Individualized Education Programs
Commonly referred to as an IEP, an individualized education program is a written plan that is designed for any student who receives special education and related services. IEPs are required for every special education student under the federal Individuals with Disabilities Education Act, or IDEA. The IEP describes the goals that are set for the student over the course of the school year and spells out any special supports needed to help achieve those goals. Parents/guardians are an important part of the IEP process.
- What to expect at the first IEP meeting?
- What does an IEP Contain?
- Placement & Least Restrictive Environment
- Continuum of Placement for Students
- Frequently Asked Questions (FAQ)
What to expect at the first IEP meeting?
Required Team Members:
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Parent/Guardian (IDEA definition of “parent” is biological or adoptive parent, foster parent, legal guardian, an individual acting as a parent in place of biological or adoptive parent with whom the child lives, or a surrogate parent)
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General Education Teacher(s)
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Case Manager (IEP team member person who responsible for managing your student’s IEP, communicates with you about meetings, sends you copies of paperwork)
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District Representative (IEP team member who is knowledgeable about the student, IDEA process, District resources, and potential determination of supports)
Optional Team Members:
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Related Service Providers (Speech and Language Pathologist, School Psychologist, Occupational Therapist, Physical Therapist, Vision Specialist, Autism Consultant, Deaf and Hard of Hearing Teacher)
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Other District Staff (Counselor, Building Administrator, Special Education Facilitator)
Prior to the Meeting:
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Meeting Notice explaining the date and time of the meeting as well as the meeting participants
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You may receive the draft of the IEP beforehand
During the meeting:
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Someone will be designated the note taker
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You will be offered a copy of your parental safeguards
After the meeting:
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Within 10 school days of the meeting you will receive final copy of the IEP
What does an IEP Contain?
The IEP is a written document created for each child that qualifies for special education.
It has specific information about your child and the education program designed to meet these needs, including:
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Present levels of Academic Achievement and Functional Performance
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Student strengths and areas of need
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Parent/family concerns
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Goals
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Services, including related services (e.g. speech and language, occupational therapy, physical therapy, psychologist services)
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Accommodations and/or modifications
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Supports from School Personnel-consultation services from a variety of providers
As a parent you will attend this meeting with teachers and other school staff who know your child, have participated in the evaluations, and/or will be providing services to your child. You are a legally required member of the IEP team and your input is valuable. At the IEP meeting, you should:
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Share how your child learns and what their interests are
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Listen to what other team members think your child needs to work on at school and share suggestions
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Report on whether the skills your child is learning at school are being used at home
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Ask questions of all team members.
Placement & Least Restrictive Environment
During each annual IEP meeting, IEP teams will discuss and select a Special Education Placement for students. This placement should be in the Least Restrictive Environment.
Least restrictive environment (LRE) is a guiding principle in the Individuals with Disabilities Education Act (IDEA). LRE plays a critical role in determining not only where a student will spend her time in school but also how special education services will be provided. Specifically, the LRE requirement within IDEA necessitates that:
- Students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate
- Students should not be removed from the general education classroom unless learning cannot be achieved even with the use of supplementary aids and services
LRE is determined on a case-by-case basis during the development of a student’s individualized education program (IEP). During this process, the IEP team—a multidisciplinary group of professionals and the student’s parents—discuss what individualized program of instruction and related services (also referred to as services and supports) the student requires based on her present levels of performance and areas of strengths and needs. These services and supports should enable the student to:
- Make progress toward meeting identified academic or functional annual goals
- Take part in these activities with other students, both with and without disabilities
- Be involved and make progress in the general education curriculum, as well as to participate in extracurricular (e.g., drama club) and other non-academic (e.g., a school football game) activities
Continuum of Placement for Students
Because LRE is determined by the student’s individualized program of instruction and related services rather than by setting, IDEA requires that school districts create a continuum of alternative placement options. This continuum represents a range of educational placements in which an IEP can be implemented to meet the individual needs of students with disabilities. These placement options range from the least restrictive setting (i.e., general education classroom) to the most restrictive ones (e.g., residential facility).
