iep definition the individualized education program (iep) is developed for a student with an...

IEP DefinitionIEP Definition

The Individualized Education Program The Individualized Education Program (IEP) is developed for a student with (IEP) is developed for a student with an identified disability by an IEP team an identified disability by an IEP team that includes the student’s parents, that includes the student’s parents, educators, and appropriate support educators, and appropriate support staff. An IEP is a student-centered staff. An IEP is a student-centered plan that is primarily school based plan that is primarily school based and incorporates instructional support and incorporates instructional support and related services in school. and related services in school.

IEP DefinitionIEP Definition

It addresses the student’s It addresses the student’s educational needs including educational needs including participation in the general participation in the general curriculum, Minnesota Statewide curriculum, Minnesota Statewide Testing, Basic Standards Testing, Testing, Basic Standards Testing, special education services, special education services, support services, and transition.support services, and transition.

When is an IFSP used When is an IFSP used instead of an IEP?instead of an IEP?

IFSP’s are written for children less IFSP’s are written for children less than three years of age. than three years of age. Preschool children who are Preschool children who are eligible for special education may eligible for special education may have an IFSP if the team have an IFSP if the team determines that the IFSP is the determines that the IFSP is the more appropriate plan for the more appropriate plan for the child and family.child and family.

Individualized Education Individualized Education ProgramsPrograms IEPs must be in effect:IEPs must be in effect: §300.342§300.342

At the beginning of each school year for At the beginning of each school year for each child with a disabilityeach child with a disability

Before special education and related Before special education and related services are providedservices are provided

As soon as possible after the meetingAs soon as possible after the meeting

Individualized Education Individualized Education ProgramsPrograms IEPs must be accessible to each:IEPs must be accessible to each:

Regular education teacherRegular education teacher Special education teacherSpecial education teacher Related service providerRelated service provider And other service providers responsible for And other service providers responsible for

implementationimplementation

Individualized Education Individualized Education ProgramsPrograms Each teacher and provider must be informed Each teacher and provider must be informed

of:of: His/her specific responsibilities related to His/her specific responsibilities related to

implementing the child’s IEPimplementing the child’s IEP The specific accommodations, modifications and The specific accommodations, modifications and

supports that must be provided in accordance supports that must be provided in accordance with the IEPwith the IEP

Individualized Education Individualized Education ProgramsPrograms IEP Meetings IEP Meetings §300.343§300.343

Each public agency is responsible for initiating and Each public agency is responsible for initiating and conducting meetings for the purpose of conducting meetings for the purpose of developing,reviewing and revising the IEP or IFSPdeveloping,reviewing and revising the IEP or IFSP

Initial IEPs; provision of servicesInitial IEPs; provision of services– Ensure that within a reasonable period of time following Ensure that within a reasonable period of time following

receipt of parent consent to an initial evaluationreceipt of parent consent to an initial evaluation The child is evaluatedThe child is evaluated Special education and related services are made Special education and related services are made

available in accordance with IEPavailable in accordance with IEP– Meeting to develop an IEP must be conducted within 30 Meeting to develop an IEP must be conducted within 30

days of determination the child needs special education days of determination the child needs special education and related servicesand related services

Individualized Education Individualized Education ProgramsPrograms Services must be based on need, not Services must be based on need, not

disability categorydisability category Schools cannot exclude a child who has Schools cannot exclude a child who has

learning disabilities from instruction in learning disabilities from instruction in behavior management or support if he or behavior management or support if he or she needs assistance in those areas.she needs assistance in those areas.

Individualized Education Individualized Education ProgramsPrograms A meeting A meeting does notdoes not include: include:

informal or unscheduled conversations informal or unscheduled conversations involving public agency personnel and involving public agency personnel and conversations on issues such as teaching conversations on issues such as teaching methodology, lesson plans, or coordination methodology, lesson plans, or coordination of service provision if those issues are not of service provision if those issues are not addressed in the child’s IEP.addressed in the child’s IEP.

preparatory activities that public agency preparatory activities that public agency personnel engage in to develop a proposal or personnel engage in to develop a proposal or response to a parent proposal that will be response to a parent proposal that will be addressed at a later meeting.addressed at a later meeting.

