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IEP Development

Once a student has been found eligible for special education and related services or speech/language services, an IEP meeting is held.  This meeting is required before any services can commence.  The purpose of the meeting is to review the student’s current educational status and develop a program designed to meet his or her unique needs.   This meeting may be held immediately after the eligibility meeting with parent consent or within 15 days of the meeting. A special education teacher will participate in the IEP development meeting. 
All evaluative reports will be sent for review 10 days prior to the scheduled eligibility meeting as well as all requests for attendance excusals for specific district personnel.  At the beginning of the meeting, participants will be asked to sign and date an attendance sheet.  This signature does not indicate consent or approval of the IEP.  The IEP team will work from a draft version of the IEP. 
The following factors should be considered during the meeting and reflected in the IEP:
  • Present levels of academic achievement and functional performance, including teacher reports and classroom observations
  • How the child’s disability affects involvement and progress in the general education curriculum (or in age-appropriate activities for preschool children.)
  • Results of the initial or most recent evaluations
  • Performance on state-wide or district-wide assessments
  • Strengths of the student
  • Needs of the student
  • Concerns of the parents/guardians
  • Interests and preferences of the student (if age 14 or older)
  • Any assistive devices or services required to address a student’s behavioral, communication, language, hearing, and vision needs
  • Transition from elementary to secondary program, considering factors such as age and social, academic, and vocational development
  • Beginning at age 14, a transition plan for the student’s future, including information about the student’s interests, preferences, and includes post-secondary supports.
  • At age 16, a multi-year plan for promoting movement from school to the student’s desired post-school outcomes.
  • At least three years before the student’s eighteenth birthday, a statement advising both parents/guardians and the student of the transfer of rights at age 18.
  • Annual measurable academic and functional goals, annual benchmarks or short term objectives, and methods for reporting progress.
  • A statement of the extent to which the student will participate with non-disabled peers in the general education class and in extracurricular and non-academic activities.
  • Determination as to whether the student requires an extended school year (ESY) program.
  • Participation in district-wide and state-wide assessment and, if necessary, modifications and/or accommodations necessary.
  • Beginning at age 14, statement of the state and local graduation requirements the student will be expected to meet.  If the student is exempted from meeting any requirements, a rationale is required.
  • Special education services listed by instructional area. 
  • Related services, if any, listed with frequency, duration, and location.
An IEP may be amended without a meeting if the parents/guardians or district make a written request for such a change and both parties are in agreement. Parents must sign the amendment prior to implementation of the change. 
Parental consent is required to implement the initial IEP.  The program and services cannot begin prior to the district receiving signed consent.
All IEPs must be reviewed annually or more often if required.  IEPs developed as a result of an annual review IEP meeting go into effect upon receipt of signed consent from a parent/guardian or adult student.  Without signed consent, the IEP is immediately implemented 15 days from the date of the annual review meeting.