A well-written IEP can meet every requirement on paper. The bigger question is what happens next: Is the student receiving the right support? Are they making progress?
That is at the heart of Clackamas ESD Regional Technical Assistance Provider Dan Sheppard’s work.
Created in 2023–24 as part of a statewide initiative and supported by a grant from the Oregon Department of Education, the Regional Technical Assistance Program helps school districts strengthen special education practices and meet state and federal requirements. Through free professional development and hands-on support, Sheppard works with special education teachers, classified staff, case managers, and administrators across Clackamas County.
“I’m here to support districts and educators through professional development that helps them create IEPs that meet state standards and, most importantly, the needs of their students,” Sheppard explained.
One focus is helping educators create a clear “through-line” in each individualized education program, or IEP. Information about where a student is now should connect directly to meaningful goals, appropriate services and accommodations, progress monitoring, and, ultimately, the student’s next IEP.
Sheppard has seen that connection grow stronger after professional development. Educators are more clearly identifying students’ present levels of performance and connecting their needs to meaningful goals. Transition plans for students preparing for adulthood have also become more specific, including potential services, employment supports, and community connections.
Districts are also tapping into Sheppard’s expertise in other ways, too. This year, the North Clackamas School District invited him to join its internal audit review team to help strengthen IEP development.
But even the strongest IEP is only effective if it is put into practice.
Gladstone School District, for example, sought RTAP training for classified staff who help carry out students’ IEPs throughout the school day. The goal was to make sure those who work directly with students understand both what an IEP says and how to implement it.
“We can write great IEPs, but are we implementing them in the right way?” Sheppard said. “Are our students with disabilities making good progress?”
That question keeps the focus on what matters the most: helping districts turn special education requirements into meaningful support and progress for students.
