Frequently Asked Questions about  IEP's

What Is an IEP?

A written plan of specially designed instruction for the appropriate education of a student with disabilities

Who Needs an IEP?

Every student eligible for special education services who has one or more of the recognized disabilities; and as a result of the disability, needs specially designed instruction.

Who Is Required To Attend an IEP Meeting?

• One or both of the student’s parents;

• The student, at age 14 (in NC);

• A regular education teacher of such child;

• A special education teacher of the child;

• Others deemed appropriate by parents and/or school personnel;

• An individual who can interpret instructional implications of the Multidisciplinary Evaluation (MDE) results;

• A Local Education Agency (LEA) representative of the district other than the student’s teacher who

• is qualified to provide or supervise the provision of special education;

• is knowledgeable about the general curriculum requirements of the district; and

• understand the extent of the school systems resources

What Is the Purpose of an IEP?

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  For the parent, an IEP explains what is “special” about the child’s instructional program including information about the content of the child’s curriculum, what additional non-instructional services the student will receive and how student progress will be measured and communicated to the home.

• For the teacher, an IEP identifies the student’s present education levels, the annual goals and short-term objectives or benchmarks of learning, specially designed instruction, modifications necessary to the general curriculum, and procedures for assessing and reporting the student’s achievement and progress to the parents.

• For the school and program administrators, an IEP provides a mechanism that aids in the procurement of necessary resources, including professional training needs, development of student rosters, and staffing needs.

What Information Does an IEP Contain? (Both Federal and State Regulations.)

• Current levels of educational performance including how the disability affects the student’s involvement and progress in the general education instructional program.

• Measurable annual learning goals and short-term objectives or benchmarks for on-going monitoring and assessment.

• An explanation of the extent the student will not participate with non-disabled peers and/or in the general curriculum.

• A statement about district-wide or statewide assessments such as the including the need for alternative assessments.

• Specially designed instruction.

• Related services.

• Special considerations based on student need.

• A statement on how student progress will be measured and communicated to parents.

• Personnel supports needed like training, access to materials, etc.

• Projected date for beginning the services as well as a statement concerning the frequency, duration, and location of these services.

• Transition services. (At age 14 these services focus on the student’s course of study; at age 16, the services must focus and stress preparation for adult life/ post-secondary goals

• A behavior management plan if student’s behavior impedes his/her own or learning of others.

What Should Teachers Do at IEP Meetings?

• Provide input in all areas of discussion.

• Articulate and advocate for the “educational needs” of the student.

• Provide as appropriate a “listing” of adaptations, modifications, and resources necessary to help the student be successful in the general education curriculum to the extent that is possible.

• Convince parents and school administrators to adequately support personnel so students will succeed.

What Are the Timelines for IEP Development and Implementation?

• The IEP must be developed within 90 days of the parents granting permission for the MDE to be conducted.

• At a minimum existing IEP’s must be reviewed annually

• An IEP must be implemented within 10 days of its development. (Parents are given time between the development and implementation to rethink their agreement.)

Do Signatures on an IEP Signify Agreement?

State and federal regulations do not so indicate; however, some districts have printed this interpretation on their IEP forms. Typically signatures verify that the person was part of the IEP development team. Parents signify agreement to an IEP on a Notice of Recommended Assignment. If teachers disagree with any segment of an IEP, they can attach their dissenting opinion, include it beside their signature, or write a separate letter, keeping a copy and sending one to the LEA representative listed on their child’s IEP.