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Individual Education Plan (IEP) Team

Members of the IEP Team are responsible for determining eligibility and the development of the living document, reviewing the document at least annually or whenever necessary, and ensuring that the IEP is implemented once written consent is received. The team includes:

  • The parents of the child with a disability
  • At least one regular education teacher (if the child is, or may be, participating in the regular education environment)Special education teacher  Related service providers
  • A representative of the District  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
    • Is knowledgeable about the availability of resources of the LEA
  • An individual who can interpret the instructional implications of evaluation results


Individual Education Plan (IEP) Meeting

The IEP meeting includes a discussion of the student’s strengths, parental concerns related to education, the results of the assessment including any special factors such as behavior, communication needs, and any assistive technology that may be needed to access the curriculum. The IEP describes the specialized instruction the student will receive and any related services that are required to meet the goals.  An IEP includes:

  • Areas of need
  • Present level of educational performance
  • Measurable annual goals,
  • Specialized Instruction
  •  Related services
  • Explanation of non-participation in general education curriculum when necessary
  • Participation in statewide or district-wide assessments or, if determined by the IEP Team, a statement of alternate assessment
  • Dates, frequency, location, and duration of services
  • Student progress
  • Extended school year

In order for the IEP to be implemented, parents must agree to the IEP document and give written consent.  The IEP meeting must involve all of the required participants and parent participation must be ensured.

Anytime the IEP Team is considering the revision, of a student's IEP, an amendment to the IEP must be written and parents must provide written consent.


Components of the IEP

Present Levels of Performance

The Present Level of Performance is a summary which describes the student’s current achievement in the areas of need as determined by the assessment and/or. progress  on goals. The Present Level of Performance contains baseline and describes the gaps  as compared to  expectations of the general curriculum, and the goals for the student.

The statement of the Present Level of Performance is important because :

  • Enables families, students, and educators to monitor student progress
  • Summarizes and translates evaluation results into clear, understandable language
  • Identifies and prioritizes the specific needs of the student
  • Guides the modification and delivery of curriculum on an individual basis

Every goal must relate to a need identified in the Present Level of Performance, and the evaluation of the student’s progress toward those goals must be linked to intervention planning.


Goals

Goals are descriptions of what a student can reasonably be expected to accomplish within a 12-month period with the provision of special education services.  They set the general direction for instruction and assist in determining specific courses, experience and skills a student will need to develop university or career readiness skills.  There is a direct relationship between the goal and the needs identified in the Present Level of Performance, Goals are:

  • Specific and meaningful
  • Measurable
  • Achievable
  • Results driven to make decisions
  • Time frame for completion

 

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