The Individualized Education Program (IEP)

What is an IEP?

The Individualized Education Program (IEP) is a written education plan that describes the special education and related services a student will receive. Each student, ages 3 through 21, who is eligible to receive special education and related services must have an Individualized Education Program (IEP). If a service or accommodation is included in the IEP, the student has the right to receive it.

Who is responsible for developing the IEP?

The student's IEP is developed by a team that includes:

1. Parents
2. at least one of the student's regular education teachers
3. the student's special educator
4. an individual from the school district who can commit the district's resources, can provide or supervise special education services, knows about regular education and available school district resources. This individual is referred to as the local agency representative (LEA).
5. the student whenever appropriate
6. other individuals at the request or at the school's request.

When does the IEP team meet?

The school must inform the parents about IEP meetings in advance. Notice of an IEP meeting should include the purpose of the meeting, who will be there, and where and when the meeting will take place. The parents may request a meeting at any time the parents believe the student's IEP should be changed. The IEP team must meet at least annually to review and revise the student's IEP.

What must be on the IEP?

An IEP IS based on the student's individual needs and strengths. In writing the plan, the team must consider the results of the student's most recent evaluation. The student's IEP must include information about:

• present levels of performance that describe how well the student is doing in academic areas (such as arithmetic, reading, and writing) and in other areas (such as communication, social or self-care skills, motor development, language, vocational, and recreational skills). Also included in this part of an IEP is information about how the student's disability affects progress in regular education, or for a preschooler, how the student participates in appropriate activities.
• annual or long-term goals for learning and development that the IEP team expects the student to achieve during the year. Goals must also help the student to be part of regular education or preschool programs and activities.
• short-term objectives that are measurable, intermediate teaching steps to help the student reach the annual goals for learning and development
• methods for reporting the student's progress to the parents, including information about progress toward goals and whether the student will achieve his or her goals by the end of the year
• special education and related services that include the special instruction and related services (such as physical therapy or transportation) the student will receive
• accommodations, aids and services the student will need to help him or her meet goals, participate in regular education and extracurricular and nonacademic activities
• the projected date services and accommodations will start, how often and how long services will be provided and where services will take place
• the characteristics of the placement in which the student will receive services, such as a regular classroom or preschool program. The IEP must also include an explanation of how the student will be reintegrated into school if he or she spends more than 50% of the day outside of the regular education environment
• participation in state and district-wide assessments and accommodations the student will need to take part in assessments given by the state and school district. If the student cannot participate, the IEP must explain why and how the student will be assessed.
• a description of any extended school year services the IEP team decides the student needs
• transition service needs beginning at age 14 that address the teenager's need to enroll in classes or programs, such as vocational education or advanced placement classes, in order to begin preparing for adult life
• transition services beginning at age 16 to help prepare the teenager's move from high school to adult life, such as employment and independent living services
• statement of transfer rights explaining that the teenager has been informed, at least one year before turning 18, of any rights that will transfer to him or her at age 18.

What other information must be considered as the IEP is developed?

The IEP team must also consider the following areas in developing a student's education program:

1. positive behavior supports when a student's behavior interferes with his or her learning or other student's learning
2. help with language for students who have limited English proficiency
3. braille instruction and materials for a student who is blind or visually impaired
4. a student's communication needs
5. a student's need for adaptive physical education
6. opportunities for direct communication with peers and educators and instruction in the student's language or method of communication for students who are deaf or hard of hearing
7. assistive technology devices and services.

What role can parents play on the IEP team?

Here are some steps the parents can take to ensure that the IEP works for the student.

1. Get and share accurate and helpful information about the student through the evaluation process, such as information about the student's learning style and need for accommodations.
2. Discuss the goals the parents want the student to reach and share the hopes and dreams for the son or daughter.
3. Encourage the team to look at all aspects of the student's life and how they may affect his or her learning and development.
4. Review and measure the student's progress toward meeting goals on a regular basis through phone calls, meetings, notes or a journal.
5. Think of the self as the student's best advocate and the expert on the student.
6. Understand the special education process and the rights, and practice good communication skills and be persistent.
7. Build relationships with other team members who work with the student and family.  Show appreciation when things are going well and speak up when the parents believe the student's program needs improvement.