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The Individualized Education Program (IEP)

Once a child’s eligibility for special education and related services has been determined, an Individualized Education Program should be discussed and a written plan developed. The IEP should include, at a minimum, the following:

  • A statement of the child’s present level of academic achievement and functional performance in several areas is required.  In addition a statement is required of how the child’s disability affects his/her involvement and progress in the general education curriculum. * CT has added a section on their model IEP form, called “Parent and Student Input and Concerns.”
  • Measurable annual educational goals for the coming school year.
  • “Benchmarks” or short-term instructional objectives derived from the annual goals.
  • A statement of the special education and related services and other supplementary aids and services that will be provided so that the child may: advance toward his/her annual goals; be involved and progress in the general education curriculum and participate in extracurricular and non-academic activities; and be educated and participate with children who do not have disabilities.
  • An explanation of the extent if any to which the child will not participate in the general education program.
  • The date when services and modifications specified in the IEP will begin their anticipated frequency, location and duration. Length of school day and year should be discussed; the need for extended year services should be addressed.
  • A list of individuals who shall implement the Individualized Education Program and their responsibility to do so.
  • 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.
  • A statement of any individual modifications in the administration of State or district-wide assessments that are needed in order for the child to participate. If the Planning and Placement Team has determined that a student will not participate in a particular assessment of student achievement, the IEP will include an explanation as to why it may be inappropriate and how the child will be otherwise assessed.
  • At the annual PPT following the 15th birthday (or earlier if appropriate), the PPT/IEP Team should begin to develop transition goals. Transition goals and objectives are a part of the IEP. 

Click to download a PDF of The Individualized Education Program (IEP)

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