Abstract
This paper discussed the relationship between the implementation of Individualized Education Programs (IEP) and school performance indicators in Walter Dyett High School of the Arts in the 2024-2025 school year. The scope is restricted to the demographic profile of 30 teachers and staff and five IEP elements are evaluated, including measurable annual goals, accommodations individualized, progress measurement, school personnel support, and authority and resources. Limitations of the study are the single-site investigation in an urban high school of public schools and the use of academic progress metrics of standardized tests, which might not reflect long-term and social-emotional developments. This study revealed that while IEP components are generally implemented, students' performance remains low, with 33% falling below the 25th percentile by the end of the year. The statistical analysis reveals that teacher demographics (higher education level and years of experience) have a significant impact on the quality of IEP implementation. Qualitative themes reveal the relevance of the concepts of Targeted instructions adapted to the needs of the students and the role of the stakeholders in influencing the success of the students as essential to student success.
Besides, this research established a strong positive relationship between the successful implementation of IEPs and the general school outcomes indicators. The researcher concludes that well-enacted IEPs stabilize and enhance the school-wide data through the consideration of the needs of the at-risk learners. Consequently, an action plan is proposed to integrate special education data and practices more deeply into the school's Continuous Improvement Working Plan (CIWP), shifting the view of the IEP from a mere compliance document to a practical instructional tool for inclusive excellence.
Keywords: Authority, Individualized Education, Measurable, Programs, Performance, Personnel, Support
https://zenodo.org/records/21847190
