"IEP"
refers to both a written document as well as the mandated process of writing
it. After the MDC the initial "individualized education
plan" (IEP) is developed on the basis of the child's special needs,
then reviewed at least annually. The IEP lays out the goals and
objectives the child and school staff will work to achieve at school during
the school year. The IEP can be written after the MDC or within 30
days after the MDC, but no more than 60 school days after the request for
CSE.
An
IEP should include:
*statement
of child's present level of educational performance
*annual
goals for school year
*short-term
objectives to meet annual goals
*materials
and methods to be used
*how
often objectives will be worked on
*extent
child will be included in regular education programs and any accommodations
needed for such participation
*eligibility
for extended school year program objective criteria and evaluation
procedures for determining *whether annual goals and objectives have been
met
*specific
related or support services to be provided (see list of related
services),
*dates
service will begin and end
*how
many times per week and how many minutes per session
service will be provided
*whether
service will be provided to child directly (individually or in a group) or
by consultation with his/her classroom teacher
*whether
child will receive service in classroom or at another location
*who
will provide service (i.e. physical therapist, etc.)
Depending
on the child's age and needs, the IEP may also be required to include:
*transition
services and goals - for children 14-1/2 years and older who need help
preparing for life after school
*transportation
services - for children who are, due to their special needs, unable to walk
or ride the bus with students without disabilities
*parent
counseling and training - for parents/guardians of students with
disabilities to teach them how to help their children with schoolwork and
learn more about their child's special needs
*bilingual
and English as a Second Language program (ESL) may need to be adjusted
according to child's abilities
*adaptive
physical education
*behavior
management plan
*vocational
education
*graduation
planning - begins at least four years before child is scheduled to graduate
The
IEP must be reviewed annually. In addition, a complete case study
reevaluation must be done at least every three years. Notice must be
provided and consent obtained in the same manner as for the initial IEP.
At the annual review, the parent/guardian/surrogate parent will meet with
school personnel to discuss and determine:
*child's
performance at school
*whether
child has met IEP goals and objectives
*whether
child still needs special education services placement for following school
year
*IEP
goals and objectives for following school year
A
parent/guardian/surrogate parent or the school may request an IEP meeting at
any time to change the IEP or write a new one. If the request is made
by the parent/guardian/surrogate parent, a meeting must be held within 30
calendar days.
