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The Short-and-Sweet IEP Overview

Current as of April 2022 In Spanish | En español

An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual needs. Every child who receives special education services must have an IEP. That’s why the process of developing this vital document is of great interest and importance to educators, administrators, and families alike. Here’s a crash course on the IEP.

What’s the IEP’s purpose?

Who develops the iep, when is the iep developed, what’s in an iep, can students be involved in developing their own ieps.

• Resources of more information

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The IEP has two general purposes:

• to set reasonable learning goals for a child, and
• to state the services that the school district will provide for the child.

The IEP is developed by a team of individuals that includes key school staff and the child’s parents. The team meets, reviews the assessment information available about the child, and designs an educational program to address the child’s educational needs that result from his or her disability. Want the specifics of who you’ll find on an IEP team? Read the detailed IEP Team page.

An IEP meeting must be held within 30 calendar days after it is determined, through a full and individual evaluation, that a child has one of the disabilities listed in IDEA and needs special education and related services. A child’s IEP must also be reviewed at least annually thereafter to determine whether the annual goals are being achieved and must be revised as appropriate.

The IEP is both a document and a process.

Each child’s IEP must contain specific information, as listed within IDEA, our nation’s special education law. This includes (but is not limited to):

— the child’s present levels of academic achievement and functional performance , describing how the child is currently doing in school and how the child’s disability affects his or her involvement and progress in the general curriculum

— annual goals for the child, meaning what parents and the school team think he or she can reasonably accomplish in a year

— the special education and related services to be provided to the child, including supplementary aids and services (such as a communication device) and changes to the program or supports for school personnel

— how much of the school day the child will be educated separately from nondisabled children or not participate in extracurricular or other nonacademic activities such as lunch or clubs

— how (and if) the child is to participate in state and district-wide assessments, including what modifications to tests the child needs

— when services and modifications will begin, how often they will be provided, where they will be provided, and how long they will last

— how school personnel will measure the child’s progress toward the annual goals.

For all the details about what the law requires be included in an IEP, dive into our  IEP Contents page.

Yes, they certainly can be! IDEA actually requires that the student be invited to any IEP meeting where transition services will be discussed. These are services designed to help the student plan for his or her transition to adulthood and life after high school. Lots of information about transition services is available on our  Transition to Adulthood page, including how to involve students in their own IEP development .

Questions, questions? Answers, answers. A good place to start unravelling the mysteries of the IEP is Wrightslaw.com. The link above will drop you right into the soup, where you’ll find articles, law and regulations, tactics and strategies, tips, books, and free publications about IEPs. www.wrightslaw.com/info/iep.index.htm

Here’s a roadmap. Wrightslaw offers us all a “Roadmap to IDEA 2004: What You Need to Know About IEPs & IEP Meetings.” www.wrightslaw.com/idea/art/iep.roadmap.htm

For parents. Take a look at Developing Your Child’s IEP and learn how to effectively work with schools to meet the needs of your child. https://www.parentcenterhub.org/pa12/

For students. Part of our Transition Suite, this collection of resources speaks directly to students in transition. https://www.parentcenterhub.org/student-involvement/

Online training in writing an IEP. This online training is available via California Services for Technical Assistance and Training (CalSTAT) and is specific to benchmarks related to CA content standards. But it’s also conveniently based on IDEA 2004 and deals with writing measurable goals and objectives, a skill quite central to writing effective IEPs. http://www.cde.ca.gov/sp/se/sr/ieptraining.asp

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**Highly Rated Resource!   This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of “High Quality, High Relevance, High Usefulness” to Parent Centers. ________________________________________

Would you like to read more in this suite about the IEP?

Use the jump links below to go to another section of the  All about the IEP suite.

• The Short-and-Sweet IEP Overview (you’re already here!)
• The IEP Team
• Contents of the IEP
• When the IEP Team Meets

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Understanding IEP Meetings: A Comprehensive Guide for Parents

Ever wondered what IEP meetings are all about? Well, you’re not alone. IEP meetings are a crucial part of ensuring that students with special needs get the best education possible. They’re where teachers, parents, and other involved parties come together to discuss and plan an individualized education program (IEP) for a student.

An IEP meeting isn’t just a regular parent-teacher conference. It’s a legally mandated process under the Individuals with Disabilities Education Act (IDEA). The goal is to ensure that each student’s unique needs are met and that they can thrive in their educational environment.

Navigating IEP meetings can feel intimidating, especially if you’re new to the process. But don’t worry, we’re here to break it down for you. Stick around as we delve deeper into the world of IEP meetings and how they can benefit your child’s education.

What Are IEP Meetings

In your journey as a parent or educator of a child with special needs, IEP meetings will become a significant part of your routine. IEP, an acronym for Individualized Education Program , is a meeting rooted in law by the Individuals with Disabilities Education Act (IDEA). The meetings aren’t your ordinary parent-teacher conference, they’re a legal obligation meant to optimize a child’s educational experience based on their unique needs.

During an IEP meeting, you’ll collaborate with a team of professionals. This team typically comprises of educators, school administrators, special educators, and related service providers such as speech therapists or occupational therapists. Your role is vital here. You’re the party that knows your child best, making your input key in shaping this personalized learning plan.

The primary objective is to discuss and agree on an education plan tuned to the student’s needs. It will cover goals for the child’s growth and outline the services the school will provide to achieve those goals. Even better, it comprehensively includes academic, social, and developmental measures ensuring that your child is holistically incorporated into their learning environment.

