​ An IEP is a document that outlines a student’s needs, goals and services in special education. 

The Colorado Department of Education offers a video that summarizes the IEP process and provides tips and comments by parents and professionals.

The IEP process includes: 
  • Evaluations and assessments

  • Meeting eligibility requirements

  • Identify strengths and educational needs

  • Develop goals and objectives

  • Establish accommodations and modifications

  • Identify services

Types of Meetings:
  • Initial/Eligibility – when a student is determined eligible to receive special education services

  • Annual – yearly review

  • Triennial/Re-eligibility – held every 3rd year; determine re-eligibility

  • Placement – when a different school/program is being considered

  • Additional/Review – any time the team meets outside of the annual or triannual review

Disability Identification
  • Speech or Language Impairment

  • Specific Learning Disability

  • Other Health Impaired (ex: ADHD)

  • Serious Emotional Disability

  • Autism Spectrum Disorder

  • Developmental Delay (up to age 8)

  • Intellectual Disability (ID)

  • Multiple Disabilities (ID plus one other disability)

  • Orthopedic Impairment

  • Traumatic Brain Injury

  • Visual Impairment, Including Blindness

  • Hearing Impairment, Including Deafness

  • Deaf-Blindness

Present Levels of Performance:
  • Strengths

  • Student Needs and Impact of Disability

  • Parent Input

Special Factors:
  • Behavior Intervention Plan (BIP) – A document that identifies positive interventions and teaching strategies and supports to address behavior.

  • Functional Behavioral Assessment (FBA) – An assessment of behaviors that identifies the function of the behavior and recommendations of how to address it.  

  • Assistive Technology

  • Special Transportation

  • Health Care Plan

Transition Plan (ages 18-21):

transition services through school districts is a requirement of IDEA and provides opportunities to:

  • Help students and families think about the future and consider what they want to do after high school.

  • Plan how to make the high school experience most relevant to the student's desired outcomes, and

  • Help students and families make connection to supports and services that they make need after high school.

  • Check out our Transition Link!

  • Speak up if day and time of meeting does not work for you

  • Check that all key team members are attending

  • Create list of questions/concerns – share list with school

  • Invite a support person, if desired

  • Include student for all or part of meeting, if appropriate

  • Share information from outside providers

  • If issues remain at the end of the meeting, ask to meet again

  • Keep all copies of IEPs, evaluations and reports

Preparing for an IEP Meeting

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