DURING the IEP
The HQ IEPs Resource Lead Project aims to increase knowledge and engagement of special education providers as members of the IEP team to help develop high quality IEPs that will result in educational benefit. These are resources to help during the IEP.
Navigating the complexities of an Individualized Education Program (IEP) meeting requires thoughtful planning and a well-organized approach. This resource focuses on the logistics of the IEP meeting, ensuring a smooth and productive process as well as introduces student-centered and asset-based IEP strategies that prioritize the student's strengths and needs. It also highlights the imporance of creating a collaborative environment where everyone's voice in heard, fostering a positive and supportive experience for all.
This resource covers the first step of reviewing evaluation results during an initial or triennial/reevaluation IEP meeting. It provides guidance on explaining assessment outcomes, determining special education eligibility, addressing multiple eligibility areas, handling situations where a student does not qualify, documenting discussions, and managing disagreements about eligibility decisions.
This resource outlines the Student Profile and Present Levels in an IEP, offering a comprehensive view of a student's background, strengths, and current abilities. It serves as the basis for setting goals and identifying supports. Key elements include the student's disability, primary language, special factors, and present educational performance, ensuring the IEP is tailored to the student's unique needs and fosters growth.
This section provides guidance on identifying and documenting student needs in an IEP. Using data from assessments, present levels of performance, and input from the IEP team, including parents and the student, the team identifies needs related to the student's disability. These needs are addressed through accommodations, modifications, or goals. The section also covers handling disagreements about needs, ensuring parent involvement, and documenting discussions and decisions in the IEP.
Goals are the foundation of a successful, individualized educational experience for students with disabilities. This resource will cover key elements of measurable goals such as determining goal areas, establishing baselines, aligning goals with state standards, creating linguistically appropriate goals, writing measurable annual goals, and reporting on progress.
Transition planning refers to the process of preparing students with disabilities for life beyond high school — a process that begins with the end in mind. The Individual Transition Plan (ITP) is based on a comprehensive understanding of the student’s individual characteristics, preferences, and aspirations. This resource will talk through the important components of an ITP to support students in successfully transition from the school environment to post- school activities in education/training, employment, and independent living.
The Supports and Services section of the Individualized Education Program (IEP) ensures students receive the assistance they need to achieve their IEP goals. This resource outlines essential program components including accommodations and modifications, assessment participation, and special education and related services, to support students to engage with grade-level content, participate in extracurricular activities, and interact with nondisabled peers while progressing toward their goals.
