IEPs and the

Process

By: Halie Zerblis

What is an IEP?
An IEP is stands for Individualized Education Program. The
Individuals with Disabilities Education Act (IDEA) is the law that
provides your child with the right to a free, appropriate public
education. The purpose of the IDEA is "to ensure that all
children with disabilities have available to them a free
appropriate public education that emphasizes special education
and related services designed to meet their unique needs and
prepare them for further education, employment, and
independent living...
An IEP must include:
A statement of the students current performance,
including the long-term (annual) goals and short-term
objectives.
A description of the nature and duration of the
instructional services designed to meet the prescribed
goals
An overview of the methods of evaluation that will be
used to monitor the childs progress and to determine
whether the goals and objectives have been met.
 IEP
The IEP is designed for the childs learning
skills. At each annual review the team and
parents will go over and make sure that each
goal is met for their child.
IEPs have teams that consist of a translator a
facilitator, the inclusion or general education
teacher, special education teacher, the
parents, a scribe and sometimes the child as
needed.
 Process for an IEP
The steps for a child to get an IEP are:
1. Get a referral
2. Evaluation
3. Eligibility is decided
4. The child is found eligible for services
5. IEP meeting is scheduled
6. IEP meeting is held and the IEP is written
7. Services are provided
8. Progress is measured and reported to the parents
9. IEP is reviewed
10. Child is reevaluated
 IEP Meeting
https://youtu.be/XaZtQNez6Yc
Before the IEP Meeting
6 principles for IEPs
Ask what other members of the IEP Team will be recommending for this
student so there are no surprises at the meeting. Share this DRAFT IEP
with the whole team before the meeting.
1. The IEP Team works together to develop the plan. Know the students current strengths and needs (baseline).
2. The IEP shows that the student is receiving a free, If there is disagreement about goals or progress, try to resolve it before
appropriate public education (FAPE) and following all federal the meeting.
and state laws. Know what is working for this student and what is not.
3. The IEP shows the students and familys vision for the Know what kind of accommodations or adaptations the student needs.
future. Make a list of what you want to discuss at the meeting and share it with
4. The IEP has student in special education learn with peers the rest of the IEP Team ahead of time.
without disabilities as much as possible. Send a copy of the IEP meeting agenda ahead of time. There is one in IEP
Pro.
5. The IEP Team makes sure IEP goals are tied to the general Think of places where this student can be included with kids without
curriculum for a student of the same age and grade. disabilities. List places where inclusive practices has worked for this
6. The IEP is checked regularly during the year and needed student.
changes are made to improve student results.
2010 Possibilities, Inc.
IEP 11

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IEP 10

During the Meeting

Work to create the atmosphere of a team working together. Example:
Use simple words and terms; dont make anyone feel stupid; arrange
the room so everyone is comfortable; make sure everyone is
introduced.
Review the agenda. Schedule separate meetings for hot items.
Build the students program on what s/he already know and can do.
Discuss what and how other students will be told about this students
disability. Have this written in the IEP.
Look for ways to make goals a natural part of the day by fitting them
into the general curriculum.
Look for ways to blend the goals you are recommending with the
goals recommended by others.
Make sure everything is clear.
At the end of the meeting, decide who will do what and deadlines. Set
the next meeting date and times for reporting back.

2010 Possibilities, Inc.

IEP 12
The Teachers Part
IEPs consume a great deal of a teachers time and
energy. However knowing this we should also know
this isnt a bad thing. This leads to better
communication between the school staff and the
parents.
Teachers are valuable members to the IEP team, they
know the first hand knowledge of what works best for
the student in the classroom. They also bring to the
table:
How the student with disabilities performs in a general
education classroom .
How the student interacts with their peers.
The pace of the class for the student.
The teachers approach for teaching the student.