A written document of decisions made jointly
by parents and school personnel
A commitment of resources necessary
to enable your child to receive a Free (without cost to the parents)
Appropriate (individualized program designed by a multidisciplinary
team including parents and defined in an IEP that follows guidelines
of the law) Public Education (FAPE).
A management tool used to ensure
that your child is provided special education and related services
appropriate to your child's special learning needs.
A monitoring document for parents,
school personnel and government agencies to determine compliance.
An evaluation device to determine
extent of progress toward projected outcomes.
Why
is an IEP necessary?
To implement the Federal Law IDEA
(Individuals with Disabilities Education Act, P.L. 105-17).
To identify strengths and weaknesses.
To determine services and placement.
To provide an opportunity to resolve
differences between parents and school.
Who
belongs on your child's IEP team?
One
or both of the child's parents or guardians.
The child's teacher. This would include special
education and regular education.
The school administrator, generally
the counselor of the school your child is attending.
Evaluation personnel if this is
the initial IEP.
The child, when appropriate.
Support staff, when appropriate
(counselor, speech therapist, occupational therapist, social
worker, etc.)
Other individuals at the discretion
of parent or agencies; for example, parent advocates, or personal
friends of the parent or child. Although not official team members,
these people provide valuable support and advice.
How
often does the team meet?
At least once a
year, by law, to review development and revise goals. Remember,
the IEP should be a flexible document, changing with your child's
special situation. Parents or school personnel may request a
team meeting at any time.
Where
should the team meet?
At a mutually agreed
upon place and time that is convenient for all team members.
Parents should not hesitate to request several dates to accommodate
their schedule.
Sections of the
IEP
Current
level of performance
This says how your child is presently
performing in specific areas. This present level statement is a joint
determination of abilities seen at home and school. Parents should
make a list of abilities as well as needs. The current level of performance
will determine goals, short-terms objectives and services.
Annual
goals or Long-term goals
This describes what your child can
reasonably accomplish with in a twelve month period. There should
be a direct relationship between the present levels of performance
and the goals and objectives.
Short-term
objectives (Benchmarks)
This list measures intermediate steps
to take in order to reach the long-term goal. Objectives are not
required to be specific to special methods, activities or materials
to be used.
Parents'
tips to remember
IEP goals and objectives must be written
before placement decisions are made.
Your educational agency is responsible
for initiating and conducting the meetings for the purpose
of developing, revising and review the IEP and any change
constitutes a revision.
Your child's IEP must include all special
education and related services needed.
Modifications such as supplementary aids
and services must be written in your child's IEP, i.e., curriculum
adaptations or oral testing.
Your child's IEP must specify amount of
services to be provided. This demonstrates the agency's commitment
of resources to parents and other IEP team members.
Remember, a high degree of communication
between home and school translates into success for your
child.
Address your child's Least Restrictive
Environment (LRE).
Using these tips will help you be a more involved
ARD participant.
