0000+IEP+Process

**IEP Process **
====The child's plan is formalized using a document called the Individual Family Services Plan (IFSP) for children in Early Childhood Special Education (birth through age 2) or the Individualized Education Program (IEP) for school-age children. ====

The IEP Goals and Objectives:
====IEP goals are statements which describe what your child can reasonably be expected to achieve within a twelve month period of time in a special education program. These goals are based on the previous mentioned needs of your child. Objectives are then developed to provide steps toward reaching each goal. ====

====An IEP is a legally binding contract detailing special education and related services to be provided for the student. Once the Team has determined that the student is eligible for special education services, the type of Individualized Education Program (IFSP, IEP, IIIP) is decided on, and then the document is developed. There are three possible forms that can be used in planning: ====

IFSP
====An Individual Family Service Plan (IFSP) is for children under the age of 3 with a disability and the family, based on needs developed by a multidisciplinary Team, including parents. The IFSP should contain an assessment and program development, periodic review (i.e., 6 month interval), content of the plan, and parental consent. The development of the IFSP should be completed within 45 calendar days from the initial referral. ====

IEP
====An Individualized Education Plan is for a student ages 3 up to 21. Services need to begin within 30 calendar days from the date the student was found eligible. ====

IIIP
====The Triple IP (IIIP or Individual Interagency Intervention Plan) is available to children birth to age 21, or graduation from high school. This document is an option for students that receive services from two or more agencies such as school, Department of Health, etc. Signatures are required from all agencies. The development of the IIIP must be completed within 30 school days from completion of the evaluation. An IEP manager will be determined. Contact the IEP Manager if you have questions or concerns. IEPManagers can be any school personnel on your child’s Team. ====

Contents of the IEP
====By law, there are certain things that an IEP must include about the student and the educational program designed to meet his/her needs. This information includes: ==== ====Present Levels of Academic Achievement and Functional Performance (PLAAFP): The IEP must state how the student is currently doing in school. This information comes from manysources and may include the evaluation of classroom tests and assignments, formal tests used to decide Special Education eligibility and observations from staff, teachers and parents. The “functional performance” includes how the student’s disability affects his or her involvement and progress in the general education curriculum. ====

====__Goals and Objectives:__ Define the areas of focus for educational planning. Goals describe what the student is expected to accomplish within a year of writing the IEP. The goals should be measurable. You should let the Team know what goals are priorities for your family. Short-term objectives are the steps that help the student reach the goals. There must be at least two objectives for each goal. ====

====<span style="color: black; font-family: 'tahoma','sans-serif';">__Special Education and Related Services:__ This area lists all services the district has agreed toprovide. This is where direct and indirect services would be defined. It needs to be written here, if it is a service your child will receive. Indirect Service means your child doesn’t actually see that person, but someone on the Team receives consultative services in regards to the student. ====

====<span style="color: black; font-family: 'tahoma','sans-serif';">Direct service is the time that the child is personally involved with the specified professional. This area defines what the special education service is, where the child will receive services, the amount of time and the frequency of the service. ====

====<span style="color: black; font-family: 'tahoma','sans-serif';">__Dates and Places:__ The IEP must state what services will be provided, where the services will be provided, when they are to begin and how long they will last. ====

====<span style="color: black; font-family: 'tahoma','sans-serif';">__Participation with Non-Disabled Children:__ The IEP must explain the extent (if any) that thestudent will not participate with non-disabled students in the general classroom and other school activities. ====

====<span style="color: black; font-family: 'Tahoma','sans-serif';">__Participation in State and District-Wide Tests:__ Most states require achievement tests to be given at various grade levels. The IEP must state what modifications or accommodations are to be provided when the test is administered to the student. If the test is not appropriate to be given to a student, the IEP must state the reasons why and what alternative testing will be used instead. ====

====<span style="color: black; font-family: 'tahoma','sans-serif';">__Course of Study:__ When the student turns 14, or reaches grade 9, whichever comes first, the IEP must address the courses, services, etc., planned to help the student reach his or her post-high school goals. (This may begin at a younger age, if appropriate.) Transition needs must be addressed in each subsequent IEP. ====

====<span style="color: black; font-family: 'tahoma','sans-serif';">__Transition Activities and Services:__ At the age of 16 (or younger if appropriate), the IEP muststate what transition activities and/or services are needed to help the child prepare for leaving school. ==== ====<span style="color: black; font-family: 'Tahoma','sans-serif';">Transfer of Rights at Age of majority: Beginning at least one year before the child reaches the age of majority (18 years old), the IEP must state that the student has been informed of any rights that will transfer to him/her at that time. ====

====<span style="font-family: 'Tahoma','sans-serif';">__Progress Reporting:__ The IEP must indicate the frequency, method and when student’s progress on goals will be reported to the parent/guardian. Parents should be informed of progress at least as often as parents of children without disabilities. ====