Individualized Education Program (IEP) Meetings
An Individualized Education Program (IEP) is designed to meet the special educational needs of your child as defined by federal regulations. The IEP is intended to help children reach educational goals. In all cases, the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must especially help teachers and related service providers understand the student's disability and how the disability affects the learning process. These meetings are intended to plan, implement, and communicate progress.
The IEP must be written according to the needs of each student who meets eligibility guidelines under the Individuals with Disabilities Education Act (IDEA) and state regulations, and it must include the following:
- The child's present levels of academic and functional performance
- Measurable annual goals, including academic and functional goals
- How the child's progress toward meeting the annual goals are to be measured and reported to the parents
- Special education services, related services, and supplementary aids to be provided to the child
- Schedule of services to be provided, including when the services are to begin, the frequency, duration and location for the provision of services
- Program modifications or supports provided to school personnel on behalf of the child
- Least Restrictive Environment data, which includes calculations of the amount of time student will spend in regular education settings verses time spent in special education settings each day
- Explanation of any time the child will not participate along with non-disabled children
- Accommodations to be provided during state and district assessments that are necessary to the measuring child's academic and functional performance
- The student should attend when appropriate. If the student is over 14, they should be invited to be part of the IEP team.
These are the types of IEP meetings typically held:
- Annual IEP - Review last year's annual goals and general progress in current placement. Review present levels and proposed goals and objectives for next review period (usually one year, but can vary).
- Triennial, PsychoEd Assess - Every three years, students must be re-qualified for special educational services.
- Multi-Disciplinary Assessment - Presentation of psychological and educational testing conducted by school district psychologist. General review of progress in current placement.
- Addendum/Review - 30-day review; discussion of school and residential placement.
- Special or Emergency - Speech/Language or other referral. Mental health referral or follow up. May be called by any member of the IEP team. Discussion of school placement, disciplinary issues, and/or problem solving. Adding or amending a service, goal, or accommodation.