The team will decide how often it is necessary to meet throughout the school year. At least once a year, usually in the late spring, the team will review the IEP and plan for the following school year. An IEP is written for the next school year using the information gathered from the current school year. Back to Student Services Home. Laurent School St. Individualized Education Plan IEP Individual education planning IEP is the process whereby teachers, support personnel, and parents work together as a team to meet the needs of individual students who require a range of supports.
Who Needs an IEP All teachers are encouraged to consider the potential benefits of individual education planning for a wide range of students with very different needs. Purpose of an IEP The purpose of an IEP is to provide a plan to help a student meet individual outcomes or goals beyond his or her current skills. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP.
This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP. Step 8. Progress is measured and reported to parents. The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year.
These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.
Step 9. IEP is reviewed. The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.
If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation if available or a due process hearing.
They may also file a complaint with the state education agency. Step Child is reevaluated. At least every three years the child must be reevaluated. This evaluation is often called a "triennial.
However, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a new evaluation. Clearly, the IEP is a very important document for children with disabilities and for those who are involved in educating them.
Done correctly, the IEP should improve teaching, learning and results. Each child's IEP describes, among other things, the educational program that has been designed to meet that child's unique needs. This part of the guide looks closely at how the IEP is written and by whom, and what information it must, at a minimum, contain. By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. In a nutshell, this information is: Current performance.
The IEP must state how the child is currently doing in school known as present levels of educational performance. This information usually comes from the evaluation results such as classroom tests and assignments, individual tests given to decide eligibility for services or during reevaluation, and observations made by parents, teachers, related service providers, and other school staff. The statement about "current performance" includes how the child's disability affects his or her involvement and progress in the general curriculum.
Annual goals. These are goals that the child can reasonably accomplish in a year. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, address social or behavioral needs, relate to physical needs, or address other educational needs. The goals must be measurable-meaning that it must be possible to measure whether the student has achieved the goals.
Special education and related services. The IEP must list the special education and related services to be provided to the child or on behalf of the child.
This includes supplementary aids and services that the child needs. It also includes modifications changes to the program or supports for school personnel-such as training or professional development-that will be provided to assist the child. Participation with nondisabled children. The IEP must explain the extent if any to which the child will not participate with nondisabled children in the regular class and other school activities.
Participation in state and district-wide tests. Most states and districts give achievement tests to children in certain grades or age groups. The IEP must state what modifications in the administration of these tests the child will need. If a test is not appropriate for the child, the IEP must state why the test is not appropriate and how the child will be tested instead. Dates and places. The IEP must state when services will begin, how often they will be provided, where they will be provided, and how long they will last.
Transition service needs. Beginning when the child is age 14 or younger, if appropriate , the IEP must address within the applicable parts of the IEP the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child's subsequent IEPs. Needed transition services. Beginning when the child is age 16 or younger, if appropriate , the IEP must state what transition services are needed to help the child prepare for leaving school.
Age of majority. Beginning at least one year before the child reaches the age of majority, the IEP must include a statement that the student has been told of any rights that will transfer to him or her at the age of majority. This statement would be needed only in states that transfer rights at the age of majority. Measuring progress. The IEP must state how the child's progress will be measured and how parents will be informed of that progress.
More information will be given about these IEP parts later in this guide. A sample IEP form will be presented, along with the federal regulations describing the "Content of the IEP," to help you gain a fuller understanding of what type of information is important to capture about a child in an IEP.
It is useful to understand that each child's IEP is different. The document is prepared for that child only. It describes the individualized education program designed to meet that child's needs. States and school systems have a great deal of flexibility about the information they require in an IEP. Some states and school systems have chosen to include in the IEP additional information to document their compliance with other state and federal requirements. Federal law requires that school districts maintain documentation to demonstrate their compliance with federal requirements.
Generally speaking, extra elements in IEPs may be included to document that the state or school district has met certain aspects of federal or state law, such as: holding the meeting to write, review and, if necessary, revise a child's IEP in a timely manner; providing parents with a copy of the procedural safeguards they have under the law; placing the child in the least restrictive environment; and obtaining the parents' consent.
While the law tells us what information must be included in the IEP, it does not specify what the IEP should look like. No one form or approach or appearance is required or even suggested.