Navigating your way through an IEP meeting can feel intimidating, especially if you’re new to the process. However, knowledge and understanding of the importance, purpose, and process of these meetings will empower you. You’ll not just get how to participate actively, but also how to contribute effectively in designing a program that helps your child excel.

The IEP meeting is a continuous journey. It’s not a single sprint but rather, a yearly event, bound to be revisited and adjusted as the student grows and their needs evolve. The beauty of IEP meetings is their adaptability, a feature that sets the tone for the continued success of the student.

You’re taking strides in the right path by seeking knowledge about IEP meetings. Armed with this information, you’re better equipped to navigate and contribute effectively at IEP meetings.

The Importance of IEP Meetings

Navigating the world of special education when you’ve got a child with special needs can be challenging. One of the key elements of this journey? Regular IEP meetings . These meetings aren’t just an obligation – they’re a critical tool in ensuring your child receives the most beneficial, tailored education.

More than just a checking-in process, IEP meetings form the backbone of a child’s progress tracking and educational planning. They’re essentially a collaborative effort with teachers, therapists, and administrators. This team helps to shape an education strategy that fits your child’s unique strengths and tackles their weak points. In these meetings, it’s not just about academics – every aspect of a child’s development is discussed, from social skills to emotional growth.

IEP meetings act as a bridge between home and school, promoting a shared understanding of how to best support the child. They provide the platform for your insight as a parent to be integrated into your child’s curriculum. Your knowledge about your child’s behavior, strengths, challenges, and interests can directly enhance the learning experience by assisting educators to adapt methods and resources.

Taking an active role in IEP meetings isn’t just encouraged – it’s vital. As the parent, your input matters and can create significant impact. That’s why it’s important to prepare beforehand – research, discuss, and plan. Take note of your child’s progression and any obstacles they’re facing.

Continuous adaptation is the essence of IEP meetings . Learning needs evolve over time, and this is particularly true for students with disabilities. Their IEP’s are reviewed, adjusted, and refined on a regular basis to match their ever-changing needs. While this might seem a daunting journey, rest assured, you’re not alone in this — it’s a collective endeavor from educators, administrative staff to parents, like you, who want the best for their child.

Growing familiar with and playing an active role in IEP meetings is strongly encouraged. By understanding its significance, you enhance your ability to contribute effectively to your child’s educational journey.

Understanding the Legal Mandate

The IDEA— Individuals with Disabilities Education Act —isn’t just another acronym; it’s a powerful law that declares your rights and the rights of your child. Understanding this legal mandate is a key step in navigating the IEP landscape effectively.

Within the legal framework, it’s your entitlement—and that of your child—to an individualized and appropriate public education . This education aims to meet the unique needs of students with disabilities fully. As a parent or guardian, you have a voice and a significant contribution to make in IEP meetings.

Consider the primary purpose of IEP meetings. It’s not merely a formal requirement; it’s a constructive approach to identifying, discussing, and iterating strategies tailored to suit your child’s educational needs. The holistic development of each student—be it academic, social, or emotional—is at the heart of this process.

Embrace the team of professionals you’ll interact with in these meetings. They consist of knowledgeable individuals—teachers, therapists, administrators—who are all invested in your child’s growth. Their input, combined with your insightful perspectives as someone who understands your child like no one else, drives a comprehensive and functional strategy.

Recognize, though, that IDEA is more than a mandate ; it’s an advocacy tool. Its provisions hold schools accountable for implementing educational plans that genuinely serve the children they aim to assist and ensure students with disabilities enjoy a free and appropriate public education. Becoming versed in these laws empowers you to stand firm on your child’s rights and make a substantial difference in their educational journey.

Understanding that IEP meetings aren’t a stagnant, one-and-done event is vital. Instead, they are designed to be revisited regularly, adjusted as the child grows and their needs change. Be prepared for changes and remain open-minded.

It’s clear that understanding the legal mandate behind IEP meetings is crucial to their effective navigation and your child’s successive growth. Keep going; you’re on the right track.

The Goal of IEP Meetings

An understanding and in-depth knowledge of the goals of IEP meetings is vital in maximizing their potential. These meetings, as legally mandated gatherings, harbor a purpose that goes beyond the usual parent-teacher conversations. Instead, they’re platforms for developing comprehensive and customized strategies catered towards your child’s unique needs.

The primary goal of these meetings is to ensure that students with special needs are offered an education that truly aligns with their individual abilities. That’s IEP in a nutshell – an Individualized Education Program.

The following are among the specific objectives of an IEP meeting:

• To identify and measure the child’s current academic and functional abilities.
• To establish specific, reasonable, and measurable annual goals for the child.
• To discern the most appropriate instructional setting and related services, grounded on the child’s needs.

These goals, while specific, show that IEP meetings aren’t static. They’re crafted with the flexibility that allows for changes, where possible and as needed, to match the evolving needs of the student.

Furthermore, IEP meetings aim to foster an environment of collaboration. They provide a platform where you, as parents or guardians, can collaborate with a team of professionals. This team may include special education teachers, speech therapists, and school psychologists, among others. Each brings specialized knowledge and insights to the table and together, the team effectively devises the optimal education plan for your child.

