What is an individualized education program (IEP)?

An individualized education program (IEP) is a written statement outlining the plan for providing an educational program for a disabled student based on the unique needs of that student. It must include, for example:

           The classification of the student's disability.

·           The present levels of the student's educational performance and the individual needs of the student, according to the child's level of academic or educational achievement and learning characteristics, levels of social and physical development, and management needs.

·           The recommended special education program; the class size, if appropriate; and the extent to which the student will participate in regular education programs and an explanation of the extent to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities.

·           The measurable annual goals, including benchmarks or short-term objectives, related to involving the child in the general curriculum.

·           A statement of how the child's progress toward the annual goals will be measured and how the child's parents will be regularly informed of the child's progress.

·           The special education, related services and supplementary aids and services to be provided to the child, or on behalf of the child.

·           The program modifications or supports for school personnel that will be provided for the child to advance appropriately toward attaining the annual goals, to be involved and progress in the general curriculum and to participate in extracurricular and other non-academic activities; and to be educated and to participate with other students with disabilities and nondisabled students.

·           The individual modifications needed in the administration of state or districtwide assessments of student achievement for that child to participate in such assessments.

·           The projected date the student will begin receiving special education and related services, the frequency, location and amount of time per day he or she will receive services, whether the student is eligible for a 12-month educational program (and the name of the service provider for July and August), and a projected date to review his or her need for these services.

·           Beginning at age 14 and updated annually, a statement of the transition services needs of the child under the applicable components of the child's IEP that focuses on the child's course of study during the student's secondary school experience such as participation in advanced placement or vocational education courses.

·           Any necessary transition services beginning at age 15 (or younger, if appropriate), which focus on activities designed to promote the child's movement from school to post-school experiences and any needed linkages.

·           Beginning at least one year before the child reaches age 18, a statement that the child has been informed of his or her rights under IDEA, if any, that will transfer to the child on reaching 18.

·           The student's recommended placement (20 USC § 1414(d)(1)(A); 34 CFR § 300.347; 8 NYCRR §§ 200.1(y), 200.1(fff), 200.4(d)).

            School districts must ensure that personnel responsible for implementing or assisting in the implementation of an IEP understand their responsibilities and receive a copy of the IEP or are provided an opportunity to review it prior to implementation (§ 4402(n); 8 NYCRR §§ 200.2, 200.4(e), 200.16)).