Each state may decide what its IEPs will look like. In some states individual school systems design their own IEP forms. What is important is that each form be as clear and as useful as possible, so that parents, educators, related service providers, administrators, and others can easily use the form to write and implement effective IEPs for their students with disabilities.
By law, certain individuals must be involved in writing a child's Individualized Education Program. These are identified in the figure at the left. Note that an IEP team member may fill more than one of the team positions if properly qualified and designated.
For example, the school system representative may also be the person who can interpret the child's evaluation results. These people must work together as a team to write the child's IEP.
A meeting to write the IEP must be held within 30 calendar days of deciding that the child is eligible for special education and related services. Each team member brings important information to the IEP meeting. Members share their information and work together to write the child's Individualized Education Program.
Each person's information adds to the team's understanding of the child and what services the child needs. Parents are key members of the IEP team. They know their child very well and can talk about their child's strengths and needs as well as their ideas for enhancing their child's education.
They can offer insight into how their child learns, what his or her interests are, and other aspects of the child that only a parent can know. They can listen to what the other team members think their child needs to work on at school and share their suggestions. They can also report on whether the skills the child is learning at school are being used at home. See box on page 12 regarding parents' possible need for an interpreter.
Teachers are vital participants in the IEP meeting as well. The Center for Parent Information and Resources can also help you learn about this law. Some publications are short, others go into detail.
Call or write your state department of education or your local school district and ask for a copy of your state or local special education regulations. There may also be a special education handbook or parent guide available from your state or local district. It helps to think of the IEP both as a process and as a document to be written. Understand the process one step at a time—it has many parts. Learn the process of writing the document the same way.
It, too, has many parts. You will quickly become familiar with all the steps to writing an IEP. If your child continues to receive special education each year, you will soon become an IEP expert yourself!
As you read the explanations about IDEA, you will find references in the form of endnotes, because they appear at the end of this document. You can use these references to locate the precise sections in the Federal regulations that address the issue being discussed. The IEP meeting is somewhat formal. By law, certain people must attend.
People sign in to show who is there. Lots of papers are looked at and passed around. People will talk about your child, his or her needs and strengths, and what type of educational program would be appropriate. You should feel free to ask questions and offer suggestions. You will also want to feel comfortable that the team has spent enough time talking and planning before filling out the various sections of the IEP.
You and the school agree on where and when to have the IEP meeting. Usually, meetings are held at school during regular staff time. This means the meeting can happen before, during, or after the regular school day.
By law 7 , the school must tell you in writing:. It may take more than one meeting to write a complete IEP. If you find more time is needed, ask the team to schedule another meeting. When holding an IEP meeting, you and the school may agree to use other means of participation. For example, some members may participate by video conference or conference calls. Often, one person carries more than one responsibility on the team.
School Administrator —a member of the school district who knows about the general education curriculum the same curriculum taught to children who do not have disabilities and the resources available to the school. This person must also be qualified to provide or supervise special education services. General Education Teacher —at least one general education teacher, if your child is or may be participating in the general education class. Your Child —if the IEP team will be talking about how to prepare your child for life after high school called transition planning 10 , your child must be invited to the meeting.
Otherwise, deciding when and how your child will participate in the IEP meeting is a decision you and your child can make. Students are encouraged to take part in developing their own IEPs.
Some students in elementary school come to the meeting just to learn a little about the process or to share information about themselves. As students get older, they take a more active role. In addition to the people listed above, you and the school can invite other people to the IEP meeting.
This can include:. Translators or interpreters —If English is not your first language, or if you communicate by using sign language or in another mode, the law says the school must provide an interpreter, if you ask for one.
This is especially important if an outside agency may be responsible for providing or paying for transition services. An example of such an agency might be the Department of Vocational Rehabilitation.
Others with knowledge or special expertise about your child —Many parents find it helpful to have a support person at the IEP meeting. This may be another parent, a friend, an advocate, or a consultant. Others could include student friends, specialists, tutors, educational consultants, or school staff. It can also include therapists or other related services personnel who work with your child. Both you and the school have the right to invite such individuals to join the team.
As you can see, there can be many people on an IEP team. While everyone shares in the discussion, you will find that each brings his or her own point of view and experience.
Usually, the special education teacher—. The special educator can talk about how lessons may need to be adapted or modified to help your child learn. He or she may also talk about the supports and supplementary aids your child may need to fully participate in learning and other school activities, such as assistive technology, an instructional assistant, or peer buddy.
