IEP Process
1. IEPs Must Have Statements of Present Levels of Educational Performance
The IEP will include a description of the child's abilities in the areas of concern. The IEP will also explain the students disability affects his/her progress in the general education curriculum. The students skill in the areas of academics, life skills, physical functioning, social and behavioral skills, and any other areas of concern affecting the child's ability to learn will be addressed in the IEP. An IEP team will use data collection, observation and formal assessment to determine the child's functioning and establish a baseline of performance.
2. IEPs will Include Measurable Annual Goals
The IEP must contain statements of your child's goals that are updated at least on an annual basis. Goal statements are specify what your child is expected to learn in the coming year. Goals include academic skills and may also include functional skills as appropriate. For children who participate in functional skills programs and who take alternate assessments, the IEP must also contain measurable short-term objectives that will be used to measure the child's progress toward reaching his/her annual goals.
3. Explanation of Progress Measurement is an Important Part of an IEP
The IEP must contain an explanation of how progress toward goals and objectives will be measured and describe how that information will be reported to parents.
4. Description of Special Education Services
The IEP must include a description of the student's special education program, specially designed instruction, and related services the child will receive to help meet his/her educational goals. There will also be a clear description identifying the amount of time a student will receive services and the setting in which the services will be provided.
5. Identifying the amount of time spent in the Regular Education Classroom
To ensure that children are educated in the LRE (least restrictive environment) to the greatest extent appropriate, the IEP team must consider if and how the child will participate in the general education program with non-disabled children. The IEP must specify the amount of time a child will participate in regular education programs and explain the reasoning for the decision.
6. Describing Testing Adaptations and Modifications
The IEP must explain what types of testing adaptations and modifications will be used with the student and why they are necessary. If the child will participate in alternate assessment, the reasoning for that decision must be included in the IEP.
7. Length and Duration of Services provided (and explained)
The IEP must include a projected beginning and ending date of services, the frequency of the services, where they will be delivered, and how long they will be provided.
8. Transition - Preparations for Adult Life and Independence
Beginning no later than age 16, the IEP must include measurable goals for the student's anticipated postsecondary program and a description of the services needed for the child to reach those goals. Transition goals and services focus on instruction and support services needed to help the child move from the school environment and into a job, advocate for herself in college, vocational program, or other program designed to promote independent living.
1. IEPs Must Have Statements of Present Levels of Educational Performance
The IEP will include a description of the child's abilities in the areas of concern. The IEP will also explain the students disability affects his/her progress in the general education curriculum. The students skill in the areas of academics, life skills, physical functioning, social and behavioral skills, and any other areas of concern affecting the child's ability to learn will be addressed in the IEP. An IEP team will use data collection, observation and formal assessment to determine the child's functioning and establish a baseline of performance.
2. IEPs will Include Measurable Annual Goals
The IEP must contain statements of your child's goals that are updated at least on an annual basis. Goal statements are specify what your child is expected to learn in the coming year. Goals include academic skills and may also include functional skills as appropriate. For children who participate in functional skills programs and who take alternate assessments, the IEP must also contain measurable short-term objectives that will be used to measure the child's progress toward reaching his/her annual goals.
3. Explanation of Progress Measurement is an Important Part of an IEP
The IEP must contain an explanation of how progress toward goals and objectives will be measured and describe how that information will be reported to parents.
4. Description of Special Education Services
The IEP must include a description of the student's special education program, specially designed instruction, and related services the child will receive to help meet his/her educational goals. There will also be a clear description identifying the amount of time a student will receive services and the setting in which the services will be provided.
5. Identifying the amount of time spent in the Regular Education Classroom
To ensure that children are educated in the LRE (least restrictive environment) to the greatest extent appropriate, the IEP team must consider if and how the child will participate in the general education program with non-disabled children. The IEP must specify the amount of time a child will participate in regular education programs and explain the reasoning for the decision.
6. Describing Testing Adaptations and Modifications
The IEP must explain what types of testing adaptations and modifications will be used with the student and why they are necessary. If the child will participate in alternate assessment, the reasoning for that decision must be included in the IEP.
7. Length and Duration of Services provided (and explained)
The IEP must include a projected beginning and ending date of services, the frequency of the services, where they will be delivered, and how long they will be provided.
8. Transition - Preparations for Adult Life and Independence
Beginning no later than age 16, the IEP must include measurable goals for the student's anticipated postsecondary program and a description of the services needed for the child to reach those goals. Transition goals and services focus on instruction and support services needed to help the child move from the school environment and into a job, advocate for herself in college, vocational program, or other program designed to promote independent living.