IEP (Individualized Education Program)
IEP Process and Information
The A legal document that describes a studentâ€™s learning needs, the services the (IEP) is a written record of the special education services a student will receive for one calendar year. The organization and contents are highly standardized by law to maintain consistency from state to state and district to district. Seattle Public Schools uses online computer software, IEP Online, to compile all IEPs.
While the structure is standardized, the contents are individualized to each student.
IEP implementation and maintenance is a repetitive cycle intended to grow and adapt with each individual student.
IEP Contents and Documents
Information in the IEP is recorded in narrative, table, or multiple-choice checkbox formats in a standardized by the template. The format of an IEP is standardized, but the details are specific to each student.
IEP Team Meetings
The A team including parents and school officials that develops and monitors an creates, reviews, and revises the student’s IEP. Each A team including parents and school officials that develops and monitors an meets at least once a year to review their student’s IEP.
Students in Seattle Public Schools
The IEP start date is listed on the signature page of the IEP and this is when implementation begins. Once the IEP is completed, a team led by the case manager will provide the services and/or accommodations included in the document for one year until the next IEP is written.
Private School and Homeschooled Students
Students voluntarily attending approved private schools or homeschool have two service delivery options: dual enrollment or a service plan. IEP implementation may vary depending on the option selected.
Link to Learn
IEP Implementation The Center for Parent Information and Resources (CPIR) serves as a central (CIPR)
Annual IEP Renewal and Amendments
IEPs must be reviewed annually at minimum. This is called an Annual IEP Review. The IEP Review must be completed within one calendar year of the previous A conference between parents and school officials to develop, review, and revise date. The team will determine how the existing IEP is serving the student and what changes are necessary.
Additional IEP meetings may be convened when:
- A student has received a formal assessment
- An A team including parents and school officials that develops and monitors an member, including the parent/guardian, requests a meeting to develop, review, or revise the A legal document that describes a studentâ€™s learning needs, the services the (should be considered when there are concerns that a student is not making progress or has exceeded expectations)
- When a change of placement is considered or selected by the A team including parents and school officials that develops and monitors an
- There is a change is eligibility category or a change of areas of service, including SDI, Related Services, or Any item, piece of equipment, or product system, that is used to
- To conduct a manifestation determination on disciplinary issues
- Following a 3-year or off-schedule reevaluation
Parents are invited and expected to participate in all of the A team including parents and school officials that develops and monitors an meetings, including annual renewals.
Maintaining and Revising Services
Measuring student progress is a crucial step in the IEP process.
10 Defusing Phrases to Use at IEP Meetings from Understood.org
Service Types in the IEP
Four types of services are defined in the IEP: special education services, related services, supplementary aids and services, and transportation services.
Special Education Services
Special education services are academic, functional or behavioral instruction that differs from the general education curriculum. It is specially designed for the individual student’s needs. Under The Individuals with Disabilities Act (IDEA) it is called Teaching strategies and methods used by teachers to instruct students with learning (SDI).
Related services are a broad category encompassing any services that assist a student to access and gain benefit from their special education services. Related services may include: speech-language pathology and audiology, interpreting (sign-language), psychological, physical and occupational therapy, recreation, identification and assessment, counseling, A significant and immediate consequence of visual impairment is the restriction in (for vision impaired), medical, nursing, social work, or parent counseling and training services.
Supplementary Aids or Services
The term “supplementary aids and services” means aids, services, and other supports that are provided in general education classes or other education-related settings to enable students eligible for special education to be educated with nondisabled students to the maximum extent appropriate in accordance with the The legal right of a student who has a disability to be requirements.
These services, like accommodations and modifications, support a student’s participation in their education. The difference is that they fall outside of the scope of what the general education teacher is expected to adjust. They may include additional staffing resources, specialized equipment, Any item, piece of equipment, or product system, that is used to, or modified materials for instruction.
Transportation services include: travel to and from school and between schools, travel in and around school buildings, and adapted busses, lifts, and ramps if required.
IEPs for Students not attending SPS
Students not attending SPS include those voluntarily enrolled by their parents in private school settings, home schooled students, and those in contracted placements.
Regardless of their daily school setting, all qualified students must have an Individual Education Plan (IEP) that fully and accurately reflects his or her evaluation and areas of qualification. Therefore, no difference should exist between the IEP of a student not enrolled in Seattle Public Schools.
The delivery of services for students not attending SPS may be different.
Students Entering the District with an IEP
Students of any age transferring into the District with an IEP must first enroll in the District through the Admissions Department.
Parents/Guardians must notify Admissions that their student has a pre-existing IEP. This triggers an out of District placement process including: review of the existing evaluation and IEP, forwarding of existing materials to the student’s new assigned school, or recommendation for reevaluation.
If a reevaluation is recommended, services equivalent to the existing IEP will be provided until a new IEP is in place.