Parent's Role in the Individualized Education Program (IEP)

If your child has been evaluated or reevaluated and is identified as a child in need of special education services, an Individualized Education Program (IEP) will be developed. The IEP is a written document describing your child's educational program.

This is an individualized program, meaning that this plan is written for your child, not a group or class of children. Education means that the IEP will focus on your child's learning needs. Program indicates that this addresses all of your child's learning needs in one document; this is not a lesson plan, but an overall view of instruction and services your child will receive throughout the year. IEPs must be reviewed and revised at least once a year. You may request an IEP meeting during the year if you think changes are needed.

Your child's IEP is developed at the IEP team meeting. This is the time for you to share your ideas and concerns about your child's education. School personnel will contact you about the IEP meeting; you may receive either a written notice or a phone call about the meeting. You will be notified early enough to ensure that you can attend the meeting. The meeting should be scheduled at a time and place agreeable to you and school personnel.

The IEP team is made up of the following:

• you, the parent
• your child with a disability, whenever appropriate
• at least one regular education teacher if your child is, or may be, participating in the regular education environment
• at least one special education teacher, or someone providing special education services to your child
• a representative of the local education agency (LEA) who:
  
  
  • is qualified to provide or supervise special education
  • knows about the general education curriculum
  • knows about the availability of district resources and how progress will be reported to parents
  
  
• an individual who can explain evaluation results and how they can be used to plan educational programs; this person may be one of the district staff described above
• at the discretion of the parent or the school district, other individuals who have knowledge or special expertise regarding your child, including related services personnel

The people who participated in the development of your child's IEP will be listed on your child's IEP. Your signature does not indicate your agreement with the IEP, only that you participated in the development of the IEP.

Present Level of Performance:
This describes your child's current education level. It should state how your child's disability affects his or her participation and progress in the general education curriculum or appropriate preschool activities.

Measurable Annual Goals, Objectives, or Benchmarks:
Measurable annual goals should focus on meeting your child's educational needs that result from his or her disability so that your child can be involved in and progress in the general curriculum. Objectives or benchmarks must be included for each annual goal to help everyone know if your child is making progress toward the goals and how progress will be measured and reported.

The IEP also must include a statement of:

• The special education and related services your child may need. Related services may include: transportation, speech-language therapy, audiology services, psychological services, physical and occupational therapy, recreation including therapeutic recreation, social work services, counseling services including rehabilitation counseling, orientation and mobility services, medical services for diagnostic and evaluation purposes, and assistive technology devices and services.



• The location, frequency and duration for each special education and related service to be provided and any needed modifications or supports.



• The extent to which your child will not participate in the general education class or general education curriculum.



• How your child will participate in state and district assessments and if any accommodations are needed.



• The transition service needs focusing on your child's course of study if he or she is 14.



• The needed transition services, including a statement of any other agency's responsibilities or any needed linkages, if your child is 16.



• The projected date for the beginning of special education, related services, and modifications.

Services to be provided:
Decisions about the specific special education and related services your child receives are based on the evaluation information, strengths and areas of concern, and your child's goals and objectives. The services are provided to assist your child in:

• Meeting the identified goals
• Participating and progressing in the general education curriculum and nonacademic activities
• Being educated and participating in related educational activities with other children with and without disabilities

As an IEP team member, you have the opportunity to talk with school personnel and to make joint decisions about your child's educational needs and goals. The local district is responsible for developing an IEP that meets the requirement of IDEA's state regulations.

The IEP Team must consider for all students with disabilities:

• The strengths of your child and your concerns for enhancing your child's education
• The results of the initial or most recent reevaluation
• The communication needs of your child
• Assistive technology devices and services

Special considerations:

• If your child's behavior interferes with his or her own learning or the learning of others, the IEP team will consider strategies, including positive behavioral interventions



• If your child is Limited English Proficient (LEP), the IEP team will consider his or her language needs as they relate to the IEP



• If your child is blind or visually impaired, the IEP team will consider use of instruction in Braille, unless the team determines this is not appropriate



• If your child is deaf or hard of hearing, the IEP team will consider language and communication needs; opportunities for direct communication in your child's language and communication mode with peers and adults; academic level; and full range of needs, including opportunities for direct instruction in your child's language and communication mode

After you have discussed the special education services your child needs, you will discuss where these services will be delivered. Special education services must be provided in the least restrictive environment for your child. This means that to the maximum extent appropriate, children with disabilities are to be educated with children who do not have disabilities. The IEP team must first consider the general education classroom for all students. Special classes or other removal from the general education classroom occurs only when the nature or severity of the disability is such that education in general education classes with supplementary aids and services cannot be achieved successfully.

• Check the IEP notice to determine who will be attending the meeting. Notify school personnel if you will be bringing someone with you. Call school personnel with any questions you have about this meeting.



• Notify school personnel as soon as possible if you will not be able to attend the meeting as scheduled. Try to arrange for a meeting that is convenient to everyone.



• Review what must be contained in the IEP and consider how each of the points affects your child.



• Gather information about your child that will be helpful at the meeting, such as reports from school, your observations, or doctors' reports.



• If your child is already in school, you may want to observe him or her in the classroom. You will need to call the school office to schedule a time.



• Watch and record your child's behavior at home.



• Write down what your child can and cannot do, likes and dislikes, and interactions with other children and family members.



• Find out what your child's feelings are regarding home, school and friends.



• Keep records of your child's work, parent conferences and progress reports. Use this information to monitor your child's progress and to prepare for future IEP meetings.

If you think changes are needed in your child's educational program, you can contact school personnel to request an IEP meeting. Your school may contact you during the school year if they think changes may be needed in your child's educational program. Your child's IEP must be reviewed at least once a year.

• What do the tests and observations show about my child?
• In which classes or activities will my child be with nondisabled children his or her own age?
• What goals are realistic for my child? How do these goals lead to my child's future plans for adult living and work?
• How will my child's progress be measured and reported to me?
• How can I help at home with my child's educational program?
• Is my child ready to participate in the development of his or her IEP?

Local School District:

Your child's teacher(s), building principal, or director of special education can help answer questions you may have.

Special Education School Improvement-Department of Elementary and Secondary Education (DESE)

Call: 573.751.0699
Fax: 573.526.4404
www.dese.state.mo.us/divspeced

Missouri Parents Act (MPACT)
MPACT is the parent training and information center for parents of students with disabilities. MPACT receives some federal funds through IDEA to help parents understand the special education process.

Outside of Springfield: 1.800.743.7634
In Springfield: 417.882.7434
www.ptimpact.com