A personalized plan for students with disabilities to succeed in school
What is an IEP?
An Individualized Education Program (IEP) is a legal document developed for public school students in the United States who need special education services. It outlines tailored goals, supports, and accommodations to help the student access the curriculum and make educational progress.
Required under the Individuals with Disabilities Education Act (IDEA), the IEP is created by a team including parents, teachers, and specialists, and reviewed annually.
The IEP Process
The process typically includes:
- Evaluation
- Eligibility determination
- IEP development
- Implementation
- Annual reviews
Key Components of an IEP
- Student’s present levels of performance
- Annual goals and objectives
- Special education services and accommodations
- Participation in general education
- Transition planning (for older students)
- Progress monitoring
Here are the key steps in developing an IEP:
Referral and Evaluation
A child is referred for special education services (often by a parent, teacher, or doctor). The school conducts a comprehensive evaluation to assess the child’s strengths, needs, and whether they have a qualifying disability that affects their education. Parents must consent to this evaluation.
Eligibility Determination
A team reviews the evaluation results to decide if the child is eligible for special education services under one of IDEA’s disability categories. If eligible, the process moves to developing the IEP.
IEP Team Meeting Scheduled
The school schedules an IEP meeting within 30 days of eligibility determination. The team includes parents, at least one general education teacher (if applicable), a special education teacher/provider, a school representative qualified to provide or supervise services, and others with expertise about the child (e.g., related service providers). The student may be invited, especially for transition planning (starting at age 16 or earlier).
Development of the IEP Document
During the meeting, the team collaborates to create the IEP, focusing on:
The child’s present levels of academic achievement and functional performance (PLAAFP), including strengths and needs.
Parental concerns and input.
Measurable annual goals (academic and functional).
Special education services, related services (e.g., speech therapy), supplementary aids, accommodations, and modifications.
How the child will participate in general education (least restrictive environment).
Assessment accommodations or alternate assessments.
Transition services (for students 16+).
Progress monitoring and reporting.
Parental Consent and Implementation
Parents review and provide written consent for the initial IEP. Services begin as soon as possible after the IEP is finalized. The IEP is reviewed at least annually, and reevaluated every three years (or sooner if needed).
This process ensures the IEP is individualized, based on data, and promotes access to a free appropriate public education (FAPE). States may have additional requirements, but these steps align with federal IDEA guidelines.
Information based on U.S. Department of Education and IDEA guidelines. For official advice, consult your school or local education authority.
Contact Dr. Darleen at DrDarleen@OrchardHumanServices.org or call (770) 686-0894.