If the MET finds a student eligible for special education the next step is to invite the parents (or legal guardian) to an individualized educational planning team meeting (IEPT). An “IEPT” must include a special education teacher, general education teacher, any education personnel necessary to interpret testing data and a district employee with authority to offer the student FAPE and with clear understanding of all available special education programs and services offered throughout the school district, and of course the parents (or legal guardian). The IEPT is charged with the development and completion of an individualized educational plan (IEP) that meets the individual and unique needs of the student and offers meaningful instruction. The initial IEPT meeting and IEP must occur within 30 calendar days from the date the MET finds the student eligible for special education and related services.
The basic components of an IEP are the following:
- A present level of academic achievement and functional performance (referred to as the PLAAFP) - In a snapshot, the PLAAFP is supposed to describe a child’s present level of academic, emotional, social, behavioral and cognitive functioning and all areas of identified need, strengths and weaknesses. The information must be based upon current assessments, along with input from all teachers and service providers.
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Annual Goals (and short-term objectives) – These will address the child’s areas of identified need. It is always important to keep in mind that alignment with “grade level content expectations” is vital to ensure the student’s progress and to avoid a “low bar of expectations.” In addition, for students with severe cognitive impairments taking their state’s “alternate assessments,” their IEPTs must include “short-term objectives,” along with each annual goal. Many states special education rules still require or allow short-term objectives, but IDEA 2004 removed this requirement for all but the children being taught to alternate achievement standards and taking alternate assessments.
- Criteria for measuring the progress in annual goals (and short-term objectives when they are included) – A child’s progress toward the annual goals must be measured, as stated in the IEP. Parents (or legal guardian) should be regularly informed of their child’s progress (can be daily, weekly, monthly) and whether that progress is enough for the child to achieve the goals by the end of the year. The IEP progress reports must be given to parents at least as often as parents are informed of their nondisabled children’s progress.
- Programs, services, supplementary aids, personnel and related services – Including all accommodations, modifications, special education programs, services and related services, necessary to offer the student a “meaningful” and “Free Appropriate Public Education” and in the “least restrictive environment.” Some very brief examples include; a paraprofessional, co-taught special education teacher, social worker, occupational, physical and speech and language therapy, assistive technology, peer-reviewed research-based methodologies, special transportation, counseling, mental health services, and consideration for extended school year.
- Participation in district, state and national assessments – Students with disabilities must participate in local, state and national assessments. It is important to note that all states have “alternate” assessments for the students determined to have the most severe cognitive impairments and unable to master the grade level content expectations.
- Transition plan – IDEA 2004 requires that transition planning begins for students with disabilities no later than their 16th birthday. Transition planning is vital to moving students with disabilities forward as they leave K-12 and move into post-secondary education, vocational training and all aspects of their adulthood.
- IEP review - An IEP must be reviewed at least once a year or sooner upon request from the parents (legal guardian) or school. The USDOE is currently testing 3-year IEPs in fifteen states but parents do not have to agree to use the 3-year IEP and current best practice would advise at least a yearly review.
- 3-year reevaluation - A reevaluation for special education and related services must take place every 3 years.