1. Regarding legal implications for the IEP process:
   1. Explain the difference between procedural requirements and substantive requirements for developing and implementing IEPs.
   2. How did the Endrew case clarify the substantive standard for IEPs?
2. Describe the school administrator's role throughout the IEP process.
3. For each of the following stages of the IEP process, list at least three key actions administrators should ensure take place. Be sure to explain why you think each of these actions are important.
   1. Planning for the IEP meeting
   2. During the IEP meeting
   3. Implementing the IEP
4. Describe at least two ways school administrators can work to ensure that parents are meaningfully involved at each stage of the IEP process:
   1. Planning for the IEP meeting
   2. During the IEP meeting
   3. Implementing the IEP
5. Cruz

Ms. Pederson now understands the importance of collecting fidelity data on the teachers' implementation of the services and supports outlined in the students' IEPs and on students' progress. It is mid-way through the first grading period and she is ready to review each student's data. She begins with Cruz. The table below lists the services and supports identified in Cruz's IEP, as well as the student progress and IEP implementation fidelity data. For each class, determine whether there is an issue; if so, identify what actions you would take to address it.

Cruz's Data

Services and supports	Cruz's progress	Teacher implementation fidelity	Issue/Actions
Reading/ELA: 45 minutes of additional reading instruction per day in the resource room with accommodations	Not making appropriate progress	Teacher provides only 30 minutes of instruction	Issue: Actions:
Mathematics: graphic organizers; advance organizers; additional time on tests	Not making appropriate progress	Teacher provides all accommodations as listed in the IEP	Issue: Actions:
Science: graphic organizers; advance organizers; additional time on tests	Making appropriate progress	Teacher provides all accommodations as listed in the IEP	Issue: N/A Actions:
Social studies: graphic organizers; advance organizers; additional time on tests	Not making appropriate progress	Teacher provided advance organizers and graphic organizers for the first few weeks but not since; teacher provides extended time on all tests	Issue: Actions:

• 5th-grade student with a learning disability in reading
• Reads at a 3rd-grade level
• Struggles with retaining information and comprehending text
• Accommodations: graphic organizers, advance organizers, additional time on tests

IRIS | Assessment. (n.d.). Iris.peabody.vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/iep02/cr_assess/#content