Individual Education Programs

Individual Education Programs (IEP)

"Individualized education program" (IEP) means a written statement for each child with a disability developed in any meeting by a representative of the LEA who shall be qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities, the teacher, the parents of such child, and whenever appropriate, such child. An IEP shall include:

A statement of the present levels of educational performance;

The statement should accurately describe the effect of the child’s disability on the child’s performance in any area of education that is affected including academic areas and non-academic areas.
The statement should be written in objective measurable terms, to the extent possible. Test scores, if appropriate, should be self-explanatory or an explanation should be included.
There should be a direct relationship between the present level of performance and the other components of the IEP.

A statement of annual goals, including short-term instructional objectives;

A statement of the specific education and related services to be provided, and the extent to which such child will be able to participate in regular educational programs;

The projected date for initiation and anticipated duration of the services month, day, and year;

Appropriate objective criteria and evaluation procedures and schedules for determining, at least on an annual basis, whether instructional objectives are being achieved;

Necessary information regarding the Literacy Testing Program (LTP) (see õ3.3B5f);

A statement of the needed transition services for each student beginning no later than age 16 (and at a younger age, if determined appropriate) including, if appropriate, a statement of each public agency’s and each participating agency’s responsibilities or linkages, or both, before the student leaves the school setting. The transition services must address each of the following areas:

The development of employment and other post-school adult living objectives;
Instruction;
Community experiences;
If appropriate, acquisition of daily living skills and functional vocational evaluation; unless the IEP Committee determines that services are not needed in one or more of those areas. The IEP Committee must then include in the IEP a statement to that effect and the basis for that determination in the IEP;

A statement as to whether or not the student will participate in Family Life Education.

Please review the following forms used before and during the IEP meeting.