Remember, your role is not passive in these meetings. You bring a unique perspective to the table – a deep understanding of your child’s strengths, struggles, and quirks. This insight is essential in shaping the IEP. It’s not just about educational goals and academic progress – it’s about nurturing an environment where your child can thrive, grow, and attain their full potential.

So do not shy away from participating actively in these meetings. Ask questions, suggest modifications, share insights, and foster a spirit of communication. After all, the success of an IEP largely depends on the close collaboration between the parents and the professionals involved.

In terms of frequency, IEP meetings are held at least annually . However, they can happen more frequently if the team or a team member feels the current IEP is not yielding the desired outcome.

Navigating IEP Meetings

While attending your first IEP meeting might seem daunting, don’t worry! It’s normal to feel overwhelmed, but being prepared and knowledgeable about the process will ease your anxieties. Understanding the structure of these meetings is a significant first step in your journey to navigate these waters successfully.

IEP meetings typically follow a similar agenda which includes:

• Introduction and roles review
• Review of your child’s current level of performance
• Discussion and setting of goal objectives
• Detailed overview and discussion of services

The first few moments are introductions where everyone present explains their role. You’ll meet a team of individuals – including regular or special education teachers, school psychologists, speech-language pathologists, and more – each having distinctive roles in your child’s educational process.

Following introductions, the meeting shifts its focus to review your child’s current performance . Differences between your child’s actual performance and the performance of their non-disabled peers are highlighted. Here, any assessments done are brought to light, and your personal observations and concerns have a critical place. It’s equally crucial to ask questions, provide your unique input, and understand the involved stipulations.

Goals that your child should achieve within the new IEP year are then established. These are typically directly related to the earlier discussed areas of need, and address both academic and functional capabilities. Each goal must be SMART – Specific, Measurable, Attainable, Results-oriented, and Time-bound.

Finally, a detailed conversation on your child’s needs takes place, where it’s decided what services will best support these goals. This could include related services such as speech therapy, occupational therapy, or even transportation.

Remember, Navigating IEP meetings is about collaboration and focusing on your child’s success. Regular IEP meetings must not be seen as hurdles, but rather steps towards your child’s flourishing development.

You’re not just a participant, but an equally important contributory partner in the meeting, representing a vital pillar of your child’s support system. This collaborative approach helps in putting together an IEP that will help your child thrive in their learning environment.

Navigating IEP meetings might seem daunting, but remember, they’re designed to ensure your child’s educational success. They’re not just regular meetings, but a powerful tool backed by IDEA, aimed at meeting your child’s unique needs. They’re about collaboration, where your insights as a parent are as valuable as the professionals’. IEP meetings are a journey, not a one-time event, and are adjusted as your child grows. They aim to identify your child’s abilities, set realistic goals, and determine the most appropriate setting and services. Remember, you’re not alone in these meetings. Embrace the team of professionals who are there to help. Your active participation in these meetings is crucial, making you an integral part of your child’s support system. So, step into IEP meetings with confidence, knowing they’re a stepping stone for your child’s success.

What is an IEP meeting?

An IEP meeting is a legally mandated gathering under the Individuals with Disabilities Education Act (IDEA) aiming to design an individual learning plan for students with special needs. It involves the collaboration of parents, teachers, and other professionals.

Why are IEP meetings important?

IEP meetings are essential as they help establish a personalized educational program for children with special needs. They ensure that children’s unique needs are met and they can succeed in their learning environment.

Are IEP meetings the same as parent-teacher meetings?

No, IEP meetings are not typical parent-teacher conferences. They are a legally required process meant for the development of an individualized education plan for students with disabilities.

How often are IEP meetings held?

IEP meetings are typically held annually. However, they can occur more frequently if necessary, based on the student’s needs.

What is the role of parents in an IEP meeting?

Parents play an integral part in IEP meetings. Their unique insights about their child’s needs and abilities contribute to the formulation of an effective learning plan. Active participation and collaboration with professionals are crucial.

Are IEP meetings a one-time event?

No, IEP meetings are designed to regularly revisit the student’s individualized plan to incorporate necessary adjustments aligning with the child’s growth and evolving needs.

What is the structure of an IEP meeting?

An IEP meeting follows an organized agenda. It starts with introductions, followed by reviewing the child’s current performance. The goals for the upcoming year are outlined, and a detailed discussion is conducted to determine services best aiding the child’s needs.

What is the main goal of IEP meetings?

The primary objective of IEP meetings is to provide an education aligning with the student’s individual abilities. It targets identifying the child’s academic levels, setting achievable goals, and discerning the most appropriate instructional setting.

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A comprehensive guide to behavior intervention plans (bip) in special education, esy special education.

The IEP: A Primer for Parents New to the Process

At a glance.

Becoming the advocate your child deserves requires that you participate fully in his IEP meetings • Preparing ahead is fundamental to achieving the outcomes that will ensure educational success • Showing up with a collegial attitude will help with problem-solving

The IEP is the document that provides a road map for your child’s education. It is a bridge between their learning challenges and the standards and framework of the general education curriculum. The IEP determines what they will learn and be able to do, specifies the programs and services they will receive, sets achievement targets, and tells you whether or not they are making progress and mastering skills.

Because the IEP is the basis for your child ’ s education, the IEP meeting offers you the best opportunity to ensure their academic success.