Individualized Education Individualized Education ProgramsPrograms Review and Revision of IEPs:Review and Revision of IEPs:

The IEP team must review the IEP at least annually The IEP team must review the IEP at least annually to determine whether annual goals for the child are to determine whether annual goals for the child are being achievedbeing achieved

Revise IEP as appropriate to addressRevise IEP as appropriate to address Any lack of expected progress toward the annual Any lack of expected progress toward the annual

goals and in the general curriculum if appropriate;goals and in the general curriculum if appropriate; The results of any reevaluationThe results of any reevaluation Information about the child provided to,or by,the Information about the child provided to,or by,the

parentsparents The child’s anticipated needs orThe child’s anticipated needs or Other mattersOther matters

Individualized Education Individualized Education ProgramsPrograms

IEP Team Members:IEP Team Members: §300.344§300.344

Required:Required: The parents of the childThe parents of the child At least one regular education teacher of the child ( if the child At least one regular education teacher of the child ( if the child

is, or may be, participating in the general education is, or may be, participating in the general education environment)environment)

At least one special education teacher or provider of the childAt least one special education teacher or provider of the child A representative of the public agency who isA representative of the public agency who is

Qualified to provide, or supervise the provision of, specially Qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with designed instruction to meet the unique needs of children with disabilities disabilities

knowledgeable about the general curriculumknowledgeable about the general curriculum knowledgeable about the availability of resourceknowledgeable about the availability of resource


IEP Team Members:IEP Team Members: §300.344§300.344

Required:Required: The child, when appropriate ( and/or age 14,grade 9)The child, when appropriate ( and/or age 14,grade 9)

Optional:Optional: An individual who can interpret the instructional An individual who can interpret the instructional

implications of evaluation results ( may serve dual implications of evaluation results ( may serve dual role)role)

At the discretion of the parent or the agency, other At the discretion of the parent or the agency, other individuals who have knowledge or special expertise individuals who have knowledge or special expertise regarding the child, including related service regarding the child, including related service personnelpersonnel


Parent ParticipationParent Participation Steps to ensure one or both parents are present Steps to ensure one or both parents are present

at each IEP meeting or are afforded the at each IEP meeting or are afforded the opportunity to participateopportunity to participate Notify parents early enoughNotify parents early enough Schedule the meeting at a mutually agreed upon time and Schedule the meeting at a mutually agreed upon time and

placeplace Use other methods if neither parent can attend i.e. phone callsUse other methods if neither parent can attend i.e. phone calls Take whatever action is necessary to ensure the parent Take whatever action is necessary to ensure the parent

understands the proceedings, including arranging for an understands the proceedings, including arranging for an interpreter for parents with deafness or whose native language interpreter for parents with deafness or whose native language is other than English.is other than English.

Parents must be given a copy of the child’s IEPParents must be given a copy of the child’s IEP

Individualized Education Individualized Education ProgramsPrograms Conducting an IEP meeting without a Conducting an IEP meeting without a

parent in attendance must have:parent in attendance must have: detailed records of phone calls made or detailed records of phone calls made or

attempted and the results of those calls attempted and the results of those calls (record date and time of efforts)(record date and time of efforts)

copies of correspondence sent to parents copies of correspondence sent to parents and responses receivedand responses received

detailed records of visits made to the detailed records of visits made to the parent’s home or place of employment parent’s home or place of employment and the results of those visitsand the results of those visits


Development, Review, and Revision of Development, Review, and Revision of IEPIEP §300.346§300.346

Development of IEP: General. The IEP team shall Development of IEP: General. The IEP team shall considerconsider

The strengths of the child and the concerns of the The strengths of the child and the concerns of the parents for enhancing the education of their childparents for enhancing the education of their child

The results of the initial or most recent evaluation of The results of the initial or most recent evaluation of the childthe child

As appropriate, the results of the child’s performance As appropriate, the results of the child’s performance on any general state or district wide assessment on any general state or district wide assessment programsprograms

Consideration of special factorsConsideration of special factors

Individualized Education Individualized Education ProgramsPrograms Content of IEPContent of IEP

§300.347§300.347 The IEP must includeThe IEP must include Statement of the child’s present levels of Statement of the child’s present levels of

educational performance,includingeducational performance,including– How the child’s disability affects the child’s How the child’s disability affects the child’s

involvement and progress in the general involvement and progress in the general curriculumcurriculum

– For preschool children, as appropriate, how For preschool children, as appropriate, how the disability affects the child’s participation in the disability affects the child’s participation in appropriate activitiesappropriate activities


Statement of measurable, annual goals, Statement of measurable, annual goals, including benchmarks or short term including benchmarks or short term objectives , related toobjectives , related to

- progress in general curriculumprogress in general curriculum- meeting each of child’s needs resulting from meeting each of child’s needs resulting from

the disabilitythe disability


Statement of the special education and Statement of the special education and related services and supplementary aids and related services and supplementary aids and services to be provided and a statement of services to be provided and a statement of program modifications or support for school program modifications or support for school personnel that will be provided for the child personnel that will be provided for the child

- to advance appropriately toward attaining the to advance appropriately toward attaining the annual goalsannual goals

