An Individualized Education Program (IEP) is a written statement for a child with a disability that is developed, reviewed, and revised in a meeting in keeping with certain requirements of law and regulations (National Dissemination Center for Children with Disabilities, 2013).

The IEP has two general purposes:

• to establish measurable annual goals for the child;
• to state the special education and related services and supplementary aids and services that the public agency will provide to, or on behalf of, the child.

When constructing an appropriate educational program for a child with a disability, the IEP team broadly considers the child’s involvement and participation in three main areas of school life:

• the general education curriculum;
• extracurricular activities;
• non-academic activities.

The IEP can be thought of as the blueprint, or plan, for the special education experience of a child with a disability across these school environments.

The IEP is developed by a team of school personnel and the child's parents. This team meets at least once a year and more often, if necessary. Team members work together to design an education that will address the child’s individual needs and enable the child to participate in general education and school activities, learning alongside his or her non-disabled peers to the maximum extent appropriate. The IEP team then puts its plan down in writing–resulting in the IEP that will guide the delivery of the child’s special education and related services (National Dissemination Center for Children with Disabilities, 2013).

When the members of a child’s IEP team sit down together and consider how the child will be involved in and participate in school life, they must be sure that the resulting IEP contains the specific information required by IDEA, our nation’s special education law (National Dissemination Center for Children with Disabilities, 2013).

Here’s a brief list of what IDEA requires:

• A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects his or her involvement and progress in the general education curriculum;
• A statement of measurable annual goals, including academic and functional goals;
• A description of how the child's progress toward meeting the annual goals will be measured, and when periodic progress reports will be provided;
• A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child;
• A statement of the program modifications or supports for school personnel that will be provided to enable the child to advance appropriately toward attaining the annual goals; to be involved in and make
• progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and to be educated and participate with other children with disabilities and nondisabled children;
• An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and in extracurricular and nonacademic activities;
• A statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments;
• If the IEP team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, the IEP must include a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child; and

The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.

For students approaching the end of their secondary school education, the IEP must also include statements about what are called transition services, which are designed to help youth with disabilities prepare for life after high school (National Dissemination Center for Children with Disabilities, 2013).

IDEA requires that, beginning no later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, the IEP must include measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. Transition services (including courses of study) needed to assist the child in reaching those goals must also be included.

Also, beginning no later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child’s rights under Part B of IDEA (if any) that will transfer to the child on reaching the age of majority.

Links

SER IEP Login

SER IEP Password Reset

IEP Template

Alternative Assessment Participation Criteria Forms

Individual Graduation Plan (IGP)

Individual Graduation Plan (IGP) for LAA1 Eligible Students

ESY IEP Template

Implementation Guide for Alternative Pathways to a High School Diploma

Jump Start Graduation Pathways for Act 833 Eligible Students

Jump Start Industry-Based Credentials for Act 833 Eligible Students

Educational Rights Booklet for Students with Disabilities

Educational Rights Booklet for Students with Disabilities (Spanish)

Educational Rights Booklet for Students with Disabilities (Vietnamese)

Educational Rights Booklet for Students with Disabilities (Arabic)

Educational Rights Booklet for Students with Disabilities (French)

Educational Rights Booklet for Gifted and Talented Students

Educational Rights Booklet for Gifted and Talented Students (Chinese)

Educational Rights Booklet for Gifted and Talented Students (Spanish)

Educational Rights Booklet for Gifted and Talented Students (Vietnamese)

Contact Us

Mrs. Nickie Leos
IEP Facilitator and Compliance Monitor
nickieleos@bogschools.org