The IEP meeting should be functional and time-efficient. To prepare, you will need to plan ahead, research, and organize your information and thoughts. Below are guidelines for ensuring that the IEP meeting achieves what it must to further your child’s education.

Planning & Preparation

• Take the time to develop a “ vision statement, ” in which you share with the team an accurate and comprehensive picture of your child. Have a clear understanding of their present levels of performance, so you can help identify strengths and deficits and compose meaningful annual goals and short-term objectives .
• Establish appropriate goals. Goals should be attainable in one year, be reasonable, measurable, apply to all classes, and be linked to your child’s present levels of performance.
• Determine how progress will be evaluated . For example, know what data will be used and who will collect it; have baseline data taken as a source of comparison.
• Be knowledgeable about research-based services appropriate for your child, so you can give input as to what they need to maximize participation and progress in the general education curriculum.
• Request additional assessments. If your child’s behavior impedes their learning or that of others, request a functional behavioral assessment  by an expert and a plan with the needed supports. If your child would benefit from assistive technology, ask for an assistive technology assessment by a qualified practitioner.
• Be clear on who will be providing the services , what their qualifications are, where and how often the services will occur, how progress will be monitored , and when you will be informed of how your child is doing.
• Discuss your child and their program at pre-IEP conferences. All team and family members and any independent therapists working with your child must be able to share information and converse with each other.
• Do your homework. Prior to the meeting, write a letter to the team requesting a copy of all evaluations that will be reviewed, and share any reports or test results that you want considered. There should be no surprises at the IEP meeting. Don’t put yourself in a position to be hearing your child’s evaluations or test results for the first time at the table; you must digest the information at home to be able to make informed requests and decisions.
• Ask for specifics. Understand which evaluation procedures and performance criteria will be used to gauge your child’s progress, and make sure the assessments are standardized.
• Trust your instincts. If the evaluations, recommendations, and/or test results do not sound like your child, you may request an Independent Educational Evaluation at the district’s expense, or you may pay for one yourself. Make sure you ask a lot of questions, focus on recommendations and, if possible, bring the evaluator or an expert to the table to stand behind the report and advocate for your child.
• Work collaboratively with the team. Try to take any “emotionality” out of your meetings. Presentation is important: begin with a complimentary attitude, and thank the team for their efforts. Remember that without diversity and disagreements, there would be no team. Make sure, however, that nothing you want discussed is left unaddressed.
• Review final recommendations at the close of the meeting. Document all areas of agreement and disagreement, and clarify areas of concern. All agreements must be put in writing. If you do not agree, make sure to speak up. If you are dissatisfied, know your recourse, your procedural safeguards, and your rights to appeal to a higher authority.

• Come to meetings prepared
• Maintain a quiet confidence and positive mental attitude
• Be a problem solver
• Maintain a firm, determined demeanor
• Avoid rigidity and reaction to offense
• Do not assume responsibility for things out of your control

This article is based on information presented at a Smart Kids community event by Noreen O ’ Mahoney, CSW, SDA, Director of Collaborative Advocacy Associates, Wilton, CT. Eve Kessler, Esq. is president and co-founder of SPED*NET Wilton (CT), former Chair of the CT Council on Developmental Disabilities, and a contributing editor to Smart Kids.

Related Smart Kids Topics

• Essential Elements of an IEP
• IEP Planning: Accommodations & Modifications
• Before the IEP Meeting: 6 Tips for Parents
• Who Should Be On Your Child’s IEP Team
• Progress Monitoring of Kids with LD

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Individualized Education Programs (IEPs)

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What's an IEP?

Students who need extra help and support in school may be eligible for special education services in the form of an individualized education program (IEP). This program is offered free of charge to families of kids in public schools and outlines the goals and any support services that may be needed for a child to succeed in school.

The Individuals with Disabilities Education Act (IDEA) says that parents and guardians of students with disabilities or special health care needs are important members of their child's education team. They should work with educators to develop a plan that helps kids succeed in school.

Understanding how to get and use these services will help your child be as successful as possible in school.

Who Needs an IEP?

Students who are eligible for special education services need an IEP. While there are many reasons that students could be eligible, some common conditions include:

• attention deficit hyperactivity disorder (ADHD)
• cognitive challenges
• developmental delays
• emotional disorders
• hearing problems
• learning problems
• physical disabilities
• speech or language impairment
• vision problems

How Are Services Offered?

In most cases, the services and goals outlined in an IEP can be offered in a general school environment. This can be done in the regular classroom (for example, a reading teacher helps a small group of children who need extra help while the other kids in the class work with the regular teacher.) The small group serves students with similar needs who are brought together for help.

Every effort is made to help kids learn alongside their peers who do not have disabilities. But sometimes the level of support needed can't be met in a general classroom, so students are educated in a specialized learning classroom that is more appropriate for their needs. These classes have fewer students per teacher and allow for more one-on-one instruction. The teacher usually has training in helping kids with special educational needs. Students spend most of their day in a small group classroom and join the regular classes whenever possible — for example lunch, gym, or the arts.

What's the Referral and Evaluation Process?

The referral process begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the school counselor or psychologist.

The first step is to gather specific information about the student's progress or academic problems. This may be done through:

• a  conference  with parents
• a conference with the student
• watching the student in class to assess performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps school officials decide the best next step. Sometimes new classroom strategies are all that's needed to help a child become more successful. If this doesn't work, the child will get an educational assessment, which can find a specific learning disability or other health impairment.