- to be involved and progress in the general to be involved and progress in the general curriculum and to participate in extracurricular curriculum and to participate in extracurricular and nonacademic activitiesand nonacademic activities

- to be educated and participate with other children to be educated and participate with other children with disabilities and nondisabled childrenwith disabilities and nondisabled children

Individualized Individualized Education ProgramsEducation Programs An explanation of the extent, if any, to which the child will An explanation of the extent, if any, to which the child will

not participate with non-disabled children in the regular class not participate with non-disabled children in the regular class and activitiesand activities

Statement of any individual modifications in the Statement of any individual modifications in the administration of state or district-wide assessments of administration of state or district-wide assessments of student achievement that are needed in order for the child student achievement that are needed in order for the child to participate in the assessmentto participate in the assessment- If the IEP team determines the child will If the IEP team determines the child will notnot participate in participate in

a particular assessment statement ofa particular assessment statement of– Why that assessment is not appropriate for the childWhy that assessment is not appropriate for the child– How the child will be assessedHow the child will be assessed

The projected date for the beginning of services and The projected date for the beginning of services and modifications and the anticipated frequency,location and modifications and the anticipated frequency,location and duration of those services and modificationsduration of those services and modifications


Statement ofStatement of- how the child’s progress will be measuredhow the child’s progress will be measuredhow the child’s parents will be regularly informed ( through how the child’s parents will be regularly informed ( through

such means as periodic report cards), at least as often as such means as periodic report cards), at least as often as parent’s are informed of their non-disabled children’s parent’s are informed of their non-disabled children’s progress,ofprogress,of

- Their child’s progress toward the annual goalsTheir child’s progress toward the annual goals- The extent to which that progress is sufficient to enable The extent to which that progress is sufficient to enable

the child to achieve the goals by the end of the yearthe child to achieve the goals by the end of the year

Transfer of RightsTransfer of Rights- One year before student reaches 18, IEP must include a One year before student reaches 18, IEP must include a

statement that the student has been informed of his or statement that the student has been informed of his or her rights that will transfer to the student upon her rights that will transfer to the student upon reaching the age of majorityreaching the age of majority

Individualized Education Individualized Education ProgramsProgramsTypes Of IEPsTypes Of IEPs ANNUAL IEPANNUAL IEP - Review and revision of - Review and revision of

present levels, goals, and objectives.present levels, goals, and objectives. Conducted on an annual basis ( not to Conducted on an annual basis ( not to

exceed 12 months)exceed 12 months) The annual IEP The annual IEP mustmust be conducted before be conducted before

the calendar date of the previous annual the calendar date of the previous annual IEP.IEP.

May be implemented with no signature May be implemented with no signature from parent after 10 days (informed from parent after 10 days (informed consent)consent)

Individualized Education Individualized Education ProgramsProgramsTypes Of IEPsTypes Of IEPs INITIAL IEPINITIAL IEP - Same as annual except - Same as annual except

there must be a parent signature to there must be a parent signature to implement the planimplement the plan– Meeting to develop an IEP must be held Meeting to develop an IEP must be held

within 30 calendar dayswithin 30 calendar days of a determination of a determination that the child needs special education and that the child needs special education and related servicesrelated services

Individualized Education Individualized Education ProgramsProgramsWriting An IEPWriting An IEP

The IEP should tell a story. It should be The IEP should tell a story. It should be written so that it is understandable to written so that it is understandable to parents and others. The IEP should parents and others. The IEP should flow: Assessmentflow: AssessmentPresent Level of Present Level of PerformancePerformanceLearner’s Educational Learner’s Educational NeedsNeedsAnnual GoalsAnnual GoalsObjectives or Objectives or BenchmarksBenchmarksSpecial Education and Special Education and Related ServicesRelated ServicesPlacementPlacement

Individualized Education Individualized Education ProgramsProgramsWriting An IEPWriting An IEP AccountabilityAccountability §300.350§300.350

Each public agency must Each public agency must Provide special education and related services to a child Provide special education and related services to a child

with a disability in accordance with the child’s IEPwith a disability in accordance with the child’s IEP Make a good faith effort to assist the child to achieve Make a good faith effort to assist the child to achieve

the goals and objectives or benchmarks listed in the IEPthe goals and objectives or benchmarks listed in the IEP The Act does not require that any agency, teacher, or The Act does not require that any agency, teacher, or

other person be held accountable if a child does not other person be held accountable if a child does not achieve the growth projected in the annual goals and achieve the growth projected in the annual goals and benchmarks or objectives. benchmarks or objectives.

