The Individual Educational Plan (IEP) is a written plan that describes the individual learning needs of a student with disabilities and the ESE services, supports, aids and accommodations or modifications that will be provided to that student. Show The IEP meeting refers to the meeting that the IEP team holds to write the IEP. The IEP team must meet at least once a year to review the IEP to determine whether the annual goals are being achieved. The IEP may be revised, as appropriate, to address any lack of expected progress, the results of any re-evaluations, information about the student provided by the parent, the student’s anticipated needs, or other matters. Parents must approve any changes to IEP goals. In addition to the required annual IEP team meeting, changes can be made to the IEP during an IEP team meeting held after the annual meeting, or, with the agreement of the parent and the district, without convening the IEP team. Preparation for the IEP MeetingPreparing for the IEP helps ensure the meeting is productive and guides the student to his or her desired post-school goals. Discuss goals and desires for the future with the student and their family before the meeting. Students may be prepared to lead parts of the IEP meeting. IEP team members can facilitate appropriate ways for students to exercise leadership during the IEP meetings. Students and families can prepare for the meeting by collecting their ideas about the student’s strengths, needs, interests and other relevant information. What’s Different about the Transition Components of the IEP?The process of developing an IEP which includes transition services is a bit different than a traditional IEP because there are additional sections to the IEP. These differences are explained below. Notice of the MeetingThe notice about the IEP meeting once a student reaches age 14 is different than the notice received about IEP meetings when
students were younger.
For IEP meetings to develop the IEP to be in effect at age 16 and older, the notices must state the following:
ParticipantsPeople who must be invited to the IEP meeting are:
The student must be invited to participate in IEP meetings beginning with the meeting to develop the IEP to be in effect at age 14. If the student is not able to attend the meeting, the IEP team must take steps to make sure the student’s preferences, needs and interests are taken into consideration. If an agency invited to attend an IEP meeting is unable to participate in person, the school district may consider other options such as participating by conference call or web/virtual conferences. If an agency agrees to provide services but does not do so, the IEP team will need to meet again to find other ways to meet the student’s transition needs. Transition Components of the IEP
For IEPs developed to be in effect when the student turns age 16 and older the process must also include, but is not limited to:
Although the following items may be on an IEP, they can also be documented in a separate form:
ResourcesDeveloping Quality Individual Educational Plans: A Guide for Instructional Personnel and Families (2015) What are the 3 most important parts of an IEP?The three parts of an IEP goal: current level of performance, specific and measurable goal, and service delivery all need to support each other.
What are the four most important sections of the IEP?More videos on YouTube. The Eligibility Section. This is usually on the front page and explains why your child qualifies for special education. ... . The PLAAFP Section. PLAAFP stands for Present Levels of Academic Achievement and Functional Performance. ... . The Goals Section. ... . The Accommodations / Modifications Section.. |