Students raising their hands in a classroom

Step 6: Individualized Education Plan

What is an Individualized Education Plan (IEP)?

The Individualized Education Plan (IEP) is a written plan that details each child’s special education and related services, and the decisions of the Planning and Placement Team meeting.

Who has an IEP?

All students receiving special education and related services must have an IEP.  It must be reviewed annually.  Parents receive a copy of their child’s IEP within five school days after the PPT meeting is held to develop or revise the IEP.  Infants and toddlers identified as having a disability through the Connecticut Birth to Three System receive an Individualized Family Services Plan (IFSP).

What are the main components of an IEP?

  • Present levels of educational and functional performance
  • Measurable educational goals linked to present levels of academic and functional performance for the coming year and short-term instructional objectives derived from those goals
  • Evaluation procedures and performance criteria
  • An explanation of the extent, if any, to which your child will not participate in the regular education class, the general education curriculum or extracurricular activities
  • Modifications and accommodations your child needs to participate in the general education curriculum including nonacademic and extracurricular activities
  • Special education and related services required by your child
  • Instructional settings and a list of people who will work with your child to implement the IEP
  • The date services will begin and end, and the frequency of the identified services
  • The length of the school day and year
  • Statement of accommodations and modifications needed to facilitate CMT/CAPT, or district-wide testing
  • Decisions regarding participation in alternate assessments (if needed)
  • Transition service needs

How is progress measured in the IEP?

The IEP must include a statement of how the child’s progress will be measured and the extent to which that progress is sufficient to enable the child to reach his/her annual goals by the end of the year.  An explanation of how parents will be regularly informed of that progress should be included in the IEP.  These progress reports must be given to parents at least as often as parents are informed of their non-disabled children’s progress.

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