- parents
- the child's teacher(s)
- a district representative who is able to provide or supervise the provision of special education services and
- the child, where appropriate.
- Additional individuals who may attend are:
- representatives from the MFE team, if this is an initial evaluation or re-evaluation,
- appropriate service providers
- other individuals chosen by the parent or school district.
- review evaluation results,
- review the current IEP,
- determine the area(s) of strengths and needs,
- write goals and short-term objectives,
- determine services needed and the duration of services,
- determine the least restrictive setting in which to deliver the services,
- ensure that the student participates to the maximum extent appropriate,
- consider the need for extended school year,
- review criteria for evaluation and develop a written plan.
- review goals and objectives
- modify the plan
- request additional assessment(s)
What is an Individualized Education Plan (IEP)
The following information was furnished in part by the Inclusion Task Force The Ohio Education Association
The Individualized Education Program (IEP) is a legally binding document. It establishes a plan for an individual student who is identified as having one or more of 13 disabilities defined in IDEA. The document should contain an identification of:the student's disability, a statement of the student's present level of performance, long- and short-term instructional objectives that relate to present levels of performance, evaluation procedures, and a statement of the Least Restrictive Environment (LRE) for that student.
Teachers and related service providers who will be implementing the IEP must be informed about the student's IEP and should be given a copy.
The complete IEP process includes identification and intervention, the multifactored evaluation, development of the IEP, implementation of the IEP and an annual review.
The Process for Identification and Interventions to Determine Special Needs is:
Step 1. Referral - by parents or teacher(s).
Step 2. Intervention - with a written intervention plan.
Step 3. The team develops a plan which includes strategies and intervention in the classroom (the IEP should not repeat strategies that were proven unsuccessful through the intervention process). Step 4. A timeline for the intervention needs to be established.
Steps to Beginning the Multifatored Evaluation (MFE) Process:
Step 1. Set a meeting with parents.
Step 2. Parental permission must be obtained for any testing to occur.
Step 3. Multifactored evaluation (MFE) testing can include, but not be limited to, medical, psychological, communication, and vision/hearing evaluations.
Step 4. Some districts, after the MFE, hold MFE team meetings to review evaluation results and determine eligibility for services
Development of the IEP
The maximum amount of time from parent signature for MFE testing to IEP development is 120 days. An IEP meeting will be scheduled at a mutually acceptable place and time. The following people shall be included in an IEP meeting:
During the IEP meeting team members will:
Implementation and Review of the IEP
The law requires that an Individual Education Plan be implemented as soon as possible after the IEP conference has taken place. All education employees who work with the child are legally responsible to help the child meet the objectives of the IEP. Lack of participation in the IEP conference does not exclude any education employee from this responsibility. Therefore, it is imperative that the education employee has access to the child's IEP.
The IEP may be reviewed at any time during the school year at the parent's or teacher's request, but must be reviewed at least annually. The teacher has the authority to reconvene the IEP team to:
