IEP Preparation and Content
All IEP teams will consider the results of the most recent evaluation when developing the IEP. In developing the IEP, the team should consider:
- The strengths of the student;
- The academic, developmental, and functional needs of the student;
- The concerns of the parents for enhancing the education of their child
- The use of positive behavioral interventions and supports to address behavior when a student's behavior impedes the student's learning or that of others;
- Language needs of students with limited English;
- Whether Braille instruction is appropriate for a student who is blind or visually impaired;
- Language and communication needs; and
- Whether assistive technology devices or services are needed.
IEP content includes:
- The student’s present levels of academic and functional performance with a description of how the disability(ies) affect the student’s involvement and progress in the general curriculum or preschool activities;
- Measurable academic and functional annual goals for the student (including benchmarks or short-term objectives if the student is participating in alternate assessments) that will meet the student’s needs resulting from the disability(ies) to enable involvement and progress in the general curriculum or in preschool activities, and will meet the student’s other educational needs;
- A statement of special education services, any necessary related services, and supplementary aids and services based on peer-reviewed research to the extent practicable to be provided to the student and program modifications or supports for personnel so that the student may advance towards annual goals, progress in the general curriculum be educated and participate with other special education students and non-disabled students and participate in extracurricular and other nonacademic activities;
- A statement of the extent, if any, that the student will not participate with non-disabled students in general classroom, extra-curricular and non-academic activities;
- A statement of any individual appropriate accommodations in the administration of state or district-wide assessments of student achievement that are needed to measure academic achievement and functional performance of the child on state assessments. If the team determines that the student will not participate in a particular assessment, the IEP will address why the student cannot participate in the regular assessment(s) and why the particular alternative assessment is appropriate for the child;
- The date for the beginning of services and the anticipated frequency, location and duration of services and modifications;
- A statement of how the student’s progress towards goals will be measured and how and when the student’s parents will be regularly informed of their child’s progress towards the annual goals. Information to the parents can be provided through the use of progress reports or report cards or other agreed means, but the information must be provided at least as often as information is provided to students without disabilities;
- Beginning with an IEP that is in effect when the child turns 16, or sooner if the IEP team determines it is appropriate, a statement of needed transition services and any interagency responsibilities or needed linkages. Transition services description must include appropriate measurable postsecondary goals based on age appropriate transition assessments related to training, education, employment, independent living skills where appropriate; and transition services (including course of study) needed to assist the child in reaching those goals;
- Emergency response protocols, if the student requires advanced educational planning and the parent provides consent. Emergency protocols will be implemented in compliance with the subsection of this procedure regarding restraint and isolation; and
- A student will be informed, beginning no later than one year before the student turns 18, a statement that the student has been informed of the rights that will transfer to the student at the age of majority.
Extended school year (ESY) is a special education service that provides services to students beyond the standard 180-day school year in order to maintain a student's learned skills or behavior. ESY is not intended to be used to teach new skills or behaviors. The IEP team decides whether or not the student requires ESY services. Without a recommendation from the IEP team, ESY services will not be provided. The decision is based upon three criteria: regression, recoupment, and critical learning.
- Regression - All students, disabled and non-disabled alike, experience regression during breaks in instruction. For purposes of ESY determination, regression is defined as a significant decline in the performance of a skill or acquired knowledge as specified in the annual IEP goals that occurs during a break in instruction.
- Recoupment - A student's ability to recoup a skill or relearn the acquired knowledge to approximately the same level that existed prior to the break in instruction.
- Critical Learning Stage - A student is in a critical stage of developing a skill that has great potential for increasing his/her self-sufficiency in the areas of academics, related services, or social skills/behaviors.
*See the Special Education Terms & Definitions page for more information.