The primary vehicle for communicating the school district’s commitment to addressing the unique educational needs of the student with a disability is the Individual Educational Plan (IEP) or the Transition Individual Educational Plan (TIEP).

It is the responsibility of the school district to develop procedures consistent with the requirement that all students with disabilities have available a free appropriate public education in the least restrictive environment. Although the rules and regulations related to this requirement are complex, the purpose is straightforward and clear.

The federal law, IDEA 1977, requires the following:

• Students with disabilities must have an IEP in place at the beginning of the school year.
• The IEP team must review the student’s IEP periodically, but not less than every 12 months, to determine whether the annual goals for the student are being achieved.
• The IEP team must revise the IEP as appropriate to address any lack of expected progress toward the annual goals, the results of any reevaluation, and the student’s anticipated needs or other matters.
• Procedural safeguards must be guaranteed.
• Records must be confidential.
• Parents must be invited to the IEP meeting.
• Student evaluation procedures must be nondiscriminatory.

The IEP document must include:

• Documentation of consideration of general and special factors
• A statement of the student’s present level of educational performance, including how the student’s disability affects involvement and progress in the general curriculum
• A statement of measurable annual goals, including benchmarks or short-term objectives
• A statement of the special education and related services and supplementary aides and services to be provided to the student
• A statement of program modifications or supports for school personnel that will be provided for the student
• An explanation of the extent, if any, to which the student will not participate with non-disabled children in the regular class or other activities
• A statement of any individual modifications in the administration of state or district-wide assessments of student achievement that are needed in order for the student to participate in such assessment and, if the IEP team determines that the student will not participate in a particular state or district-wide assessment, a statement of why that assessment is not appropriate for the student and how the student will be assessed.
• The projected date for initiation, anticipated frequency, location and duration of the services and modification
• Beginning the year the student turns 14 and updated annually, a statement of the transition service needs focusing on the student’s courses of study
• Beginning the year the student turns 16, a statement of needed transition services for the student including a statement of interagency responsibilities or any needed linkages
• Beginning at least one year before the student reaches the age of maturity (18 in Florida), a statement that the student has been informed of his or her rights that will transfer when the student reaches the age of maturity
• A statement of how progress toward annual goals will be measured and how the student’s parents will be regularly informed of this progress

The IEP process has several objectives. The first is to document the student’s present level of educational performance. This includes addressing how the student’s disability affects his or her involvement and progress in the general curriculum or age appropriate activities, his or her strengths, and his or her priority educational needs. The second objective is to identify those goals and objectives that will allow the student to be successful in an appropriate curriculum. The final objective of the IEP is the identification of the special education and related services and supplementary aides and services that are needed for the individual student.

The IEP development is a collaborative effort involving the parents, representatives of the school district and other providers of services, and the student, where appropriate. Each team member is responsible for bringing information to the IEP meeting that will be helpful in determining the student’s abilities and educational needs.

Taken from

Developing Quality Individual Educational Plans

A Guide for Instructional Personnel and Families

This is one of many publications available through the Bureau of Instructional Support and Community Services, Florida Department of Education. This publication can be requested from your local school district.