Special Education - Part 3: Individualized
Education Program (IEP) Meetings
Part
1 – Legal Overview
Part
2 – Referals and Assesments
Part
3 – Individualized Education Program (IEP) Meetings
Part
4 – Signing and Writing on the IEP Document
Part
5 – Related Services
Part
6 – Due Process and Dispute Resolution
Part
7 – Compliance Complaints
1. The parent(s) or holder of educational rights;
2. A regular education teacher if the child is or may be participating at all
in regular education;
3. A special education teacher, where appropriate, at least one special education
provider of the child;
4. An educational agency representative who is qualified to provide or supervise
the provision of specially designed instruction to meet the unique needs of children
with disabilities, is knowledgeable about the general curriculum and about the
availability of resources of the school district.
5. The individuals who conducted the assessments or individuals who are qualified
to interpret the results of the assessments;
6. Other individual at the discretion of the parents or school district who have
knowledge or special expertise regarding your child; and
7. Your child when appropriate.
PLUS: any outside agency personnel from whom the child receives services, e.g.,
Regional Center.
Tape record all IEP
meetings: Parents have the right to tape
record IEP meetings. Parents must notify the school district
twenty-four (24) hours prior to the IEP meeting, IN
WRITING,
of their intent to record.
Practice Pointer: It is extremely important to record all IEP
meetings. Much too often, school districts write one-sided meeting
notes on the IEP. A recording of the IEP is the best evidence
to show what was discussed at the meeting.
1. A statement of the child’s present levels of educational
performance including:
- How the child’s disability affects his/her involvement
and progress in the general curriculum.
- For preschoolers, how the disability affects the child’s
participation in appropriate activities.
- IDEIA 2004, requires that the statement include present levels
in academic achievement and functional performance.
2. A statement of measurable annual goals,
including short term objectives that will:
- Meet a child’s needs to enable them to be involved
in and progress in the general curriculum; and
- Meet all the child’s academic and functional needs that
result from his/her disability.
Example: A goal in the area of reading:
Inappropriate
goal: The student will improve reading.
Appropriate
goal: The Student will read words at the 5th grade
level, in isolation, of 3-4 syllables with 90% accuracy as measured
by teacher charted records.
• For children who are taking
the regular State assessment of academic achievement, annual
goals are still required, but short-term objectives are not.
For children taking alternative assessment of achievement,
both the goals and objectives are required.
2. A statement of special education and related services, and
supplementary aids and services to be provided to the child and
a statement of the program modifications or supports for school
personnel that will enable the child:
- To advance appropriately toward attaining annual
goals;
- To be involved in the general curriculum as well as extracurricular
and nonacademic activities; and
- To be educated and participate with non-disabled children
in these activities.
3. An explanation of the extent, if any, to which the child
will not participate with non-disabled children in the regular
class and other activities, including:
- Statement and supporting evidence
that indicates why the student’s
disability prevents him/her from being educated in a less restrictive
environment with the use of supplementary aids and services;
5. A statement of any modifications or accommodations necessary
so that the child may participate in student achievement tests.
If such tests are not appropriate for the child, an explanation
why not and how the child will be assessed.
6. The date services, modifications and accommodations will
begin and the frequency during the school day, location and duration
of these services and modifications.
7. Special education and related services and supplementary aids
must be based on peer-reviewed research to the extent practicable.
8. Extended school year services.
9. For students 14 years old, a statement of the transition
services needs.
10. For students16 years old, a statement of the required transition
services.
- a. Transition services at the child’s 16th birthday to
include appropriate measurable postsecondary goals based upon
age appropriate transition assessments related to training, education,
employment, and where appropriate, independent living skills.
The services to be identified include courses of study needed
to assist the child to reach the transition goals.
11. One year before a student turns 18, a statement explaining
that the student has been informed of his/her educational rights
and they will transfer to the student at age18.
• The concerns of parents and strengths of child.
• All evaluation results, including independent assessments.
• If behavior impedes learning, the IEP team must consider
strategies, including positive behavioral interventions.
• If a child is Limited English Proficient, include linguistically
appropriate goals, objectives, programs and services.
• Braille instructions if appropriate for visually impaired
students.
• Deaf or hard of hearing students, consider student’s
language and communication needs.
• Assistive technology considerations.
