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Assessment for Effective Intervention, Vol. 28, No. 3-4, 73-88 (2003)
DOI: 10.1177/073724770302800308

Developing Legally Correct and Educationally Meaningful IEPs Using Curriculum-Based Measurement

Mitchell L. Yell

University of South Carolina

Pamela M. Stecker

Clemson University

The individualized education program (IEP) has been the cornerstone of special education since the Education for All Handicapped Children's Act became law in 1975. Nevertheless, IEPs have been fraught with legal and educational problems. In this article we examine the process for developing IEPs and suggest that, by using curriculum-based measurement, school districts can ensure that they develop and implement IEPs that both meet the requirements of the law and provide meaningful educational programs for students with disabilities who have basic skills deficits. We begin by examining problems in IEP development, focusing on violations of the IEP process. Then, we discuss the three major components of the IEP. Finally, we present a case study of the use of curriculum-based measurement to develop legally correct and educationally meaningful IEPs.


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This article has been cited by other articles:


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T. Conroy, M. L. Yell, and A. Katsiyannis
Schaffer v. Weast: The Supreme Court on the Burden of Persuasion When Challenging IEPs
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 Assessment for Effective InterventionHome page
T. W. Busch and A. L. Reschly
Progress Monitoring in Reading: Using Curriculum-Based Measurement in a Response-to-Intervention Model
Assessment for Effective Intervention, January 1, 2007; 32(4): 223 - 230.
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