• Individualized Education Program (IEP) Information

    The IEP is a written document for a child with a disability who is eligible for special education in accordance with IDEA.  The IEP is developed, reviewed, and revised at least annually.  The IEP team may consist of a special education teacher (case manager), general education teacher, related service providers, assistant principal, parent, child, and the LEA representative (Local Education Agency). 

     

    The following are components of the IEP and will be reviewed and discussed during an IEP meeting:

    • Present levels of academic and functional performance (PLOP)
    • Measureable annual goals and benchmarks or short term objectives
    • Description of how the child’s progress will be monitored and reported
    • Educational accommodations and supports
    • Explanation of the extent the child will participate with nondisabled children in the regular class
    • Participation in statewide and districtwide assessments
    • Functional behavior assessment (FBA) (if needed)
    • Behavior intervention plan (BIP) (if needed)
    • Dates, frequency, location, and duration of special education and related services
    • A statement regarding eligibility for extended school year (ESY) services
    • Transition services (for those students 14 ½ years old and older)

    Referral/Evaluation

    If a child is referred for special education or referred for a case study evaluation, the student services team (SST) will determine whether a case study evaluation is warranted.  The team will consider whether interventions have been implemented and other factors including educational progress, functioning in the school environment, and how the child functions in comparison to his or her peers.  To make a decision, the team many utilize screening data and may conduct preliminary procedures such as an observation of the child, an assessment for instructional purposes, consultation with the teacher, and/or a conference with the child.  Parents will be notified if a case study is not warranted.  

    Students with disabilities who may benefit from special education services are evaluated by a team of certified and/or licensed district special education staff using observations, information gathered from all involved parties, intervention data, and/or formalized testing. The team and the parents will conduct a domain review meeting to determine the areas in which additional information about the child is needed.  An evaluation must be conducted within 60 days of receiving parental consent for the evaluation.  The team, including parents, special education staff, and general education staff then meet for an eligibility determination conference to determine eligibility for special education in accordance to IDEA.  If a determination is made that a child has a disability and needs special education and related services, an IEP must be developed for the child in accordance with IDEA.  

    A reevaluation of each child with a disability is conducted in accordance with IDEA and must occur at least every three years (unless the parent and the public agency agree that a reevaluation is unnecessary).  

     

    The file found on this page is intended to help parents understand their parental rights pertinent to evaluation and identification of students with disabilities.


    https://www.isbe.net/Documents/parent_guide_english.pdf

     

    https://www.isbe.net/Documents/parent_guide_spanish.pdf