Describes what special education services a student will receive from the school district. Special Education isspecially designed instruction designed to meet the unique needs of your child with disabilities. Some examples: behavior management, speech and language therapy, life skills, and specialized math and reading programs. The IEP is drafted by an IEP team, which includes the parents. Students begin receiving special education program services as soon as their IEP is signed. Parent/guardian(s) receive regular reports on students’ progress toward IEPs goals. In addition, the IEP team, including the parent(s), will review and update the IEP during your child’s annual IEP team meeting.
The case manager (usually the special education teacher) will work with you to schedule a meeting at a mutually agreed upon time and place typically 3-4 weeks prior to the due date. Once a time and place is decided, you will be notified in writing. If you cannot attend the IEP meeting in-person, the school district must use other methods to ensure your participation (e.g., phone, conference). A meeting may be conducted in your absence if the school district is unable to schedule a time with you after multiple attempts.
The student’s parents/guardians; Special Education Teacher(s) and/or Case Manager (at least one); at least one general education teacher; any related services your child qualifies for (Speech Language Pathologist (SLP), Occupational Therapist (OT), or Physical Therapist (PT), etc.); and a district representative/building administrator. Other individuals, at the consideration of the parent or district, who have knowledge or special expertise regarding your child.
Describe how your child is currently doing in school and the annual goals describe what your child can be expected to learn in a year. A goal is broad but should be measurable. Example: Timmy will identify 26 of 26 letters with 100% accuracy by the end of the year.
A statement of how your child is currently performing in school
Measurable annual goals and how your child’s progress towards meeting her/his annual goals will be measured, including when and how often the school district will provide reports on the progress of your child.
A statement of approved individual accommodations your child may need to measure academic achievement and functional performance on state and district-wide assessment tests. Examples: directions read to students and in written form, etc.
A statement of the program modifications or supports to be provided to school personnel related to your student’s needs. Examples: shortened assignments, modified time requirements, etc.
If the IEP team determines your child must take an alternate assessment instead of a particular general state or district-wide assessment of student achievement, a statement explaining why your child cannot participate in the general assessment and the particular alternate assessment that has been selected is appropriate for your child.
Team Considerations - factors that must be discussed at the IEP meeting to ensure that they are addressed in the IEP if they are needed by your child. These may include behavior needs, language needs for children with limited English proficiency, instruction in Braille or Assistive Technology.
Parent Observations & Input
Positive and negative behaviors your child has - strengths and needs
Any changes in your child’s behavior
New medications or diagnosis
Any history of disabilities in the family
Changes in your family or home that might have an effect on your child’s learning
How your child learns best- auditory (listening), visually (seeing), tacitly (hands-on), one-to-one, in a small group, etc.
Activities or things your child enjoys
Positive behavioral strategies that work/you use at home
How your child interacts with others/peers
The level of your child’s self-help or daily living skills (i.e., washing hands, toileting, eating, safety)
Specific concerns you have about your child’s educational progress
Thoughts on goals, services, and/or special considerations. You are an important member of your child’s IEP Team!