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"Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document."

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"Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document."

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1. Child is identified as possibly needing Special Education or related services
2. Child is evaluated
3. Eligibility is decided
4. Child is found eligible for services
5. IEP meeting is scheduled
6. IEP meeting is held and IEP is written
7. Services are provided
9. IEP is reviewed
10. Child is reevaluated

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- Current performance: must state how the child is currently doing in school.(tests and assignments)
- Annual goals: goals the Childs can reasonably accomplish in a year. (academic, address social or behavioral needs, relate to physical needs or other educational needs)
- Special education and related services: IEP must list the special education and related services to be provided to the child. (supplementary aids and services and modifications)
- Participation with non disabled children: explain extent if any to which the child will not participate with non disabled children.
- Participations in state and district wide tests.
- Dates and places: when services will begin and how often.
-Transition service needs: shows the  courses he or she needs.
-Needed transition services: beginning at 16, must state what transitions services are needed
- Age of majority
-Measuring progress

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*Note an IEP must beheld within 30 calendar days of determining a student eligible for Special education and other services.

- A team member can hold more than one spot on the board if they are properly qualified in those fields.

- Parents are the keystone member of the team they know their child the best, they spend the most time with them (Listen and hear what they are saying). They can also listen to the teachers and their thoughts and make suggestions.

- Related Service Professional is present if related services are needed.

- General Education Teacher is needs to attend some but not all of the meeting, they share what is happening in the GenEd classroom.

- Special Education Teacher know how to teach students with special needs.

- School Representative will have the knowledge of services, teaching special education, and school resources available.

- Student

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-Look at child's evaluation results
-Observations from team members
-Look at child's strengths
-Look at general curriculum
-Look at annual goals for child

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The child's placement is where the IEP will be carried out. This placement must be in accordance with IDEA's least restrictive environment requirement. These requirements state that, to the maximum extent appropriate, children with disabilities must be educated with children who do not have disabilities.
The IEP team will make a decision based on the child needs and if they can be met in either an inclusion classroom, a special education classroom, a special education school, or a hospital/institution.

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What do to if parents don't agree with the IEP

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What do to if parents don't agree with the IEP

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- Try to reach an agreement by understanding their concerns. Can also try to temporally implementing a plan
- Ask for mediation: find someone that is not involved in the disagreement to help you and the parents come to an agreement (school may offer mediation).
- Ask for due process: Hearing officer decides to handle the problem
- File a complaint with the state education agency

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-Must be done at least once a year
-Review the progress or lack of expected progress towards their goals
-Information gathered through any reevaluations of the child
-Any information the parents share
-Information about the child shared by the school
-Any needs that the child has
-How the child has done on state/district wide testing
-Can be requested by the school or the parents