Study Guide developed by Jonathan Harsgrove, B.A.

The content of this web page was developed as an aid to either student or entry level teachers who have immediate need in their classroom for information related to IEPs or for anyone wishing to further understand this general topic area.

This web site is being evaluated and updated during this development phase. Please contact the WSU Development Team Coordinator, Dr. Vicki Napper, with comments or suggestions for this web page. All contacts and comments welcome.

An Individualized Education Program or I.E.P is a a written statement for a child with a disability that is developed, reviewed, and revised in a meeting.

What is in an I.E.P?

The IEP for each child with a disability must include:

(1) A statement of the child's present levels of educational performance, including -
(i) How the child's disability affects the child's involvement and progress in the general curriculum
(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities.

(2) A statement of measurable annual goals, including benchmarks -
(i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum or for preschool children, as appropriate, to participate in appropriate activities.
(ii) Meeting each of the child's other educational needs that result from the child's disability

(3) A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child-
(i) To advance appropriately toward attaining the annual goals
(ii) To be involved and progress in the general curriculum and to participate in extracurricular and other nonacademic activities
(iii) To be educated and participate with other children with disabilities and nondisabled childre

(4) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class

(5) (i) A statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment.
(ii) If the IEP team determines that the child will not participate in a particular State or district-wide assessment of student achievement (or part of an assessment), a statement of - Why that assessment is not appropriate for the child; and How the child will be assessed.

(6) The projected date for the beginning of the services and modifications and the anticipated frequency, location, and duration of those services and modifications.

(7) A statement of -
(i) How the child's progress toward the annual goals will be measured.
(ii) How the child's parents will be regularly informed of their child's progress toward the annual goals. The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.

(8) Transition services. The IEP must include-
(i) For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), a statement of the transition service needs of the student under the applicable components of the student's IEP that focuses on the student's courses of study (such as participation in advanced-placement courses or a vocational education program).
(ii) For each student beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages.

(9) Transfer of rights. In a State that transfers rights at the age majority, beginning at least one year before a student reaches the age of majority under State law, the student's IEP must include a statement that the student has been informed of his or her rights , if any, that will transfer to the student on reaching the age of majority.

 

(1) The parents or guardians of the student.

(2) At least one regular education teacher of the student.

(3) At least one special education teacher of the student.

(4) A local education agency representative who -
(i) Is qualified to supervise the provision of, specially designed instruction to meet the unique needs of students with disabilities.
(ii) Is knowledgeable about the general curriculum
(iii) Is knowledgeable about the availability of resources of the public agency

(5) An individual who can interpret the instructional implications of evaluation results, who may be a member of the team

(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel.

(7) The student, if appropriate.

Initial IEPs or provision of services-

(1) Each public agency shall ensure that within a reasonable period of time following the agency's receipt of parent consent to an initial evaluation of a child-
(i) The child is evaluated.
(ii) If determined eligible under this part, special education and related services are made available to the child in accordance with an IEP.

(2)A meeting to develop an IEP for the child must be conducted within 30-days of a determination that the child needs special education and related services.

Review and revision of IEPs-

Each public agency shall ensure that the IEP team¤

(1) Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved.

(2) Revises the IEP as needed to address -
(i) Any lack of expected progress toward the annual goals, and in the general curriculum.
(ii) The results of any reevaluation.
(iii) Information about the child provided to, or by, the parents.
(iv) The child's anticipated needs.
(v) Other matters.

Public Law 105-17, the Individuals with Disabilities Education Act Amendments of 1997. The law is frequently referred to as IDEA '97.

Federal Topic Index

Utah State Office of Education Special Education Rules 2000

 

" Joe is a freshman in your math class. He gets along well with his classmates and teacher. He is very agreeable, likes to please, and is very willing to try. he is currently pulling a F in your class and has only turned in 1 assignment in the past two weeks. You have talked to his other teachers and find that he is turning in his assignments regularly in their classes."