In many schools, the special educator also makes sure that all the people who help your child follow the plan written in the IEP. If your child is going to be educated in the general education classroom for any part of the school day, then the general education teacher will talk about what your child will be taught and expected to learn.
He or she may also talk about any supports, changes, and services your child needs to be successful. The general education teacher may also tell the rest of the team what he or she needs to help your child understand the general education curriculum and achieve the goals listed in the IEP.
Your knowledge can help the team develop an IEP that will work best for your child. Tell the team what goals are most important to you and to your child. Your job at the IEP meeting is to:.
To help you participate, the school must make reasonable efforts to:. Just having your child at the meeting can make the IEP process come more alive. Requests and suggestions that come directly from your child can carry more weight than when you voice them. Many parents are sometimes surprised when they hear their children speak about their disability, their educational desires, and their goals for the future.
When your child is part of the IEP process, the program can be much more worthwhile to him or her, instead of something to put up with. Taking part in IEP meetings also helps your child learn to speak up for him or herself and develop valuable self-advocacy skills. Back to top. You and the other team members will work to create an IEP that is educationally appropriate and that the team can agree on.
You can share these ideas with other members of the team before the meeting, if you wish. You can also ask the school to send you draft ideas, so you can look them over before meeting. During the meeting, each person takes a turn in the discussion.
The discussion will include talking about:. Does your child have communication needs? Does your child need assistive technology services and devices? Does your child have a visual impairment and need instruction in or the use of Braille? Is your child deaf or hard of hearing and have language and other communication needs? Does your child have language needs related to his or her IEP, because of limited English proficiency? If your child is already receiving special education services, this will probably be the special education teacher.
The teacher begins with how your child is doing in school. Then specialists, like a physical therapist or a speech therapist, will discuss how your child is doing in these areas. Goals for the year, related services, and all of the required parts of the IEP will be talked about and decided.
As a parent, you are an equal member of the IEP team and an expert on your child. If you have questions or concerns, speak up. Ask for more information or an explanation if you need it. If you disagree with something you hear, respectfully say so.
Explain why, or offer your point of view. The IEP meeting is a conversation and a dialogue. You and the other IEP team members are putting your heads together to design an effective program for your child. The main purpose of the meeting is to agree on each part of the IEP so that the document can be written and services can start. Again, you and the school must agree in writing to excuse the member of the IEP team.
In each state or school district the IEP form can look different. The special education, related services, and supplementary aids and services that will be provided to or on behalf of your child, including program modifications or supports for school staff;.
An explanation of the extent if any to which your child will not participate with children without disabilities in the regular class and in school activities;. Any modifications your child will need when taking state or district-wide assessments;. The dates when services will begin and end, the amount of services, as well as how often and where they will take place;. By age 16 or younger, if the IEP team so decides , postsecondary goals and the transition services including courses of study that your child will need to reach those goals;.
Beginning at least one year before your child reaches the age of adulthood usually , depending on your state law , the IEP must include a statement that your child has been informed of any rights that will transfer to him or her upon reaching this age. Each one of the items above is discussed during the meeting and filled in on the IEP form. This section of the IEP describes how your child is doing in school, based on current information.
Some examples are:. If your child is preschool age, the team will focus on how the disability affects his or her involvement in typical preschool activities and development. This information is then included in the IEP.
A well-written present levels will describe:. Below is an example from a well-written present level for a 5th grader with learning disabilities. His basic writing skills are at a 3. Before an IEP can be written, your child must be eligible for special education.
Because states and local school systems may include additional information, forms differ from state to state and may vary between school systems within a state. At the least, the IEP must contain these pieces of information:. Comments will be made about how your child is doing in the classroom. Observations and results of state and district-wide tests and the special education evaluation, including individually administered standardized tests, are reviewed.
Besides academic needs, any other areas of concern that have been identified, such as language development, behavior, or social skills, should be discussed, as well.
The next step is to write measurable goals that he can reasonably accomplish in one year. Goals are based on what was discussed and documented in present levels of educational performance and focus on his needs that result from the disability. Goals should help him be involved and progress in the general curriculum and may be academic, social, behavioral, self-help, or address other educational needs. Goals are not written to maintain skills or help him achieve above grade level.
The requirement for objectives and benchmarks — with which to measure progress toward goals — was eliminated from IEP requirements with the reauthorization of IDEA. This chart from Understood.
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