Individualized Education Program (IEP)

The Individualized Education Program or IEP for short, is a federal and state regulated document that describes, in depth, the plan to address a student with a disability's individualized learning needs in accordance with IDEA law. An IEP is written for students who have been identified with at least one of the possible education disabilities via the evaluation process. Once the Team has determined a disability, the Team determines if the student is eligible for an IEP.  It is important to note as a parent/guardian you have rights during the evaluation process and while your child has an IEP. The Parental Rights Brochure is offered at the Team meeting. This link provides more reference information from DESE for parents around the special education process including links to translated forms. 

The following descriptions represent the core pages of the IEP with a brief explanation of key features. 

Administration Page- In addition to stating biographical information, this page is important for finding out when your child's next IEP meeting is due and when their 3-year evaluation is scheduled. This page will also provide school specific contact information for who you can reach out to regarding your child's IEP.

The following descriptions and page numbers can be referenced here :

Parent Concerns (pg. 1)- This section of the IEP allows you, the parent/guardian, to state the areas of your child's progress you are most encouraged by and/or concerned about. 

Students Strengths and Weaknesses (pg.1)- This section captures the Team's brief analysis of the child's strengths and weaknesses in regards to personality, social-emotional adjustment, behavior, and academic progress. A recap of standardized and evaluation history is also provided. 

Vision Statement (Pg.1)- This section allows the Team to think about the broad goal(s) they would like to see the child attain within the following 1-5 years. 

Present Levels of Education Performance A (Pg. 2)-  This page is essential to guide the teacher's provision of accommodations and/or modifications. Modifications and accommodations are provided in light of how the student's disability impacts classroom performance. See some examples.

Present Levels of Education Performance (Pg. 3)- If the student presents with other educational needs as a direct or indirect manifestation of their disability, additional accommodation and/or modifications are named here. 

​Annual Goals (Pg. 4)- Goals are identified based on the student's individual need. The goal page first states how the child currently performs in the area of need (Current Performance Level). Next a broad goal for the year is stated that should include how the goal is measured (Measurable Annual Goal). Then the method for determining how the goal will be measured is stated (eg. teacher report, data keeping, etc.). Finally, benchmark goals are listed to break down smaller goals that will help meet the broad annual goal (Benchmarks/Objectives). These goals are updated annually based on progress and are reported to the parent/guardian via progress reports that are sent home with each marking period. 

Service Delivery Grid (Pg. 5)- The grid shows what service is provided, who provides the service, the number of times and how long each time the service is provided, what goals the service will address, and the duration of the service which is typically the span of the IEP year. A cycle is typically a week worth of classes. The grid is divided into 3 sections: A-services between the adult (teacher and sometimes home) and service provider; B- the service is provided to the student within the general education setting; and C- the service is provided to the student outside the general education setting. 

Other areas of Need (Pg. 6)- This page has three parts: Non-participation Justification- details the reasoning behind any C-grid service; Schedule Modification- considers the need for shorter or longer day/year- most commonly checked if extended year services are provided; and Transportation- an explanation of SPS policy on specialized transportation

State or District Wide Assessment (Pg. 7)- This page first identifies tests that a student should be considered for accommodations when taking (e.g. MCAS). Then the Team indicates whether those identified tests can be taken in either the same manner as everyone else or taken with accommodations (most common). In some cases (1%) the Team may decide that an alternative portfolio assessment is appropriate, MCAS-ALT. Read this memo if your child is being considered for an MCAS-ALT. For children taking the MCAS with accommodations a grid will show the specific accommodations the Team has indicated are necessary for your child while taking the MCAS. Non-standard accommodations (e.g. all tests read aloud) are considered for children with profound deficits in that area. 

Additional Information and Response (Pg. 8)- Additional Information that is not already stated in the IEP but is important for the child's education is written in here. The Team's decision about whether the student requires additional bullying related needs is input here. Response section will show the Team Chair signature and ask for the parent/guardian to sign whether they agree to all, some, or none of the proposed IEP. If the parent/guardian rejects the IEP, the IEP is sent to the Board of Appeals, and the Team will re-meet and consider if further mediation is required. 

For students over the age of 14, a transition plan is created. For students who may be eligible for adult state services following graduation a 688 referral form is completed and sent in 2 years prior to the anticipated graduation date. 
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