Every child is unique. Your child's individualized education program should not be exactly the same as anyone else's, even those of other children with the same disability. The plan should fit your child's particular needs and abilities, as determined by the evaluation. The IEP Team meets, at least annually, to develop, review and revise the IEP.

What must be included on my child’s IEP?

Where are we now? Present Level of Educational Performance describes how well your child is doing in academic areas (such as math, reading and writing) and in other areas (such as social and emotional development and motor, language, vocational and recreational skills).

Where are we going? Annual or long-term goals are specific goals for academic and other skills that the IEP team expects your child to achieve during the year.

How are we going to get there? Short-term objectives (benchmarks) are measurable, intermediate teaching steps to help your child reach the annual goals.

What does success look like? Methods for determining progress describe how the school will measure your child’s progress toward IEP goals, objectives and benchmarks.

The following information must also be included in the IEP

• Special education and related services including the special instruction and related services (such as physical therapy) your child will receive and how often and for how long those services will be provided. It also includes who will provide the services and in what instructional setting they will be provided.

•  Amount of specialized instruction is the amount of time your child will receive special education services.

• Least Restrictive Environment (LRE) indicates the amount of time your child will be taught in regular and special education settings. It should be assumed that your child will receive supports and services in the Least Restrictive Environment (regular education classroom). If the IEP team determines that your child’s educational needs cannot be met in the regular educational setting, a progressively more restrictive placement will be considered – moving toward more restrictive such as a full-day self-contained special education classroom, and then to most restrictive which would be a residential placement.

• Reasons for special education setting should describe the extra help and services your child will need to be successful in the regular education classroom and should be considered before your child is placed in a special education setting (such as a resource room or special education classroom).

• Accommodations are any changes in the teaching methods or materials or any physical aids that will help your child get the most out of his or her education program.

• A start date will indicate the date when the program and services will begin and how long your child will receive them.

• The person(s) responsible for the implementation of each goal and objective of the IEP.

Who develops the IEP?

The IEP Team develops your child's Individual Education Program at an IEP meeting. The IEP must be reviewed at least annually, or more often if you or the professionals feel it to be necessary.

In developing the IEP, the team should also consider:

• the strengths of the student

• the concerns of the parents for enhancing the education of their child

• the results of the initial evaluation or most recent evaluation
  

Who is on the IEP Team?

• The Parents
• Regular Education Teacher(s)
• Special Education Teacher
• Building Administrator or Designee
• Others:
         * Anyone who provided assessments
         * Persons who provide related services
         * The child (when appropriate)
         * Representatives of transition agencies
         * Other individuals familiar with the child's needs
         * Any other support the parent feels is necessary

Preparing for the IEP meeting . . .

Parents are important members of the IEP Team. Teachers and other professionals who work with your child take certain steps in preparing for the IEP meeting and so should you. Here are suggestions of steps to take as you prepare to be a valued and contributing member of the Team.

• Ask to have evaluation results before the IEP meeting. This gives you an opportunity to go over the results, have them explained to you by a qualified staff person if necessary, and make notes of comments or questions you wish to discuss at the meeting.

  Know your child's rights under IDEA -- review this booklet and/or attend a basic rights workshop available through the Parent Information Center.

  Review your child's records -- both your home file and your child's school file.

  Visit your child's classroom. It is considerate to plan this with the teacher – it enables you to avoid going to observe in the classroom when the students are on a field trip or in music or gym.

  Talk to your child regarding his or her feelings about school, what he/she likes best, what he/she likes least, what opinions your child has about changes that could make school better.

  Gather records or information you feel are important and pertinent to your child's program -- evaluations or reports done outside the school, medical records that relate to the child's performance at school (i.e. medication the child takes that make him sleepy or irritable, recent surgeries, or conditions that affect his/her ability to sit still or to need more frequent bathroom calls, etc.).

  Make notes about information you want to contribute at the meeting, including your child's level of functioning at home -- your child's interests and hobbies, how your child relates to other members of the family, to friends and in the community. Some things your child does well? Things that are difficult?  List goals you have for your child.  Things you would like your child to be working on.

  Put your notes and information into a short report form and ask that copies be provided to everyone who will be attending the meeting -- so they can familiarize themselves with your concerns and requests before the meeting, just as you have with their evaluations. Make sure that the issues you raise in your report are addressed. Refer to your report on the signature page of the IEP, under your signature write “Please see attached parent report.” Remember: If it is not written, it was not said and will not be done! (See Sample Report Form, pg. 25)

  Find out who will be attending the meeting. If there are school personnel involved with your child's program who are not on the list, and who you feel should be included, ask to have them at the meeting.

• Ask a support person to accompany you to the meeting -- a friend, relative, or advocate. The Parent Information Center Outreach Parent Liaisons are available for this. It is not unusual for parents to feel overwhelmed and alone when confronted with a roomful of professionals discussing their child in a clinical manner. Notify the school who will accompany you to the meeting.

Sample Parent Report

Child’s Name: _____________________________________________________

Child’s School & Grade: ________________________________________________________

List three (3) or more of your child’s strengths and most positive qualities.

What do you believe your child needs in order to be successful in life?

What does your child need in school to be successful?

What are the most useful tools and strategies you use to resolve conflicts at home?

Are there any transitions that need to be addressed?

What do you dream for your child?

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