Developing the IEP

	What is an Individualized Education Program (IEP)?
	Who is on the IEP team?
	How is the IEP developed?
	What information is in the IEP document?

*What is an Individualized Education Program (IEP)?*
An IEP is both a process and a product. The process is one of collaboration and discussion which brings together parents and educators as equal partners sharing ideas and information in order to develop a product - the IEP document. The IEP document is a legally binding contract between the school district and the parent which describes the special education and related services to be provided to a student.
	*The IEP must be implemented within 90 days of the school’s receipt of consent for the first evaluation!*
The Individuals with Disabilities Education Act (IDEA) requires each student with a disability to have an IEP. The IEP document describes:
Goals and Objectives - what the student will learn;
Program and Related Services - the services, supports and modifications needed by the student; and
Placement - where the student will attend school.
	Important Note: *Parents* *are not required* to sign the IEP at the IEP meeting. They have 15 days in which to sign it. If this is the FIRST IEP that will be implemented for the student, it cannot be put into effect *until parental/guardian consent is obtained.* For SUBSEQUENT IEPs, *parental consent* *is not required* to implement them.
In making these determinations, the IEP team must consider the students strengths and needs, parental concerns, and all evaluation results whether it was conducted by the school or privately.

The IEP must contain a statement of how the students progress toward annual goals and objects will be measured. It must also include a statement of how the child's parents will be kept regularly informed of their child's progress toward these goals.

The IEP must be revisited and revised, if necessary, at least annually, but more often if needed.

*Who is on the IEP team?*
Composition of the IEP team varies according to the needs of the student. Generally, the team consists of the same individuals who were part of the evaluation team. The IEP team must include the student's parents, the student (when appropriate), at least one of the student's regular education teachers, at least one special education teacher (or special education provider, where appropriate), a school district representative, the case manager, an individual who can interpret the evaluation results and their implications, and any other individual invited by the parent or district with knowledge or special expertise regarding the student. (The appropriate agency must be present for transitioning students; e.g. the Division of Developmental Disabilities (DDD) or the Division of Vocational Rehabilitation. It is extremely beneficial to have not only one of your child's current regular education teachers present, but *also a regular education teacher from the next grade*, even if it won't necessarily be your child's teacher. This teacher will have first hand knowledge about the curriculum, activities and materials used in that grade. This input will be invaluable as the team plans for the appropriate supports, modifications and accommodations necessary for the following year.

The IEP team must have at least one district representative charged with the authority to make the necessary decisions regarding the student's needs and placement at the IEP meeting. A student's needs and placement can never be determined by outside motivators, such as a financial, spacing or staffing constraints	Back to Top

*How is the IEP developed?*
The IEP is developed jointly by all members of the IEP team at a meeting. Sometimes, to expedite the process, the CST may draft an IEP document prior to the meeting. If this is the case, the draft document is used as a starting point for discussion.	DID YOU KNOW? Parents may request a copy of a draft IEP document (if one is developed) prior to the IEP meeting. Parents may request that the IEP meeting be taped. In preparing for the IEP meeting, parents should consider (and note) goals and objectives for their child.

Many districts use computer generated print-outs for IEP drafts. This is problematic only if they are not appropriate to the student or if they are not then individualized to reflect the unique needs of the student.

An IEP draft is one way to begin the process and share information about the student, but other considerations might be:
handwritten notes about goals and objectives video tapes and portfolios ideas about goals and objectives from other students, peers, and friends notes on the need for generalization

*Parent Tip!!*
Bring a detailed copy of the regular education Core Curriculum Standards for your child’s grade to the IEP meeting. This can be obtained through the District’s Curriculum Supervisor.

The IEP development meeting is a very important step in the special education process. It is vital the there be an open dialogue and a collaborative decision making process.

*What information is in the IEP document?*	Back to Top
The specific content of the IEP will vary according to the needs of the student. The law requires that each IEP include:
a list of the IEP participants
a description of the student's present level of educational performance including how the student's disability affects progress in the general education curriculum, and the educational needs that result from the disability
measurable annual goals and short-term objectives related to the student's involvement in the general curriculum	Irreconcilable differences between the school district and the parents about the IEP (services or placement) can be resolved through mediation or a due process hearing.
a description of the special education, related services, and supplementary aids and services to be provided to the student, and the frequency, location and duration of these services and modifications.
a list of program modifications and/or supports to be provided to the school staff
modifications and services to enable the student to make progress in the general education curriculum
modifications and services necessary to enable the student to participate in extracurricular and non-academic activities
consideration of assistive technology devices
an explanation of how the student's progress toward IEP goals will be measured and how the student's parents will be regularly informed
an explanation of the extent to which the student will not participate in regular classes and other activities
the projected date for the beginning of the modifications and services
a description of needed behavioral intervention strategies and supports, for both student and staff, if a student's behavior restricts the student's or other's learning
a description of the student's language needs if the student has limited English proficiency, is visually or hearing impaired
beginning at age 14 or younger, a long range plan for the student's future, including a statement of transition services needed, a summary of the student's interests and preferences, and anticipated post secondary outcomes beginning at age 16 or younger, a statement of needed transition services (including coordinated activities and strategies in the areas of instruction, community experiences, related services, adult living, daily living skills, and future vocational evaluation). If services are not needed a statement explaining why they are not needed is required
a statement of graduation requirements, including (if necessary) exemptions from graduation requirements with rationale and a list of alternative requirements, or modifications to allow the student to participate
a statement of the transfer of rights when the student turns 18.

*Did You Know...* No two children, even those with similar abilities and disabilities should have same exact IEP. It is possible, and in fact quite likely that students in the same classroom will have different goals and objectives.