Components of an IEP that will come up in a meeting:

(This list is designed to include and explain each component of an IEP, but the list can be a little intimidating. Please utilize the explanations for whatever sections of the IEP are most confusing to you. It also may be helpful to bring this list to the IEP meetings so you can understand sections and terminology as you hear them.) If you have questions, FEEL FREE to ask them during the meeting. If you dont feel comfortable asking questions when they arise, DEFINITELY ask your questions at the end of the relevant section. If you have a question about a certain objective, ask your question when that objective is discussed. You ARE NOT interrupting when you do this. Also, DO NOT hesitate to ask questions at the end of the meeting. Sections listed below: LRE- Least Restrictive EnvironmentStudents present levels of academic achievement and functional performanceAnnual goals, including academic and functional goals and Good FaithMeasurement of Annual GoalsSpecial Education Related Services, and supplementary aids and services, based on peerreviewed research to the extent practicableAny Individual appropriate accommodations necessary to measure the students academic achievement and functional performance on local assessments:

LRE- Least Restrictive EnvironmentThis means that your child should be included in a general education class to the MAXIUM EXTENT POSSIBLE. This does NOT always mean a child will be FULLY included in general education classes for 100% of their day. Their placement will depend on the severity of their disability AND weather an education is satisfactory in the general education class given all necessary supports and accommodations to the student.

Students present levels of academic achievement and functional performanceThis section should describe where your child is currently functioning. This should be a description of activities that your child can currently do. It should include activities they do in their classroom, and where your student is at in comparison with their peers. This section may talk about academic activities, fine and gross motor skills, and other information that is relevant to how your student is affected by their disability currently. ** This section is intended to have a positive outlook on what your child can currently do. If areas of deficit are noted in this section, it is because your child is still working on attaining skills in different areas. If you have any questions on why a particular piece of information was included (or not included) you have the right to ask during your IEP meeting.

Annual goals, including academic and functional goals This is a very important section of the IEP. This section is individualized FOR EACH STUDENT. In this section, the IEP team will discuss goals they create for your child. These goals are written with the intention of being completed over one school year. These goals can be academic (math, reading, social studies, study skills ect) in nature, OR can be more of a functional goal(independent living skills, self care skills). Your childs individual needs will be looked at and the best curriculum for them will be created through these goals. ** Good Faith- These goals are created with the intention of being achieved in one academic year. The school will make a good faith attempt to meet the goal, following the IEP as directed for instruction. However, a school cannot always promise that a student will complete all of their goals. If a student does not complete all of their goals in one year, parents cannot take legal action against the school if the goals were not completed if the IEP team proves they followed all of the steps of the IEP (the plan for the student).

Measurement of Annual Goals This section is meant to tell the parents HOW the school will make sure that the above goals are being met. This section may have some information about how the goals are being monitored, or how the school is collecting data on the goals. If you have a question about the goals set for your child, it is important you bring that up at an IEP meeting with the team. If you do not understand the technical terms being used in this section it is ALWAYS great to ask the team members, or call the teacher before the meeting if you have any questions.

Special Education Related Services, and supplementary aids and services, based on peer-reviewed research to the extent practicable-

This is the section that will list what types of extra services the school will be providing to your child or on your childs behalf. This list may include: Physical Therapy (PT) Occupational Therapy (OT) Speech and Language Services a part time or full time paraprofessional working with your student. Not all children will receive all of these services, and some may receive none of the above services. It all depends on YOUR child and the services they need. All decisions will be based on an individual basis, and peer reviewed research will be consulted in making this decision. This means that the school district, and IEP team will be reading articles and research from the experts in this field to see what they say on what students should qualify for these services. Again though, the services are discussed on a CASE-BYCASE basis. If you have any questions, please do not hesitate to call the teacher before the meeting to discuss this issue. ***THIS SECTION MAY ALSO COVER ASSITIVE TECHNOLOGY SERVICES

Any Individual appropriate accommodations necessary to measure the students academic achievement and functional performance on local assessments:
This section will list the accommodations your son or daughter will receive to help make the curriculum fit their needs and capabilities. This section will also list what type of ASSESSMENTS the student will be taking. On Statewide and school district testing students may receive accommodations to their testing, OR they may be eligible to take alternate (different) assessments. In this section, the IEP team must clearly explain WHY the student cannot take the regular assessment, and what other assessment is appropriate for that student Accommodation- Accommodations provide different ways for kids to take in information or communicate their knowledge back to you. The changes basically don't alter or lower the standards or expectations for a subject or test (Schwab Learning). Projected Plans- This section lists a date for beginning the services and modifications. You will also find how OFTEN the child will receive these services, where, and how long they will take (duration). The last component of an IEP is TRANSISTION PLANSIf your child is under the age of 16, a transition plan may not be relevant to you. Some schools will make transitions plans earlier however. If your student is going to be 16 before their next IEP meeting a transition plan MUST be included. These plans will include statements about post secondary education (after high school) and the goals they have for your student. They must be measurable (able to see progress) and they must be based on assessments (exams, surveys ect.) done by the district. The district must provide statements for how they plan on helping your child to attain those goals, and what training, education, and in some cases independent living skills (cooking, cleaning, transportation, grocery shopping ect.) they will be providing. If your child is going to be 18, students must be informed of all of their rights that will be transferred to them once they reach that age.