Individualized Education Program (IEP)
In an effort to best serve your student, the development and implementation of the IEP should be a collaborative effort with input from all stakeholders - this includes the parents and student! Yes, even the student should have input into his/her IEP when appropriate. Before we can all harmoniously work together in this IEP utopia, however, let's review the basics:
Steps in Creating and Implementing an IEP
1. A child is identified by a parent or school professional for referral or request for evaluation. Parental “Informed Consent” is needed before the child can be evaluated and must be completed in 30 school days.
2. Results from evaluations are measured to help in a determination regarding the child’s eligibility for special education and related services.
3. Qualified professionals and parents use the evaluation and other information to decide if an IEP is appropriate. If so, the parents and the team formulate an IEP at a meeting that the child may attend, if appropriate.
4. Since an IEP meeting can be intimidating for parents, it may be advisable to bring along another supportive individual. Parents may invite others to the meeting who have knowledge or expertise regarding the child.
5. Once parental consent is given, the child begins to receive services.
6. Progress is measured and regularly reported to parents.
7. The IEP must be reviewed annually or more often if the parents or school see fit. After an IEP team meeting is held, IEP goals and strategies may be altered by the team with full consent and knowledge of the parent.
8. Parents disagreeing with an IEP and placement may request additional testing, an independent evaluation, mediation or a due process hearing.
1. A child is identified by a parent or school professional for referral or request for evaluation. Parental “Informed Consent” is needed before the child can be evaluated and must be completed in 30 school days.
2. Results from evaluations are measured to help in a determination regarding the child’s eligibility for special education and related services.
3. Qualified professionals and parents use the evaluation and other information to decide if an IEP is appropriate. If so, the parents and the team formulate an IEP at a meeting that the child may attend, if appropriate.
4. Since an IEP meeting can be intimidating for parents, it may be advisable to bring along another supportive individual. Parents may invite others to the meeting who have knowledge or expertise regarding the child.
5. Once parental consent is given, the child begins to receive services.
6. Progress is measured and regularly reported to parents.
7. The IEP must be reviewed annually or more often if the parents or school see fit. After an IEP team meeting is held, IEP goals and strategies may be altered by the team with full consent and knowledge of the parent.
8. Parents disagreeing with an IEP and placement may request additional testing, an independent evaluation, mediation or a due process hearing.