal compliance. Three questions serve as a focus for the process. The first concerns what is known about the student, including level of performance and students' strengths and needs. The second question involves the types of special educational provisions and services the student will receive. The third question concerns evaluating whether the provisions are successful, as determined by goals, objectives, and measurable criteria. The process, which discourages the use of draft IEPs prepared before the IEP meeting, begins with an empty page consisting of three blank columns, one for each of the key questions. Final IEP team decisions are recorded after consensus has been reached, and jargon and technical terminology are discouraged. Listing interventions, services, accommodations, and transitions services in a shortened format promotes a holistic approach and a greater chance of implementing instructionally useful programming. The new process seeks to maximize parent participation. Using a creative problem solving process, team members are encouraged to generate as many ideas as possible, after which the ideas which show the greatest promise are selected. Attachments include parents and teachers comments on the new IEP; IEP Planning Guide/Checklist; and IEP Participant Worksheet. (Contains 13 references.) (SW)