Note: The presence of a disability doesn't automatically guarantee a child will get services. To be eligible, the disability must affect how the child does at school. To decide on a child's eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

Who's On the Team?

As a guardian, you can decide whether to have your child assessed. If you choose to do so, you'll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading and math or developmental skills, like speech and language.

The professionals on the evaluation team can include:

• classroom teachers
• a psychologist
• a  physical therapist
• an  occupational therapist
• a  speech therapist
• a special needs educator
• a vision or hearing specialist
• others, depending on the child's specific needs

When the team finishes the assessment, a comprehensive evaluation report is developed. This report includes an educational classification and outlines the skills and support the child will need.

You can review this report before an IEP is developed. If there is something that you don't agree with, work together with the team to come up with a plan that best meets your child's needs.

How Is an IEP Developed? 

The next step is an IEP meeting with you and the team to decide what will go into the IEP. A regular teacher should also attend this meeting to offer suggestions for how the plan can help your child progress through the standard education curriculum.

At the meeting, the team will discuss your child's educational needs — as described in the evaluation report — and develop specific, measurable short-term and yearly goals for each of those needs. You can take an active role in developing the goals and determining which skills or areas will receive the most attention.

The cover page of the IEP outlines the support services your child will get and how often they will be provided (for example, occupational therapy twice a week). Support services might include:

• special education
• speech therapy
• occupational or physical therapy
• medical services like nursing or vision and hearing therapy

Services might also include transportation, test help or modifications, participation in special programs, and the inclusion of transition planning beginning at age 14. 

If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, a professional may talk with your child’s teacher to come up with strategies that help but won’t offer hands-on instruction. For example, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy. The child who has trouble with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority.

Your child's IEP should be reviewed annually to update goals and make sure your child is getting the support that's needed. However, IEPs can be changed at any time on an as-needed basis. If you think your child needs more, fewer, or different services, you can request a meeting and bring the team together to discuss your concerns.

What Are My Legal Rights?

Guidelines (sometimes called procedural safeguards) outline your rights as a parent to control what happens to your child throughout the IEP process. For example, timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. When your child is referred, ask about this timeline and get a copy of your parents' rights.

The parents' rights also describe how you can proceed if you disagree with any part of the evaluation report or the IEP — mediation and hearings are some options. You can get information about low-cost or free legal representation from the school district or through early intervention programs.

Attorneys and paid advocates familiar with the IEP process will provide representation if you need it. You also may invite anyone who knows or works with your child whose input you feel would be helpful to join the IEP team. Federally supported programs in each state support parent-to-parent information and training activities for parents of children with special needs. The Parent Training and Information Projects conduct workshops, publish newsletters, and answer questions by phone or by mail about parent-to-parent activities.

What Else Should I Know?

Parents have the right to choose where their kids will be educated. This choice includes public or private elementary schools and secondary schools, including religious schools. It also includes charter schools and home schools.

But parents should know that the rights of children with disabilities who are placed in private elementary schools and secondary schools are not the same as children with disabilities who are enrolled in public schools.

Two major differences that parents, teachers, school staff, private school representatives, and kids need to know about are:

• Children with disabilities who are placed by their parents in private schools may not get the same services they would get in a public school.
• Not all kids with disabilities placed by their parents in private schools will get services.

The IEP process is complex, but it's also an effective way to address how your child learns. If you have concerns, be sure to ask about the evaluation findings or the goals recommended by your child's IEP team. You know your child best and should play a central role in creating a learning plan tailored to their specific needs.

• Our Mission

Maximizing Parental Involvement in Developing the IEP

Collaborating with parents and caregivers throughout the school year can make the individualized education program meeting more valuable.

An individualized education program (IEP) serves as a blueprint for special education services. Its creation should be a collaborative process, serving the student as a living document, its implementation requiring a constant and collaborative conversation between all stakeholders . The input and involvement of the student’s family prior to the annual IEP meeting is critical to this process.

Laying the Groundwork

It is important to create an open and ongoing line of communication with families (such as parents and primary caregivers) early in the school year so they can ask questions, provide information about the child, take part in classroom activities, share stories both of success and challenges at home, and discuss thoughts on the IEP’s progress. This data will be invaluable to a teacher as a tool for guiding instructional and programmatic decisions.

Daily journals, reciprocated notes in students’ agendas, phone calls (about both the positives and the concerns), establishing a reliable email chain, invitations to participate in classroom activities, and the use of teacher-created classroom websites are all examples of effective communication.

Establishing a written communication system, such as notes in a student agenda book and those just discussed, keeps parents and caregivers informed of the child’s progress while providing them the opportunity to express concerns or compliments. Implementing the IEP, conducting IEP-related pre-meetings, and writing the IEP will be easier for the team who have been working together with the parents throughout the school year.

Teachers can also use phone conferencing with parents to increase participation. First, teachers must establish clear rules and expectations. Parents should know that because of their teaching loads, school activities, busy prep periods, teacher duties, or school meetings, teachers cannot respond to all calls immediately. Simultaneously, teachers must recognize the importance of promptly returning phone calls. This strategy will help to build trust.

Inviting families to take part in classroom activities is another good way to build rapport. Opportunities to serve as volunteers for classroom parties, guest readers, activity chaperones, or classroom aides allow families to become active participants in the educational process.