Parents have the right to ask for revisions of the child’s Parents have the right to ask for revisions of the child’s IEP or to invoke due process procedures if the parent IEP or to invoke due process procedures if the parent feels the efforts required in this paragraph are not being feels the efforts required in this paragraph are not being made.made.

Individualized Education Individualized Education ProgramsProgramsWriting An IEPWriting An IEP Extended School YearExtended School Year §300.309§300.309

Extended school year services must be Extended school year services must be provided only if a child’s IEP team provided only if a child’s IEP team determines, on an individual basis, that the determines, on an individual basis, that the services are necessary for the provision of services are necessary for the provision of FAPE.FAPE.

The district may The district may notnot:: Limit extended school year services to particular Limit extended school year services to particular

categories of disabilitycategories of disability Unilaterally limit the type, amount or duration of Unilaterally limit the type, amount or duration of

those servicesthose services

Individualized Education Individualized Education ProgramsProgramsWriting An IEPWriting An IEP Extended School YearExtended School Year

§300.309§300.309 Definition: extended school year services Definition: extended school year services

means special education and related means special education and related services that-services that-

Are provided to a child with a disabilityAre provided to a child with a disability Beyond the normal school yearBeyond the normal school year In accordance with the child’s IEPIn accordance with the child’s IEP At no cost to the parentsAt no cost to the parents Meet the standards of the SEAMeet the standards of the SEA

Individualized Education Individualized Education ProgramsProgramsWriting An IEPWriting An IEP Transition Services means a coordinated set of activities for a student Transition Services means a coordinated set of activities for a student

with a disability that:with a disability that:(1)Is designed within an outcome-oriented process, that promotes (1)Is designed within an outcome-oriented process, that promotes

movement from school to post-school activities, including post-movement from school to post-school activities, including post-secondary education, vocational training, integrated employment secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, (including supported employment), continuing and adult education, adult services, independent living, or community participation;adult services, independent living, or community participation;

(2)Is based on the individual student’s needs, taking into account the (2)Is based on the individual student’s needs, taking into account the student’s preferences and interests; andstudent’s preferences and interests; and

(3)Includes-(3)Includes-(i)Instruction;(i)Instruction;

(ii)Related services;(ii)Related services;

(iii)Community experiences;(iii)Community experiences;

(iv)The development of employment and other post-school adult living (iv)The development of employment and other post-school adult living objectives; andobjectives; and

(v)If appropriate, acquisition of daily living skills and functional vocational (v)If appropriate, acquisition of daily living skills and functional vocational evaluation.evaluation.


Transition services for students with Transition services for students with disabilities may be special education, if disabilities may be special education, if provided as specially designed provided as specially designed instruction, or related services, if instruction, or related services, if required to assist a student with a required to assist a student with a disability to benefit from special disability to benefit from special education.education.

Consult “Making the Transition Team Consult “Making the Transition Team Work” for specific guidance for transition Work” for specific guidance for transition planning. It is available at each junior planning. It is available at each junior and senior high school in the district.and senior high school in the district.


The IEP must includeThe IEP must include Statement of transition service needs and Statement of transition service needs and

needed transition serviceneeded transition service Students age 14 Students age 14 Statement of interagency responsibilities Statement of interagency responsibilities

or needed linkagesor needed linkages


5 Transition Areas to Evaluate by age 5 Transition Areas to Evaluate by age 14 or grade 9:14 or grade 9: Home LivingHome Living Recreation and LeisureRecreation and Leisure Community ParticipationCommunity Participation EmploymentEmployment Post- secondary Education and TrainingPost- secondary Education and Training


Evaluation Strategies: Evaluation Strategies: Address transition during Address transition during the 3 year re-eval closest to age 14 or the 3 year re-eval closest to age 14 or grade 9grade 9

Individualize: use relevant parts of assessment Individualize: use relevant parts of assessment tools and update information yearlytools and update information yearly

Informal : interviews and observations in Informal : interviews and observations in natural settings, document on ASR natural settings, document on ASR

Use information from general education Use information from general education assessmentsassessments

Collaborate: outside agencies, general Collaborate: outside agencies, general education, special education staffeducation, special education staff


Evaluation Summary ReportEvaluation Summary Report Identify student’s skills and needs in each areaIdentify student’s skills and needs in each area Focus on relationship of skills to long-term goalsFocus on relationship of skills to long-term goals Determine activities and instructional goals for Determine activities and instructional goals for

the IEPthe IEP Planning for the future should be the focus of the Planning for the future should be the focus of the

meeting rather than review of assessment resultsmeeting rather than review of assessment results The ASR should be understandable to all team The ASR should be understandable to all team

members, especially the student and parentsmembers, especially the student and parents

iep definition the individualized education program (iep) is developed for a student with an...

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