An IEP defines the individualized objectives of a child who has been found with a disability, as defined by federal regulations.

 

The Individualized Education Program should include the following:

 

• The child's present levels of academic and functional performance

• Measurable annual goals, including academic and functional goals

• How the child's progress toward meeting the annual goals are to be measured and reported to the parents

• Special education services, related services, and supplementary aids to be provided to the child

• Schedule of services to be provided, including when the services are to begin, the frequency, duration and location for the provision of services

• Program modifications or supports provided to school personnel on behalf of the child

• Least Restrictive Environment data which includes calculations of the amount of time student will spend in regular education settings verses time spent in special education settings each day

• Explanation of any time the child will not participate along with nondisabled children

• Accommodations to be provided during state and district assessments that are necessary to the measuring child's academic and functional performance

• The student should attend when appropriate. If the student is over 14 they should be invited to be part of the IEP team.

• Additionally, when the student is 16 years old, a statement of post-secondary goals and a plan for providing what the student needs to make a successful transition is required. This transition plan can be created at an earlier age if desired, but must be in place by the age of 16.

• Exiting criteria: Student will be exiting from Special Education upon: Ability to succeed in Regular Education without Special Education, Graduation or Age 21

             ~IEPs also include other pertinent information found necessary by the team, such as a health plan or a behavior plan for some students.