Individualized Education Program (IEP): A legally binding document between a district and parents that is developed for each child who meets federal and state requirements for special education services and interventions aged birth to 21 years.

• IEP Meeting and Process:
  • If the Eligibility team determines a child is eligible for special education support or services the next step is to create an IEP. Team members may vary based on the age of the child and amount of interventions required but the parent is ALWAYS an equal member of the IEP team.
    • Please note: As Parents, you have the right to include others in your IEP meeting, such as a friend, a translator if needed, or a professional you have hired who is familiar with your child and their specific needs.
• Parts of the IEP Document:
  • Present Level of Performance: An will IEP contain a thorough description a child’s present level of performance in the area(s) needing special education support or intervention.
  • Long Term Goals / Objectives: These reflect overall goals that are measureable and realistic for a child to meet in the span of the IEP document (most IEP’s last for one year, but others may be for less time).
  • Short Term Goals / Objectives: These breakdown the long term goals / objectives into smaller units for mastery
  • Criteria for Mastery: outlines how providers define and measure success towards meeting goals.
  • Required Accommodations or Modifications:
    • Accommodation: when a child can access a general education curriculum but needs additional support not typically provided (e.g.: extended time on tests, having tests read aloud, having access to teachers notes, sitting closer to the teacher, 1:1 test administration, etc).
    • Modification: when a child CANNOT access a general educational curriculum and a modified curriculum needs to be implemented that reflects the individual learning goals outlined for the child. (e.g. 9^th grade mathematics is Algebra but the child instead learns how to functionally understand and use money as their mathematics curriculum).
  • Placement / Continuum of Services –
    • A child is educated in the least restrictive environment that reflects the NATURE AND SEVERITY of their impairment.
    • Under IDEA, all students with disabilities are entitled to an education in the Least Restrictive Environment (LRE).
      • Least Restrictive Environment (LRE): Least restrictive environment refers to the extent to which a student with a disability has the opportunity to be educated with their non-disabled peers. This is determined by the nature and severity of the child’s disability but the IEP must always review the continuum of services to ensure the child is educated with their non-disabled peers to the maximum extent possible.
    • Continuum of Services:

Least  Restrictive Setting       =>    =>        =>        =>        =>        =>        =>        =>        =>            Most  Restrictive  Setting  

Most Number of Students       =>   =>        =>        =>        =>        =>        =>        =>        =>    Fewest  Number  of  Students 

Regular Education     =>     Resource      =>     =>     Special     =>      Special    =>         Homebound   =>     Hospital / Residential

Classroom                          Room                          Classes              Schools                     Services                        

• Additional Related Services:
  • Speech Therapy: Therapists work to diagnose and treat speech, language, swallowing, social communication and cognitive-communication skills.
  • Physical Therapy: Addresses illnesses or injuries that limit a person’s abilities to move and perform functional activities in their daily lives.
  • Occupational Therapy: Therapists assist children to built skills that enable them to participate in different occupations (feeding, socializing, playing, attending school, etc…)
  • Interpreters
  • Medical Services: A student may need a nurse on duty at school to administer any medication,etc.
  • Transportation
  • Psychological or Counseling services
• Legal Requirements for IEP Meetings:
  • The IEP team is required to perform an ANNUAL review to check the progress of the student. Reconvening the IEP team yearly is meant to discuss progress, develop new goals and ensure the child’s educational placement and services remain appropriate.
  • For example, if your IEP Document is completed on April 1, 2018, then the IEP team is REQUIRED to conduct another review of the document by April 1, 2019, or they are out of compliance.
  • Any IEP team member (including parents) may ask to reconvene the IEP at any time to discuss revisions (addendums) especially if the set goals are not being met.