Placement options are fluid. A student might receive some services in one setting and other services in a different setting. Further, placements can change over time based on factors such as changes in a student’s progress or needs. For some students, the general education classroom is not necessarily the least restrictive setting.
Frequently Asked Questions (FAQ)
- Who do I contact for copies of my child's Special Education records?
- What is the role of a case manager?
- Who do I contact if I have questions about my child's IEP and placement?
- What's the difference between an Individualized Education Program (IEP) and a Section 504 Plan?
- Who do I talk to if I suspect my child may have a disability?
- Who do I contact if my child is not receiving the services outlined in their Individualized Education Program (IEP)?
- Who can I talk to if I have questions that cannot be answered by the school?
- Who do I contact to inquire about services for a private or homeschool student?
Who do I contact for copies of my child's Special Education records?
If you are a school district please request comprehensive records from the students previous school of record, you do not need to request here. The schools share all requests with Special Education Records Department. If you are a parent or previous student looking for your own records, please ask your child's Case Manager. You can also call the Special Education office at 541.494.6230 for additional support. |
What is the role of a case manager?
What case managers do:
- Provide support to help students engage in specially designed instruction and related services
- Consult with general education teachers around the implementation of accommodations and modifications in general education
- Design and oversee the implementation of specially designed instruction by paraeducators
- Schedule and lead Special Education meetings (Evaluation Planning, Annual IEPs, etc.)
- Respond to parent requests for IEP meetings
- Act as a resource for staff and families regarding students with disabilities
- Provide progress notes at grade reporting time
- Coordinate services as the individual overseeing the IEP for the student
- Respond to parent calls and emails outside of the time they are providing instruction and support for students
- Help connect parents to other Special Education providers if needed (Speech Language Pathologists, School
- Psychologists, Occupational Therapists, Physical Therapists, etc.)
What case managers don't do:
- Provide direct support in helping students to learn the curriculum being taught in general education classes
- Provide modifications in general education classes
- Determine school discipline for students (i.e. suspensions, etc.)
- Build a child’s class schedule
- Make decisions about policies/procedures related to general education or the building
Who do I contact if I have questions about my child's IEP and placement?
Please contact your child’s case manager. The case manager is typically the person that will reach out and communicate with you about meetings, send you copies of paperwork and so forth. If you are not sure who your child’s case manager is, please contact your school’s office and ask for assistance in identifying the case manager. |
What's the difference between an Individualized Education Program (IEP) and a Section 504 Plan?
Commonly referred to as an IEP, an individualized education program is a written plan that is designed for any student who receives special education and related services. IEPs are required for every special education student under the federal Individuals with Disabilities Education Act, or IDEA. The IEP describes the goals that are set for the student over the course of the school year and spells out any special supports needed to help achieve those goals. Parents/guardians are an important part of the IEP process.
Both students with IEPs and students with 504 plans have a documented disability or impairment. For students with an IEP, their disability has an adverse impact on their educational performance that requires the provision of specially designed instruction. Students with 504 plans have a documented physical or mental impairment which substantially limits one or more major life activities. The major life activity may or may not be directly related to learning (i.e., a physical impairment that impacts mobility, but not learning). Students with 504 plans require targeted accommodations so they are able to access their educational program to the same extent as their non-disabled peers. Both processes require an evaluation by a team prior to eligibility. Students referred for a 504 evaluation may first be referred for a Special Education evaluation if it is suspected that they may have a disability that would qualify them for an IEP.
Who do I talk to if I suspect my child may have a disability?
Who do I contact if my child is not receiving the services outlined in their Individualized Education Program (IEP)?
Concerns about the implementation of your child’s IEP should first be discussed at the school level with your child’s case manager, related services providers, teachers, or the building administrator. If you are unable to resolve your concerns at the school level, you may contact the Special Programs Coordinator at 541.494.6234. |