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WHAT IS AN IEP (INDIVIDUAL EDUCATION PLAN)?
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- A map to your child's future
- 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.
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- 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.
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WHO BELONGS ON YOUR CHILD'S IEP TEAM?
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- 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.
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HOW OFTEN DOES THE TEAM MEET?
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- 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.
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WHERE SHOULD THE TEAM MEET?
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- 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.
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Sections of the IEP
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PRESENT LEVELS OF ACADEMIC AND FUNCTIONAL PERFORMANCE
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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.
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ANNUAL GOALS OR LONG-TERM GOALS
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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.
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SHORT-TERM OBJECTIVES (BENCHMARKS)
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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.
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PARENTS' TIPS TO REMEMBER
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- 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.
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