Video Transcript - 6 Principles of IDEA: IEP

The IEP or Individualized Education Program is a written document that spells out your child’s learning needs, the services the school will provide, and how progress will be measured. Before an IEP can be written, your child must be eligible for special education. Please review the Eligibility module for more information on requirements

Creating an effective IEP takes time, effort and patience. The more you know about the process, the better you can advocate for your child. The term “IEP” is often used interchangeably to mean the formal document and the meeting in which it is discussed. To avoid confusion, it’s helpful to refer to the written document as the “IEP,” and the meeting as the “IEP Meeting” or “annual review.”

Let’s begin with a discussion on who attends the IEP meeting. The law requires that individuals representing five specific roles be present at each IEP team meeting.

1. Parent/guardian of the child
2. Special education teacher or special education provider
3. General education teacher (if the child is, or may be, participating in the general education environment)
4. A person who can interpret instructional implications of test/evaluation data, and
5. A district representative

Keep in mind that is doesn’t always mean five different people will attend the meeting, as one person can fill more than one chair. For example the special education teacher often is qualified to interpret the data. However, remember that someone serving in each role must be present for the entire meeting.

The law gives parents the right to invite others to attend their child’s IEP meeting, such as a hired professional like a tutor or health-care provider or even a friend or relative for support. If you invite others be sure to send the school advance written notice of additional attendees.

We also encourage you to consider having your child be a member of the team. After all, it is their education that the team is discussing. 

Let’s look at what’s included in an IEP. 

• PLAAFP. A statement of your child’s Present Level of Academic Achievement and Functional Performance (PLAAFP). This is a snapshot of who the child is and how they are currently performing. It should include details on how your child handles academic subjects and every day or “functional” activities, like socializing. There should be specific data such as test results, current grades, records of work habits, and behavior referrals. Both teacher observations and objective data, like test results, should be included.
• Parent Input. As a parent, you are a critical part of your child's IEP.  You know your child best, have a vested interest in their long-term success, and are the keeper of what’s worked and what hasn’t in the past. This is your opportunity to share insights about your child both academically and outside the school.  What strengths, successes, and interests does your child demonstrate at home and other places?  What does your child say about school? How do you see your child’s progress? Don’t miss this opportunity to have your voice documented.
• Annual Educational Goals. These should be realistic, achievable and measurable. Goals can be academic, behavioral, social or transition-based, and should always be written for identified areas of need.
• Accommodations and Modifications. These are changes to that help your child learn the general education curriculum. Accommodations help the student to complete the same work at the same level as their peers while modifications change the curriculum and/or instruction.
• FAPE (Free and Appropriate Public Education). FAPE is the public school district’s offer of services and supports in the least restrictive environment (LRE) that your child needs to reach the identified goals and how they’ll be delivered. The IEP must clearly state the projected date for the beginning of the services and the anticipated frequency, location, and duration of those services.
• Transition Plan. Students who will turn 15 must have a transition goal and plan to prepare them for life after high school.

Beyond the Initial IEP

After the initial IEP meeting, you will meet with your child’s IEP team on an annual basis to review your child’s progress and modify the plan as needed.