The IEP Conference

The IEP Process is the procedure for devising the free appropriate education (FAPE) to which each eligible student who has a disability and needs special education is entitled.

The Individualized Education Program (IEP) is a document that directs the entire school program of the child.

The IEP is an individualized plan to meet a student's unique educational needs.

The IEP is to be developed or revised by a team of individuals.  The composition of the team will vary depending upon the nature of the child's disability and other relevant factors, but must include the following participants:

1. The parents;

2. Whenever appropriate, the child with a disability;

3. A representative of the local education agency;

4. The regular education teacher (if the child is or may be participating in the regular education environment);

5. Special education teacher or, if appropriate, at least one special education provider of the child;

6. At the discretion of the parents or the school, other individuals who know the child well or have special expertise regarding the child;

7. An individual who can interpret the instructional implications or evaluation results, who may be a member of the team described (1-6);

8. If transition needs or services are being considered, agency representative.

The role of the IEP team is to plan a program of special education and related services (including needed modifications and accommodations in the regular classroom) which is reasonably calculated to enable the child to receive educational benefit.

The IEP must include the following information:

1. The child's strengths, needs, and current level of educational performance, including how the disability affects the child's involvement and progress in the general curriculum.

2. A statement of measurable annual goals, including benchmarks or short-term objectives.

3. A statement of the special education services, related services, and supplementary aids and services to be provided to the child and a statement of the program modification or supports for school personnel that will be provided for the child.

4. An explanation of the extent, if any, to which the child will not participate with non-disabled children in the general education class and in extracurricular activities.

5. A statement of any modifications in State or district-wide assessments needed in order for the child to participate.  If the team determines that the student will not participate in such an assessment (or part of the assessment), a statement of why that assessment is not appropriate for the student and how the student will be assessed.

6. The date the child begins receiving special education services and modifications and the expected frequency, location, and duration of services.

7. Beginning at age 14, a statement of the transition service needs of the child.

8. A statement of how the child's progress toward the annual goals will be measured,  and how the child's parents will be regularly informed of their child's progress toward their annual goals and the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year. 

9. Beginning at least one year before the child reaches the age of majority under State law, a statement that the child has been informed of his or her rights that will transfer to the child on reaching the age of majority (18).

10. Consideration of special factors:

• In the case of a child whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies, including positive behavioral interventions, strategies and supports to address that behavior;

• In the case of a child with limited English proficiency, consider the language needs of the child as such needs relate to the child's IEP;

• In the case of the child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child's reading and writing skills, needs and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;

• Consider the communication needs of the child and, in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and

• Consider whether the child requires assistive technology devices and services.

Under the law, all children with disabilities are guaranteed:

• Access to a free, appropriate education to meet their individual needs.

• A fair assessment of their strengths and abilities as well as their needs and disabilities.

• An appropriate placement with children who do not have disabilities, to the maximum extent possible (least restrictive environment).

• Appropriate supplementary aids and services regardless of their placement.

PARENT TIPS

Your child's IEP (Individualized Education Program) will be written at one of four types of staffings:

1. INITIAL - Held to determine if your child qualifies for special education services and to write the initial IEP.

2. ANNUAL REVIEW - Held at least once each year to review progress and revise the IEP for the following year.

3. TRIENNIAL REEVALUATION OF ELIGIBILITY - Held every third year following a reevaluation.  Includes discussion of the case study evaluation.

4. AMENDING AN IEP - Consider a change in special education or related services.

Parents or school employees may request a staffing at any time.  The time and place of the meeting should be mutually convenient for everyone.

Before the meeting

• Prepare to share comments regarding strengths, abilities, and needs.

• Check information you already have about your child.  If you don't have everything you need (school/medical records, notes, etc.), get it before the meeting.  School records may be obtained from the school.

• Review the current IEP and recent progress reports.

• Prepare for the staffing by thinking about what your child needs to be successful in school and what goals you would like your child to work toward in the next year.

• You may want to have informal meetings or phone conversations with individual teachers, therapists, etc. to ask for assessment results ahead of time so you can use this information in preparing for the staffing.

• Invite someone to attend the meeting with you.

• If you believe it would be helpful, have your child at the meeting for all or part of it and let him/her participate as appropriate.

During the meeting

The staffing is an opportunity to give school personnel important insights about your child. School personnel need to know what he/she is like at home, after school, on vacations, etc.  This is also the time to ask questions and receive answers from the school staff about your child's education and school activities.  The discussion should focus on your child's strengths as well as needs.  

You have the right and the responsibility to make suggestions in any area of the planning.  If you don't understand something that's being said, ask to have it explained.

Ensure the supports and services your child receives are based on his/her individual strengths and abilities, specific difficulties, and/or learning needs.

Review the IEP at the end of the meeting.  

After the meeting

• Monitor your child's progress.  Take time throughout the year to check with his/her teachers.

• Talk with your child about school regularly.

Remember, you are the expert on your child.  Your knowledge of your child is critical to helping educators help your child achieve success in school!

Things to Remember. .

1. A child's program and placement are determined only after the IEP is developed based on the child's unique needs.  A change of services or placement can be made only by the IEP team. 

2. The IEP meeting must be at a time and place agreed upon by the parents and the school personnel.

3. Parents are equal participants in developing, reviewing, and revising their child's IEP.  It is important for parents to take the time and make the effort to become informed, effective members of the staffing team.

4. Parents should receive a copy of the entire IEP for their records.

5. Parents should receive an update on progress toward goals/objectives as often as everyone else does.

6. Parents may request an IEP meeting at any time if they believe the IEP needs to be reviewed or revised.

7. The purpose of the IEP is to benefit the child.  Every child is a whole person who needs to learn, to laugh, to play, and to make friends.

8. A child with a disability is a child, first and foremost.