This federal law also requires that an IEP contains a minimum set of components, or parts, that convey key information about your child and details about when and how the plan will be implemented. You can familiarize yourself with the eight key components of an IEP here. Every IEP must include a description of your child's current performance and skills in all areas of concern.
It should explain how their disability affects their progress in the general education curriculum. It will also assess their "functional performance" in non-academic areas like motor skills, behavior, and interpersonal relationships.
IEP teams typically use formal assessments to determine how your child is doing and establish a baseline of performance. The team may also use anecdotal information and feedback from teachers to further describe their skills. The IEP must contain information about your child's goals, which need to be updated at least once a year. Depending on what challenges your child faces, goals can relate to academic performance, behavior, improving their physical mobility in navigating between classes, and more.
Each objective should be measurable. With the help of regular evaluations, teachers and parents should be able to see how close a child has come to reaching their goals by the end of a school year. The IEP must explain exactly how progress toward your child's goals will be measured, whether it's regular testing or feedback reports from teachers. This gives you a clear idea of how your child is being evaluated throughout the year, and also provides reassurance that you will be kept in the loop about your child's achievements and setbacks.
The IEP must clearly describe the student's special education program and how it's been designed to suit their particular needs. This provides details like separate instruction time, the use of one-on-one aides, and even special faculty training to help teachers learn more about how to best support your child. This includes details on the frequency of the services and where they will be delivered. The intent is to ensure that everyone understands exactly when and where your child's individual program will take place.
This section ensures that supportive staff and faculty are doing all they can to keep your child in the "least restrictive environment" as possible.
With an aim of inclusion , this part of the IEP will detail how the child can join the general, mainstream classroom environment whenever it's appropriate. The IEP must specify the amount of time a student will participate in these mainstream classes. It will also explain the rationale for that decision. An IEP is a team effort: Several people need to collaborate to write it and then implement it.
The team includes teachers, the specialist who evaluated your child, a representative of the school system usually a special education coordinator or a principal , and you and your co-parent if applicable. The IEP must explain if your child will participate in state and local achievement tests that other kids at their school take.
If they will, it's important that the IEP specifies what types of testing accommodations will be used for them. Testing accommodations might include extra time, distraction-free rooms, and wheelchair-accessible tests.
If you and teachers decide it's best that your child take modified or different tests to assess achievement, the rationale for that decision must be included in the IEP.
An IEP is designed to help your child succeed in the here and now, but also prepare them for the next phase of their education. For that reason, starting around a child's 14th birthday, an IEP must include plans for transitioning a child beyond grade school. Transitional goals and services focus on instruction and support services needed to help your child move from the school environment and into a job, vocational program, or another program designed to promote independent living.
If your child aspires to go to college, the IEP should also include steps to help prepare them for advocating themselves in that environment. For kids with mental or physical impairments, a plan provides modifications that allow them to learn in mainstream classroom settings.
For example, a child with vision or hearing problems might receive preferential seating closer to the front of the classroom. If a child is eligible for special education services, the admission, review, and dismissal ARD committee is required to develop an individualized education program IEP. The form contains only the required components of an IEP set out in the IDEA and all state-imposed requirements relevant to an individualized education program not required under federal law.
House Bill recently passed in the 87th Regular Legislative Session. The new statute is effective, as of June, , with acceleration instruction practices required during the school year for all students, based on results from Spring Let us know about your experience on our site.
Use the link below to submit your thoughts. Annual goals may include intermediate steps to increase successful participation in the general curriculum, appropriate activities, and the general education environment.
For learners using alternate achievement standards and the alternate assessment, annual goals must include:. Additional information on progress monitoring, including instructional decision-making rules, can be found in the 'Determining Learner Progress' section of Completing an Initial Evaluation. Also, the IEP team may identify target training necessary for school personnel to meet the unique and specific needs of the student rather than a general training program available within the district or AEA.
Services are a regular, purposeful, ongoing set of actions delivered to, or on behalf of, a learner over time. The systematic nature of the described service is reflected in the number of minutes and frequency, the setting where services are provided and the persons responsible.
For additional information, refer to Special Education Services and Activities. Activities and supports are events, tasks, or things provided to or on behalf of an eligible individual in order for the individual to take advantage of, or respond to, educational programs and opportunities. Activities and supports are less regular or systematic than services and, in describing these in the IEP, teams do not require an ongoing designation of minutes in settings or monitoring of progress towards goal attainment.
The least restrictive environment LRE is the educational environment that enables learners with disabilities, including those in public and private institutions and care facilities, to receive appropriate education and provides the learners with maximum opportunities for interaction with peers without disabilities.
LRE is grounded in the idea that while the general education environment is the most ideal setting for learners, some learners may need different settings in order to receive an appropriate education. Removal from the general education environment may occur only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Supplementary aids and services are aids, services, and supports that enable learners with disabilities to be educated with nondisabled learners to the maximum extent appropriate which may be provided in:. Supplementary aids and services may include educational interpreters, paraprofessionals, and health services. All districts must ensure that a continuum of alternative services and placements is available to meet the special education and related services needs of eligible individuals.
A district's continuum of services and placements includes the implementation of special education services in:. The general education environment includes academic and non-academic settings and all of the opportunities and experiences made available to all learners.
IEP teams must consider all steps necessary, including the provision of supplementary aids and services, to ensure that the learner with a disability will participate with nondisabled children in non-academic and extracurricular services and activities to the maximum extent appropriate to the needs of that learner. For information on placement consideration and defining general education for preschoolers, click here. Extended School Year Services ESYS are special education and related services which may be provided to eligible individuals beyond the normal school year in accordance with the IEP and at no cost to the parents of the child.
ESYS does not necessarily have to be a program that duplicates the program provided during the regular school year and may be provided by community resources. However, monitoring and supervision of ESYS, even if directly delivered by other community resources, are still the responsibility of qualified special education personnel. Eligibility for ESYS may not be limited to particular categories of disability or unilaterally limited to particular types, amounts, or duration of service, including learners receiving only support services e.
Each learner with a disability must be provided the opportunity to participate in the regular physical education program available to learners without disabilities. The two exceptions to this would be if the learner is enrolled full-time in a separate facility or the school does not provide physical education to learners without disabilities in the same grades e. To determine if the learner needs specially designed physical education, the IEP team must consider the information in the PLAAFP, goals, and other services, activities, and supports.
General physical education: The learner attends physical education with age peers. No changes to the curriculum, instruction, equipment, assessment methods, or support are required for the learner to participate, be successful, and make progress in the general curriculum. Modified physical education: The learner attends physical education with age peers, but needs additional support to participate and make progress in the general curriculum.
Modifications may include:. Specially-designed physical education: Requires substantial adaptation of the curriculum or special curriculum development, individualization of instructional strategies, substantial equipment modifications and set up, collaboration with related service providers.
When physical education is specially designed, an IEP goal and documentation on the services page of the IEP are required.
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