Teachers can create a variety of ways for students’ families to gain access technologically. With the click of a computer mouse, they can access classroom events, activities, assignments, and homework expectations. Teacher websites are extremely useful because they allow teachers to communicate with all families at once rather than individually with each parent.

The exchange of student artifacts between parents and teachers is an efficient way to communicate student progress while also guiding and justifying the IEP team’s placement and programmatic decisions. This could include sending home photocopies of student work so that parents can keep track of their child’s progress. Using shared folders (such as those found on Google Drive) allows stakeholders to share work, notes, and other information that can improve the educational experience of the student.

Preparing for the Annual IEP Meeting

Stakeholders can meet in pre-meetings as a prelude to prepare for the annual meeting . Online meeting platforms such as Zoom and Google Hangout allow for document sharing. Team members can easily display student work or data gathered to show why specific decisions will be discussed at an upcoming IEP meeting. The artifact-sharing practice will be more effective than simply sending progress reports as outlined in the IEP’s Measurable Annual Goals section because it will be ongoing rather than sporadic.

Before the annual IEP meeting, the teacher should provide the parents with a draft IEP and give them ample time to read and review it. A pre-conference meeting can help by providing parents time to go over the draft IEP, answer questions, and clarify anything that needs to be clarified.

Helping Parents Write Their Portion of an IEP

It’s common practice to send a form home for parents to complete that summarizes their perspectives on the effectiveness of their child’s educational program. While this practice satisfies the Individuals with Disabilities Education Act (IDEA) mandated parental involvement requirement, it frequently yields minimal insights and does little to instill a sense of empowerment in the parent.

Instead, a teacher can assist families in writing their portion. Together, they can collaborate to write this section of the IEP, ensuring that any concerns and suggestions are summarized. The parents can then clearly communicate their input to the team during the IEP team meeting.

Conducting the Annual IEP Meeting

Teachers can do things during the annual meeting to increase involvement and participation in the IEP meeting. The IEP meeting seating arrangement can help to set the tone for collaboration. Parents, students, and advocates frequently sit on one side of the conference table while school district professionals sit on the other. This creates an us-versus-them atmosphere. Simply by arranging the seating so that the two entities are not seated across from each other, the intimidating nature of the conference room setting can be reduced.

The special education teacher should actively seek stakeholders’ input and make certain that everyone is on the same page throughout the meeting. A collaborative IEP meeting should never consist of the teacher simply reading the document to the team and asking for signatures. Stakeholders should view it as a conversation rather than a presentation. At the end of the meeting, the team should spend some time summarizing the child’s IEP plan, focusing on goals, services, and specially designed instructional strategies.

Simply thanking parents for their input and participation, followed by a promise of continued collaboration throughout the IEP’s life span, will empower them even more. Familial stakeholders must believe that the IEP meeting is not a onetime event and that the IEP is a living document in which they play an important role.

Finally, following the meeting, the teacher should contact the family for a follow-up. Many IEP team meetings are packed with data, information, and planning. Allowing the parents a week to review the meeting and the IEP document allows them to process everything. A follow-up call, email, or meeting will emphasize the open, ongoing nature of communication, allow them to ask additional questions that may not have been raised during the meeting, and restate the meeting outcomes.

The IEP Process

It is important to understand the IEP process:

• Increases your involvement
• Your student understands you are interested in their academic progress
• You have knowledge of your student’s needs
• Increase your understanding of the IEP meetings

What is an IEP?

• I ndividualized E ducation P rogram
• Sets learning goals for the student
• Identifies the services that will be provided
• This document is updated yearly, upon request, and/or to incorporate new data
• You should receive progress notes each trimester about your child’s progress (MSAD 75- November, March, June)

The IEP Team

• Parents/Guardians
• Special Education Teacher
• Regular Education Teacher
• Administrator

May also include:

• School Psychologist
• Behavior Strategist
• Speech Pathologist/OT/PT
• School Guidance Counselor
• Any other person the parent would like to bring

IEP/Educational Codes �Maine

• Developmental Delay (ages 3-5 up through Kindergarten only)
• Visual Impairment (including blindness)
• Deaf-Blindness
• Specific Learning Disability
• Emotional Disturbance
• Other Health Impairment
• Traumatic Brain Injury
• Hearing Impairment
• Orthopedic Impairment
• Multiple Disabilities
• Intellectual Disability
• Speech or Language Impairment

Disability Acronyms

• LD- Learning Disabled
• ED- Emotional Disturbance
• ID- Intellectual Disability
• OHI- Other Health Impairments
• FBA- Functional Behavior Assessment
• BIP- Behavior Intervention Plan
• The IEP only addresses issues that are negatively impacting your child’s academic achievement
• If the suspected disability or behavior is only seen at home but not at school than the IEP would not address this.
• Assessment evaluates areas of concern
• Includes a variety of assessment tools
• Provide you with information about your student’s academic, learning, and social/emotional needs
• Provide recommendations that can be implemented
• Re-evaluation should occur at least every three years

What’s on the IEP

• Type of disability
• Intellectual/Cognitive functioning
• Current levels of performance (including strengths & weaknesses)
• Academic, Developmental, and Functional needs
• Identified goals with statements of how progress will be measured for all areas of need
• Accommodations for State/District tests
• Statement about Least Restrictive Environment (what type of program/support- general ed. w/ support, self-contained classroom, combination, etc.)
• Modifications for the classroom
• Transition service needs (9 th grade and up)
• Identifies type and quantity of services received
• Service hours are based on the needs of the student. The number of hours that the student gets that type of service i.e. speech, counseling, occupational therapy

