Once the eligibility team has determined that the student has a disability and requires special education, the IEP Team meets to develop a written individual education program (IEP). The IEP is based on the needs of the student as identified through the assessments.(Reg. 300.340)

The Individuals with Disabilities Act (IDEA) states that an Individualized Education Program (IEP) must be developed for each student found eligible for special education and related services. The IEP is a written document which outlines the plan developed to meet the unique needs and enhance the strengths of your child. The Joint School District #2 encourages extensive family participation in the development of your child's IEP and views the IEP meeting as a communication vehicle between parents and school personnel. This enables you to work with the professional staff as equal participants to jointly decide what the child's needs are, what services will be provided to meet those needs, and what the anticipated outcomes will be.

When you attend the IEP meeting you are a full participating member of the IEP team. The IEP team is composed of the following members:

• Parent of the student
• The student (when appropriate)
• Special education teacher(s),General education teacher(s)
• A district representative, such as building principal or other administrator
• Someone who can interpret evaluation results and instructional implications
• Other individuals with knowledge or expertise regarding the student (such as related service personnel), at the discretion of the parent or district.

The IEP team is responsible for developing the IEP, which will serve as the blue print for your child's services for a period of 1 year. The IEP that you help develop will need to contain the following: (Reg. 300.347)

1. A statement of the student's present level of performance, including how the child's disability affects the child's involvement and progress in the general curriculum;
2. Mutually agreed-upon, measurable annual goals and short-term instructional objectives;
3. A statement of special education and related services, and supplementary aids and services to be provided to the child;
4. An explanation of the extent, if any, that the child will not participate with nondisabled children in the regular class;
5. A statement of individual modifications needed for state or district-wide assessments of student achievement, or a statement as to why the child will not participate in these assessments and how the child will be alternately assessed;
6. Projected dates for the services to begin and the anticipated frequency, location, and duration of these services;
7. A statement of how the student's progress toward goals will be measured and how you will regularly be informed of the progress.
8. Beginning at age 14, a statement of needed transition services for student.

We want you to feel comfortable with the IEP process. Our staff is committed to making this experience positive for you. It is our desire to develop a plan that will provide a quality education for your child. During the IEP team meeting, we will listen to your suggestions and guide the process of developing the IEP. It is important that you understand what is being proposed. Some suggestions that may help you to prepare for the IEP meeting include:

• Ask Questions
• Review your child's educational file
• Visit your child's school
• Talk to your child
• Talk to your child's teachers
• Make a list of the goals that you feel are appropriate for the student.

REMEMBER:
As a parent, you know your child better than anyone; therefore, it is essential that you take an active role in developing an appropriate IEP.

Additional parent assistance in understanding the IEP process can be obtained from:

Idaho Parents Unlimited, Inc. (IPUL)
Parent Education and Resource Center
4696 Overland Road #478
Boise, Idaho  83705
(208) 342-5884