INDIVIDUAL EDUCATION PROGRAM (IEP)

​ 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.

  • Evaluations and assessments

  • Meeting eligibility requirements

  • Identify strengths and educational needs

  • Develop goals and objectives

  • Establish accommodations and modifications

  • Identify services

PROCESS

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

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

PREPARING FOR AN IEP MEETING

  • 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

TRANSITION PLAN 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.

OTHER RESOURCES

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