INDIVIDUALIZED EDUCATION PLAN (IEP)
An IEP is an Individualized Education Plan created to meet the needs of the student. Once the student meets criteria to receive special education services (these might include relates services), the team will meet annually to review data collected and write a new and/or modified IEP.
The parents/guardians should receive and invitation to each meeting with the date, location, contact information, and time. An IEP meeting varies in length, but on average an IEP meeting lasts about an hour.
What is in an IEP?
Present Levels of Performance (I-4)
Special Factors (I-5)
Consider which special factors affect the student's learning and how are they supported.
Annual Goals (I-6)
Goals should support the student's involvement in the general education curriculum.
Participation in District and Statewide Assessments (I-7, I-7A)
Post Secondary Transition Plan (I-8)
Program Summary (1-9)
Type of services, frequency, location, and duration is stated in this form.
Notice of Placement (P-1 or P-2)
The parents/guardians should receive and invitation to each meeting with the date, location, contact information, and time. An IEP meeting varies in length, but on average an IEP meeting lasts about an hour.
What is in an IEP?
Present Levels of Performance (I-4)
- Student's strengths.
- Parent concerns about their child's education.
- Academic and Functional performance which should be correlated with goals.
- An explanation on how their disability affects their progress in the general education curriculum.
Special Factors (I-5)
Consider which special factors affect the student's learning and how are they supported.
- Behavior
- Language (i.e. English Language Learners)
- Visually Impairment
- Communication Needs
- Need of assistive technology (i.e. technology devices)
Annual Goals (I-6)
Goals should support the student's involvement in the general education curriculum.
- Measurable academic or functional goals.
- Information on how to measure progress.
- Objectives or Short Benchmarks to support each goal (not in all occasions).
- How often progress is shared with parents/guardians.
Participation in District and Statewide Assessments (I-7, I-7A)
- Determination if the student meets criteria to participate in alternate state assessments.
- Determination on what district assessments will the student participate in.
- Determination of accommodations for statewide and district wide assessments.
- Determination if any, on what alternate assessments will be done if the student can't participate in district assessments.
Post Secondary Transition Plan (I-8)
- Started at age 14. Student is encouraged to be part of the process.
- Post secondary education and employment goals are discussed and created.
- Transition services to support both goals are discussed.
- List of outside agencies (community) involved to support goals.
Program Summary (1-9)
Type of services, frequency, location, and duration is stated in this form.
- Special Education Services - Specialized Designed Instruction.
- Related Services (if needed).
- Supplementary Aids and Services (if needed).
- Program Modifications (if needed).
- Determination of Participation in Regular Education Class.
- Determination of Participation in Extracurricular and Nonacademic Activities.
Notice of Placement (P-1 or P-2)
- If initial placement, consent is required (P-1).
- Date of placement determinations (usually date of IEP meeting).
- Date parent/guardian is provided with notice of placement.
- Date of IEP implementation.
Changes to IEP
An IEP is always subject to change. Student needs might change within an IEP year, and it is not uncommon for changes to be made. When programming and supports need to be added a formal meeting might take place. This means that the purpose of the meeting is to REVIEW & REVISE, and the whole team should be present.
Smaller changes such as adding accommodations and goal changing can be done without a formal meeting. Paperwork (I-10 & I-10A) is added to the current IEP, stating the reason to the changes. Parents/guardian should receive a copy of the paperwork reflecting the changes.
Smaller changes such as adding accommodations and goal changing can be done without a formal meeting. Paperwork (I-10 & I-10A) is added to the current IEP, stating the reason to the changes. Parents/guardian should receive a copy of the paperwork reflecting the changes.