The Individualized Education Program (IEP)

The IEP team will always include the following:

• Parent
• General Education Teacher
• Special Education Teacher
• Administrator

When necessary additional participants may be invited, such as:

• School Psychologist 
• Occupational Therapist
• Physical Therapist
• Behavior Intervention Specialist
• Mental Health Specialist
• School Nurse
• Parents may also invite other necessary participants

As equal members of the IEP team, parents of a student being assessed shall be encouraged to participate in developing, reviewing and revising the student’s Individualized Education Program.

Here are some ideas that may help you reduce your anxiety, increase your participation and facilitate the process:

• Communicate regularly with school staff so you both have a mutual understanding of your child's needs
• Prepare your thoughts before the meeting by writing down the important points you want to make about your child.
• Take someone with you to serve as your support system.  If you decide to bring a friend or advocate, inform the school so they are aware of whom you're bringing
• Ask questions if you don't understand the terms being used.  
• If necessary, arrange to meet with individuals after the meeting to review their reports
• Try to stay focused and positive
• Remember you can sign in attendance, but you don't have to agree to the goals or services at the meeting.
• You can take the IEP documents home to review, get input, and return later.

Parents must give consent before any special education service may be provided.

Interpreters for the deaf or for parents whose primary language is not English will be provided when necessary.

At the initial IEP, the team will meet to review the assessment, determine eligibility and, if necessary, discuss the need for special education services. 

The IEP team will review your child’s strengths and areas of need (Present Levels of Performance) and develop annual goals in the areas of need. Once the IEP team agrees upon annual goals, they will determine appropriate accommodations, modifications, and services and placement to meet the annual goals.

Accommodations help the student access the curriculum. An accommodation does not change what a student is expected to learn. It can change how the learning is accessed or how learning is demonstrated. An example of an accommodation is a specialized writing tool for a student with fine motor deficits or flexible seating for students who have attending deficits. The content of the curriculum is not changed.

When a student is performing well below his or her peers in the classroom and the IEP team decides that the student should not be expected to complete assignments as typically given, modifications to the curriculum or grades may be appropriate. Modifications change what the student is expected to learn. It is very important for the IEP team to be mindful that when modifications are made to state standards and grading standards, a student may no longer be eligible for a high school diploma and may instead work toward a certificate of completion.

After discussing accommodations, the IEP team will discuss what services are needed for the student to make progress on their goals.  Examples of services are:

• Specialized Academic Instruction in the general education classroom
• Specialized Academic Instruction outside of the general education classroom 
• Speech/Language Services
• School-based Occupational Therapy
• School-based Physical Therapy
• Adapted Physical Education.
• Counseling

Lastly, the IEP team discuss the best placement or setting to provide the services and in which your child can meet their goals. There is a wide range of placement options, from general education to a residential treatment setting.   It is the intent of RUSD as well as our legal obligation to help your child make progress on their annual IEP goals in the presence of his or her non-disabled peers to the greatest extent  possible. This is known as least restrictive environment (LRE).

At the completion of the IEP, you will have the option to review the IEP paperwork, including taking it home with you for review, if necessary.   

As a parent, you have the option of

• fully consenting to the IEP
• not agreeing to any part of the IEP or partially agreeing to the IEP. 

If you indicate that you do not agree to the IEP, the school will not implement it.

If the IEP is partially signed, the District will implement only the parts that are consented to by the parent. 

If you need assistance or have questions, you may request an ADR Support Request. 

Once you have agreed to the IEP, the IEP team, including yourself, discussed proposed goals and services, the school team will implement the IEP as written.

You will receive progress reports on your child’s progress towards their goals at the same rate as general education parents receive progress reports.  The progress reports will give you information about how the student is progressing toward their annual goal and if they are on track to meet the goal.  If the teacher reports that the student is not making appropriate progress or that they have met the goal ahead of time, an addendum IEP may be called to make adjustments.