The Individualized Educational Plan (IEP)

The Individualized Education Program (IEP) is the legal document which describes the educational plan and services that will be provided to the student.

Before any action is taken regarding the educational placement and program(s) of a student that has been identified as exceptional, the school system must conduct a meeting to carefully consider all of the information obtained in the individual evaluation process.

At the initial IEP meeting, the following participants must be in attendance:
1. The officially designated representative (ODR) of the school system (the principal, assistant principal, and/or special education administrator)
2. Parent(s)
3. The evaluation representative
4. Teachers—regular classroom teacher(s) and special education teacher(s)
5. Student—when appropriate
6. Other individuals invited by the parent(s) and/or school system that are knowledgeable about the child and will assist with the decision-making process

These participants meet and cooperatively address the specific needs of the student beginning with the General Student Information Form.  Input from all service providers and parents should be noted.  When developing information from this section, the following issues must be addressed:
1. The student’s strengths and support needs
2. The concerns of the parents for enhancing the education of their child
3. General concerns as noted in the most recent evaluation
4. How the student’s disability affects his/her involvement and progress in the general curriculum.
5. In the case of a student whose behaviors impede his/her learning or that of others, consider appropriate strategies to address the behavior.
6. By the time the student turns 14, a statement of transition program needs that focuses on the student’s course of study.

The IEP team must also consider the following special factors:
1. In the case of a student with limited English Proficiency, the language needs must be addressed.
2. In the case of a student who is blind or visually impaired, determine the most appropriate means of communication and accessing the general curriculum.
3. In the case of a student who is deaf or hard of hearing, determine the most appropriate means of communication and accessing the general curriculum.
4. Whether the student needs assistive technology devices/services based on assessment/evaluation results.

Based on information obtained in the General Student Information section of the IEP, the following educational needs areas may be considered:  academic/cognitive, behavior, communication, motor, self-help, social, and vocational.

The Instructional Plan Form of the IEP clearly defines Goals and Objectives.  Annual goals are written to address specific performance.  A goal statement must describe the specific behavior or performance expected of the student when the educational program for the year is complete.  The goal must be stated in measurable terms so that each committee member understands what is expected.  Short-term objectives describe intermediate steps or benchmarks that describe major milestones that lead to the annual goal. A description of how the achievement of the goal will be measured must be included.

The Program/Services Form documents decisions regarding which statewide tests will be administered, and at which grade level they will be given.  If a student is participating in an alternative assessment, an explanation of why the student will not be participating in the general statewide testing must be given.  If a student requires specific test accommodation(s), it must be noted on this section of the IEP.  Information regarding the date of the Extended School Year Program (ESYP) screening process is noted in this section of the IEP.

Also included in this section are:
1. The date the student will begin service in the noted location.
2. How long (school year, two months, etc.) these services will be provided.
3. The number of minutes per day/sessions per week services will be received in      each location must be indicated.
4. Modifications and strategies needed in the regular classroom (if appropriate) that will support the exceptional student must be noted.
5. Special transportation (if needed) must be indicated.

The Modifications/Accommodations Form is used to show modifications and accommodations that should be used to support the student in the regular education setting when appropriate.  The regular education teacher receives and signs a copy of these modifications.

The Placement/Least Restrictive Environment Form documents the actual placement of the student. Utilizing all of the information from the previous forms, the IEP committee chooses, from a continuum, the least restrictive environment that appropriately meets the needs of the student.  For example, an identified student may be able to successfully function in the regular classroom with supplemental teaching materials that ensure proper access to the regular curriculum.  Other identified students may need instruction in a smaller group in order to understand the concepts being taught in the regular classroom. The officially designated representative of the school system must date and sign his/her name.  The parent/guardian/surrogate parent/competent major should check the appropriate boxes to indicate agreement and provide a dated signature to indicate informed consent.  The school system has the responsibility in determining the school site in keeping with the Committee’s decision.