School & Education

What is an IEP?

When your child is found eligible for special education and related services, an individualized education program (IEP) will be created. The IEP details the educational program that the IEP team designed to meet your child’s unique needs. The IEP explains how your child is currently doing and sets goals for your child’s progress.

Who makes up the IEP team?

As a parent, you are a part of the IEP team. You have a right to meaningful participation in all IEP team meetings. You know your child best, and your input is important to the team process.

Before IEP team meetings, ask for copies of any written materials that will be used. Generally, the school must provide you with copies of these materials at least 3 days before your meeting. This helps ensure you can fully participate in the IEP team meeting.

In addition to the parent or guardian, the IEP team includes:

• The child, when appropriate,
• The child’s general education teacher,
• The child’s special education teacher,
• A representative from the school district who can commit resources,
• Someone who can interpret evaluation results (if evaluation information will be discussed), and
• Other people with knowledge or special expertise about the child, such as related services professionals like speech therapists.

You can bring someone to support you at the meeting, such as a friend, a community service provider, an advocate, or an attorney.

When does the initial IEP team meeting happen?

The initial IEP team meeting must take place within 60 school days from the date you signed consent to have your child tested for special education services. The meeting to decide if your child is eligible for services and the IEP team meeting may happen together or separately. Both meetings have to happen within the 60-school-day timeframe, though. Once your child is found eligible, the school has 30 calendar days to finalize the IEP.

What’s in an IEP?

The IEP includes a number of parts, which are outlined below.

Strengths and needs

The IEP should include a specific and detailed description of how your child is doing in different areas. For example, a statement that “Sam struggles to read” does not give enough information. Instead, the team could say “Sam can recognize and read 2 of the 40 words on the ABC Grade 1 sight word list.”

It’s important to be specific. That way, the team can set appropriate yearly goals and keep track of Sam’s progress toward those goals.

Yearly goals

Your child’s annual goal must be measurable and developed with your child’s present levels of academic and functional performance in mind. You should be able to tell how your child’s progress will be measured.

If a goal is too general, you won’t be able to tell if your child is meeting their goals. For example, a goal that says, “Sam will demonstrate increased mastery of sight word reading,” is not specific enough to measure. A better goal might say “Sam will recognize and read 35 of the 40 sight words from the ABC Grade 1 sight word list.”

Good goals should draw from the baseline information about your child’s needs. The goals should explain what doing better in school will look like.

Services

This part of the IEP explains the services and supports your child will get to help them learn. Some examples include individualized instruction from a special education teacher or special therapies, like speech therapy.

Accommodations and Modifications

Your child may need accommodations and modifications for support in the classroom. If your child’s disability makes it hard for them to follow a classroom rule or routine, an accommodation or modification could help. For example, if your child gets distracted easily, they may need to take their tests in a smaller, quieter room.

Classroom setting or placement

The IEP will say the type of classroom or school your child needs to be able to learn. Your child has a right to be educated in their “least restrictive environment.” That means that as much as possible, your child will learn with peers without disabilities.

Other parts of the IEP

If needed, your child’s IEP may also include:

• A transition plan (if your child will be 14 ½ during the school year),
• A behavioral intervention plan or BIP,
• Special equipment or services,
• Extended school year services, and
• Transportation services.

What happens after the IEP is in place?

You will get updates on your child’s progress towards their yearly goals. Once a year, the IEP team must meet to review the IEP. Your child’s goals should not be the same every year. If they are, that is a sign that your child is not learning and that the IEP needs to be changed.

Every 3 years, the school must complete a reevaluation. The school will evaluate your child and make sure they continue to be eligible for special education services.

If your child is making good progress, the school may try to end your child’s IEP or move them to a 504 plan. The school cannot take away your child’s IEP without first completing a reevaluation. If you disagree with the school’s decision to take away your child’s IEP, you can request mediation or file for due process in writing within 10 days of the meeting. Challenging the change to your child's IEP within 10 days allows your child's old IEP to stay in place until the problem can be fixed. Learn more about what to do when you disagree with the school.

What if my child is still struggling?

As a parent, you can call an IEP team meeting anytime. If you are worried your child is not making progress, ask for an IEP team meeting. Talk with the team about your concerns and consider updating the IEP.

For more special education resources, visit Equip for Equality.