Evaluations

• Standardized Measures: This compares your child to other children who are the same age and grade as your child
• AIMS Web Usually administered at the beginning, middle, and end of the school year
• Woodcock Johnson Test of Achievement, Third Edition : Areas assessed include, but is not limited to reading, math, written language, & academic achievement
• Cognitive Assessment (WISC, WPPSI) : Provides information about your child’s learning style and intellectual functioning
• Social-Emotional/Behavioral/Adaptive Assessments : Ratings Scales, projective measures, clinical interviews, etc.
• Speech, Occupational Therapy, Physical Therapy measures
• This information is usually shared by the Special Education Teacher and Psychologist
• IEP Meeting
• You should be notified at least 10 days prior to the meeting date
• A meeting can be requested by a parent
• You can bring someone with you
• Come prepared and take notes

What do I do when I disagree with the IEP Team?

• Ask for more clarification
• Ask for some time to review and reflect
• Make sure your disagreement is documented in the Written Notice (meeting notes)
• Ask for support

Dispute Resolution Options

• Discussion or Conference
• Resolution Meeting
• Due Process Hearing
• State Complaint

What can you do?

• Research your student's disability (be informed)
• Know your child's strengths and weaknesses
• Review your student’s homework
• Stay in touch with your student's teachers
• Ask reg. ed. teachers what accommodations they have made
• Encourage your child and have high expectations of them
• Provide positive reinforcement
• Keep track to see if your student's goals are being mastered or if they need to be revised at the next meeting.

Resources to help your student

• www.asmonline.org Autism Society of Maine
• www.umaine.edu/autisminstitute/ Maine Autism Institute
• www.ldonline.org
• www.autismweb.com
• www.wrightslaw.com
• maine.gov/doe/specialed/ Maine Dept. of Ed.- Special Ed

If a child is to be successful…it takes everyone’s involvement

Alone we can do so little. Together we can do so much. – Helen Keller

THANK YOU!!!

• U.S. Department of Health & Human Services
• Administration for Children & Families
• Upcoming Events

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Individualized Education Program (IEP) Basics

The following video clips provide teachers with a short and useful way to use resources when learning and participating in Individualized Education Program (IEP) meetings. These clips from the Head Start Center for Inclusion are especially useful to staff that are new to the process of developing an IEP.

ABCs of IEP

The ABCs of IEPs

Irlene Schwartz: Good morning. Our topic today is "ABCs of IEP". Our purpose today is to introduce participants to an IEP, and "IEP" stands for "Individualized Education Program". We're also going to talk about the relationship between an IEP and instruction in an inclusive classroom, and finally we're going to talk about how an IEP can really be a road map to providing a high quality educational program to students with disabilities.

So, first let's talk about some alphabet soup. You know in special education we love our alphabet soup, and so first let's describe -- define some of these acronyms that we'll be using throughout the presentation. As I said earlier, "IEP" stands for "Individualized Education Program". Children who qualify for special education ages three and above have an IEP. An "ILP" stands for "Individual Learning Plan". This is not required by Head Start but is used in some regions, so we're not going to talk about it very much today.

The important thing to take home from this presentation is that it's NOT required by Head Start. "IFSP" is an Individual Family Service Plan. This is for children who rec.. who qualify for special education services up to age three, so it's birth through age three, so on your third birthday, you graduate to an IEP. We're not going to really talk about IFSPs today either, although they're very... many similarities between those and IEPs.

And then finally, "IDEA" is the Individuals with Disabilities Education Act, IDEA, and that's the federal law that entitles children with disabilities to receive special education. That's an important thing for us to remember, that every child with a disability in the United States, three and above, is entitled to a free and appropriate public education.

Children under two -- under three, I'm sorry -- under three are also entitled to early intervention services.

So, what is an IEP? It's a legally binding document that describes what special education services we're going to provide to a child. It's really important to remember that an IEP, although it's initiated by the school district, is a document that's developed by the team -- all members of the team (parents, Head Start teachers, speech language pathologists, special education teachers) give input. Everyone's input is valued.

An IEP has many parts that are required by the law. They include the child's present level of performance -- and in that present level of performance, we want to get a snapshot of the child. "What can they do, what areas do they need help in, which areas do they excel in?" So it's important to note children's strengths as well as the areas of need. We also want to talk about the kinds of services they'll receive, so, for example, does the child need speech services? Do they need occupational or physical therapy that is motor support?

Do they need special education services? Will they receive transportation? All the kinds of services that the child will receive need to be outlined in in the IEP. The educational team, including the parents and the Head Start teacher, write the IEP. As a group, they up come with the idea... with the strategies that they'll be using and the topics that they'll be covering in this IEP. Again, Head Start teachers are an important part of the IEP team.

Parent input is essential, and in fact parents have the final say in approving the IEP. We also need to remember that assessment data is very important when we develop an IEP. We use assessment data to.. not just to demonstrate that a child needs special education services, but we also use assessment data in order to determine which areas need to be worked on, and within an area, which skills and behaviors need to be addressed.

