Individualized Education Program (IEP) Pocket Guide
Terms and Acronyms
Individualized Education Program (IEP) - A written document for a student with a disability (ages 3-21) that is developed and implemented to meet unique educational needs.
Extended School Year (ESY) - For some students with a disability, special education and related services may be required in excess of the regular school year in order to receive a free appropriate public education. Extended school year services support the student in maintaining the skills and progress on IEP goals acquired, during the school year.
Least Restrictive Environment (LRE) - A term used to describe procedures to ensure that, to the maximum extent appropriate, students with disabilities are educated with students who are not disabled.
Present Levels of Academic Achievement and Functional Performance (PLAAFP) â The PLAAFP statements are the foundation of the studentâs IEP that comprehensively describes a studentâs current abilities, performance, strengths, and needs at school and at home.
Supplementary Aids and Services - Aids, services, and other supports that are provided in the general education classes or other education settings to enable students with a disability to be educated with students who are not disabled to maximum extent appropriate.
Things to Remember
- An individualized education program, IEP, meeting must be initiated and conducted at least once every twelve months. However, an IEP may be reviewed more frequently than once every twelve months if needed.
- The local education agency must notify the parent(s) early enough to ensure that they will have an opportunity to attend the IEP meeting. They must also schedule the IEP meeting at a mutually agreed upon time and place.
- Required members of the IEP team include the parent(s) of the student, not less than one regular education teacher, not less than one special education teacher, and a local education agency, LEA, representative. Additional team members are required for special circumstances. (see Required IEP Members section)
- The IEP process serves multiple purposes including: 1) documentation of the studentâs strengths and needs; 2) assurance of procedural safeguards for the students and parents, and 3) assurance that a decision making process is followed.
- Special education is not a place. It is a set of services and the type of environment/location where those services will be provided that allows the student to progress in the general education curriculum.
Components of an IEP
- Present Levels of Academic Achievement and Functional Performance (PLAAFP)
- Consideration of Special Factors
- Goals/Short-term Objectives/Periodic Review of Services
- Adaptations of Education Services ND State Assessment
- Description of Activities with Students Who are Not Disabled
- Educational Environments
- Special Education and Related Services
- Length of Day and Extended School Year (ESY)
Required Team Members
Parents - The parents of a child with a disability are equal and active participants with school personnel in developing, reviewing, and revising the IEP. It is critical to obtain their input so the team will fully understand the scope of the studentâs needs. Parents provide valuable information relating to the childâs abilities, interests, performance, and history.
Special Education Teacher - Special education and related service providers have knowledge in specialized instruction, adaptations and accommodations needed to help the student benefit from their education. They help the IEP team focus on the system of necessary supports that will allow the student to participate in the general education curriculum as much as possible.
Regular Education Teacher - Regular education teachers have expertise in education standards, curriculum and the classroom environment. They share expectations specific to their classrooms, as well as methods, materials and accommodations currently used. Additionally, they bring to the IEP team a rich understanding of typical child development and behavior.
Local Education Agency, LEA - Each school district may determine which staff member will serve as the LEA representative in an IEP meeting. It is important that the LEA representative have the authority to commit district resources and be able to ensure that whatever services are set out in the IEP will be provided.
Evaluation Personnel â If the team is planning for a student who has been evaluated for the first time, evaluation personnel must also be in attendance. This person must have experience in interpreting evaluation data for the suspected disability area.
Student - An invitation to the IEP meeting must be given to the student when the purpose of the meeting will be the consideration of the postsecondary goals of the student and the transition services needed to assist the student in reaching those goals. The student's preferences and interests must always be considered when designing and developing transition services.
Additional Resources
Pathfinder Services of ND https://pathfinder-nd.org/
ND Department of Public Instruction (NDDPI) http://www.nd.gov/dpi
Center for Parent Information & Resources (CPIR) http://www.parentcenterhub.org/section504/
The Center for Appropriate Dispute Resolution for Special Education (CADRE) https://www.cadreworks.org/
Building an Individualized Education Program (Webinar) Part 1: https://pathfinder-nd.org/resource.php?r=325 Part 2: https://pathfinder-nd.org/resource.php?r=324
Guidelines: IEP Planning Process NDDPI https://pathfinder-nd.org/resources/122.pdf
Steps to Success: Communicating with Your Childâs School CADRE https://www.cadreworks.org/resources/cadre-materials/steps-success-communicating-your-childs-school
Developing Your Childâs IEP CPIR https://www.parentcenterhub.org/pa12/