Individual Education Plan (IEP)

The Individual Educational Plan (IEP) is a written plan that describes the individual learning needs of a student with disabilities and the ESE services, supports, aids and accommodations or modifications that will be provided to that student.

The IEP meeting refers to the meeting that the IEP team holds to write the IEP. The IEP team must meet at least once a year to review the IEP to determine whether the annual goals are being achieved. The IEP may be revised, as appropriate, to address any lack of expected progress, the results of any re-evaluations, information about the student provided by the parent, the student’s anticipated needs, or other matters. Parents must approve any changes to IEP goals. In addition to the required annual IEP team meeting, changes can be made to the IEP during an IEP team meeting held after the annual meeting, or, with the agreement of the parent and the district, without convening the IEP team.

Preparation for the IEP Meeting

Preparing for the IEP helps ensure the meeting is productive and guides the student to his or her desired post-school goals. Discuss goals and desires for the future with the student and their family before the meeting. Students may be prepared to lead parts of the IEP meeting. IEP team members can facilitate appropriate ways for students to exercise leadership during the IEP meetings.

Students and families can prepare for the meeting by collecting their ideas about the student’s strengths, needs, interests and other relevant information.

What’s Different about the Transition Components of the IEP?

The process of developing an IEP which includes transition services is a bit different than a traditional IEP because there are additional sections to the IEP. These differences are explained below.

Notice of the Meeting

The notice about the IEP meeting once a student reaches age 14 is different than the notice received about IEP meetings when students were younger.
In addition to the information required for all IEP meeting notices, the written notices for the IEP to be in effect at ages 14 and 15 must state the following:

For IEP meetings to develop the IEP to be in effect at age 16 and older, the notices must state the following:

Participants

People who must be invited to the IEP meeting are:

The student must be invited to participate in IEP meetings beginning with the meeting to develop the IEP to be in effect at age 14. If the student is not able to attend the meeting, the IEP team must take steps to make sure the student’s preferences, needs and interests are taken into consideration.

If an agency invited to attend an IEP meeting is unable to participate in person, the school district may consider other options such as participating by conference call or web/virtual conferences. If an agency agrees to provide services but does not do so, the IEP team will need to meet again to find other ways to meet the student’s transition needs.

Transition Components of the IEP

For IEPs developed to be in effect when the student turns age 16 and older the process must also include, but is not limited to:

Although the following items may be on an IEP, they can also be documented in a separate form:

Resources

Developing Quality Individual Educational Plans: A Guide for Instructional Personnel and Families (2015)
Provide[s] information that will support the development of quality individual educational plans (IEPs) for students with disabilities. A quality IEP is in compliance with all requirements of state and federal laws and regulations and reflects decisions based on the active and meaningful involvement of all members of the IEP team. The IEP provides a clear statement of expected outcomes and the special education services and supports to be provided to the student (page 1). The guide (pdf) was funded by the Florida Department of Education.

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