So, for example, if we determine that a child needs special education services in the area of communication, we also need to know, "Where in that communication domain does a child need extra services? Do they need services in learning how to answer 'wh' questions? Do they need services in understanding, listening to, and answering questions about a story? Do they need services in building their vocabulary?" All those things are different, and the... and the way we know how and where to intervene with a child is based on assessment data.

So there're different parts of an IEP: present level of performance, and in that area, we describe what the child can do, and also areas in which the child needs extra help. Some people call that a plop (p-l-o-p). There's also a part of the IEP were we talk about... where we talk about different kinds of accommodations and modifications that are required, so, for example, if we know a child needs to have a lot of visual supports in a classroom, we would put that there.

If the child needs extra time to complete assignments or complete activities, we'd put that there. Whatever kinds of support and modifications to the ongoing curriculum that are required go in that area. We also have something called the service matrix, and in that we talk about the types and amounts of services provided. So, for example, we might say that the child receives special education for 200 minutes a week, and that means for 200 minutes, they receive specially designed instruction.

Now it's important to remember that those 200 minutes can be... can.. this child can receive services in a Head Start classroom, and it could be that the Head Start teacher or staff in the Head Start program are providing those services. They may develop those services in consultation owith a special educator.

Finally, we have goals and objectives, and the goals and objectives outline very specifically exactly what behaviors and skills we'll be working on, and... and how we will know when the child has achieved -- that is, has learned -- the target behavior. So, for example, we might write an objective that sounds like, "Jamie will listen to a story and answer three 'wh' questions with 100% accuracy." That would be the language of an IEP objective.

The import.. the most important thing about an IEP is to remember that "I" means "Individualized". The IEP needs to be tailored to the specific child and the priorities and requests of that family. "I" means "Individualized", and that's the take-home message about IEPs. So, how do you use these IEPs that come to your classroom with the children who need them?

IEPs can be used to develop classroom plans, so for example if you know that you have children who are learning to listen to stories and to answer "wh" questions, you know that you're going to need more than one opportunity a day to listen to a story. There.. so what that might mean is that you develop a plan where, in addition to your large group, where you read a story and ask questions, you might have two or three other opportunities during the day where you have someone reading a story to a very small group of children...

...and answering and asking questions about one page or two pages of the story at a time, so that would be one way you would do it. If you have a child who's learning to follow a process chart, to follow a schedule, to do an activity, you might want to have an activity that has multiple steps in them across the classroom. An IEP is used to develop an activity matrix. An activity matrix is then used to communicate with team members and to plan instruction, and I'm going to show you what an activity matrix looks like.

So we will do another workshop on activity matrices and how to use them, but this is really just a preview of coming attractions. So when we think about an activity matrix, what you can see here is that down the side, we have the schedule of the classroom: Opening Circle, Small Group, et cetera. Across the top, we have the domain areas of the IEP -- Communication, Motor, Social Emotional -- and in the boxes of the activity matrix, what we've done is plugged in the different objectives in the child's IEP.

So you can see that for this child, who -- he or she is working on using an appropriate pencil grasp -- and we're going to work on that during small group. In addition, during small group we're going to be working with this child to get her to answer questions, and also to get her to manage behavior -- her behavior -- during group activities. Now you can see if you go down to outdoor play, we're also working on an objective there, and we're working on climbing stairs with alternating feet.

So the "trick" of using the activity matrix is to be able to plug in when a specific objective is going to be addressed. Now, this is just a picture to give you an idea of what instruction looks like and how using an activity matrix in an IEP can influence that. So, if you look at this picture, you can say... see that this is basically what instruction looks like in a typical Head Start classroom.

We have a classroom goal that... that we know everyone in the classroom is working on, and an activity, and we say, "Okay, within that activity, how are we going to make sure that we address this goal that we believe is important for ALL of the children in our classroom?" When you have a child with a disability who's receiving special education services, you have another layer that goes on top of that.

So basically you can see that you still have the classroom goal, and you still have the activity, but in addition, you have the individual child goal, and that individual child goal has been broken down to "objectives", which are smaller pieces, and into instructional programs. An instructional program kind of tells us how to teach. It says, "We're going to give this kind of instruction, we're going to give this kind of feedback, we're going to give this kind of encouragement when the child is successful.

If a child is not successful, this is how we're going to correct their errors." So, an instructional program is a... is... tells us HOW we're going to teach. An objective tells us what we're going to teach, and the activity pr.. provides the context in which we're going to teach. Now, we've just talked about all this teaching that we're going to do, but it's important to know how a child is learning. And how do we know that? Well, we need to monitor progress.

An IEP requires that we monitor progress and report progress quarterly, but in order to do that it's important to collect information regularly, to make sure that children are making progress on the important goals and objectives that, as a team, we've agreed needs to be on their IEP. We can do that by looking at -- watching a child perform a skill or a behavior and see how independent they are and then comparing that to where they were a week ago and a month ago.

By collecting this kind of child progress information, we know that the child is learning the skills that the team says are important for that child to learn. So, that's what we have to say today about IEPs; have fun and help your students have fun! Thanks a lot!

-- End of Video --

This short video PowerPoint presentation walks you through the ABCs of an Individualized Education Program (IEP). This information may be useful to new staff working with children with disabilities and their families.

Resource Type: Article

National Centers: Early Childhood Development, Teaching and Learning

Age Group: Preschoolers

Series: Individualized Education Program (IEP) Basics

Last Updated: August 9, 2019

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