Title: Archived: Guide to the Individualized Education Program
Headings: U.S. Department of Education
Laws & Guidance SPECIAL EDUCATION & REHABILITATIVE SERVICES
Guide to the Individualized Education Program
Credits
Step 1. Child is identified as possibly needing special education and related services.
Step 2. Child is evaluated.
Step 3. Eligibility is decided.
Step 4. Child is found eligible for services.
Step 5. IEP meeting is scheduled.
Step 6. IEP meeting is held and the IEP is written.
Step 7. Services are provided.
Step 8. Progress is measured and reported to parents.
Step 9. IEP is reviewed.
Step 10. Child is reevaluated.
IEP Forms in Different Places
The Regular Education Teacher as Part of the IEP Team
Related Services
Transition Services
Special Factors To Consider
Will Parents Need an Interpreter in Order to Participate Fully?
Parents’ Permission
Look at Those Factors Again!
OSEP Monitoring
Individualized Education Program (IEP)
Statement of Transition Service Needs--34 CFR §300.347 (b) (1)
Present Levels of Educational Performance
Statement of Present Levels of Educational Performance--34 CFR §300.347 (a) (1)
Measurable Annual Goals (Including Benchmarks or Short-Term Objectives)
Special Education and Related Services [ space to write ]
Supplementary Aids and Services [ space to write ]
Program Modifications or Supports for School Personnel [ space to write ]
Statement of the Special Education and Related Services, Supplementary Aids and Services, Program Modifications, and Supports For School Personnel--34 CFR §300.347 (a) (3)
Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children
Statement Of Any Individual Modifications in Administration of State or District-wide Assessments 34--CFR §300.347 (a) (5) (i)
If IEP Team Determines That Child Will Not Participate In A Particular State Or District-Wide Assessment
If Child Will Not Participate in State or District-wide Assessment--34 CFR §300.347 (a) (5) (ii)
How Child's Progress Toward Annual Goals Will Be Measured
How Child's Progress Will Be Measured--34 CFR §300.347 (a) (7) (i)
How Child's Parents Will Be Regularly Informed Of Child's Progress Toward Annual Goals And Extent To Which Child's Progress Is Sufficient To Meet Goals By End of Year
How Parents Will Be Informed of Their Child's Progress--34 CFR §300.347 (a) (7) (ii)
Statement of Needed Transition Services, Including, If Appropriate, Statement Of Interagency Responsibilities Or Any Needed Linkages
Statement of Needed Transition Services--34 CFR §300.347 (b) (2)
Definition of "Transition Services"--34 CFR §300.29
The student has been informed of the rights under Part B of IDEA, if any, that will transfer to the student on reaching the age of majority. Yes [box to check]
Age of Majority--34 CFR §300.347 (c)
Office of Special Education Programs
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-7100
(202) 245-7531 (Voice/TTY)
Web: www.ed.gov/about/offices/list/osers/osep/
Final Regulations for IEPs:
§§ 300.340--300.350
§ 300.340 Definitions related to IEPs.
§ 300.341 Responsibility of SEA and other public agencies for IEPs.
§ 300.342 When IEPs must be in effect.
§ 300.343 IEP meetings.
§ 300.344 IEP team.
§ 300.345 Parent participation.
§ 300.346 Development, review, and revision of IEP.
§ 300.347 Content of IEP.
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
§ 300.348 Agency responsibilities for transition services.
§ 300.349 Private school placements by public agencies.
§ 300.350 IEP-accountability.

Content: The guide is designed to help teachers, parents and anyone involved in the education of a child with a disability-develop and carry out an IEP. The information in this guide is based on what is required by our nation's special education law--the Individuals with Disabilities Education Act, or IDEA. The IDEA requires certain information to be included in each child's IEP. It is useful to know, however, that states and local school systems often include additional information in IEPs in order to document that they have met certain aspects of federal or state law. The flexibility that states and school systems have to design their own IEP forms is one reason why IEP forms may look different from school system to school system or state to state. Yet each IEP is critical in the education of a child with a disability. TOP
3. The Basic Special Education Process Under IDEA
The writing of each student's IEP takes place within the larger picture of the special education process under IDEA. Before taking a detailed look at the IEP, it may be helpful to look briefly at how a student is identified as having a disability and needing special education and related services and, thus, an IEP. Step 1.