Individual Education Plans
The Individual Education Plan, or IEP, is a working document that outlines the strengths and needs of the student, any testing (clinical or educational) that has been done with the student, and the accommodations that help the student succeed. The IEP also outlines the student’s own plan for his or her future in terms of transitioning out of school and into the community. Finally, the IEP notes the kind of support – regular classroom, resource assistance, or special education program – that the student needs to be successful.
When a student has been formally identified by the Identification, Placement and Review Committee (IPRC), the IEP notes the identification – for example, a student’s exceptionality may be identified as Communication – Learning Disability. The IPRC meeting takes place at the school, and parents are invited to attend and provide their input.
Many students who have an IEP have not been formally identified by an IPRC.
The IEP must be developed within thirty (30) days of the exceptional student’s placement in any program, including the regular classroom. The spec ed department meets with each student and contacts parents/guardians of those students 18 and under to consult with them about the IEP and transition plan. IEPs are then shared with classroom teachers to inform them of the accommodations they need to provide for the student. A copy of the IEP is also provided to the parents/guardians of the student.
Throughout the semester, the spec ed department monitors students to make sure they are on track to earn their credits. At midterm, spec ed department members check in with classroom teachers about the progress of each student with an IEP. We determine if withdrawl support is needed to reinforce study or organizational skills. We track attendance, assignment submission, and homework completion.
Timelines for IEP management
- First two weeks of school – IEP is updated by spec ed staff. Students complete transition plans.
- Within 30 days – IEP is developed. Copies are sent to parents for comment. Teachers have access to IEPs for the identified students in their own classes.
- At midterm – formal consultation with classroom teachers about student work, attendance and assignments. Classroom teachers should be notifying parents/guardians if student is struggling or the credit is at risk.
- Final reports – second formal consultation with classroom teachers