Individualized Education Programs
- What is an IEP?
- The IEP has the meaning given in 34 CFR 300.320.
300.320 Definitions related to IEPs. (a) Individualized education program. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with ss. 300.321-300.324.
- Information Update Bulletin 10.07 - Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports. Recorded Webinar - PowerPoint Presentation
- Questions and Answers on IEPs, Evaluations, and Reevaluations: OSERS--Questions and Answers on Individualized Education Programs (IEPs), Evaluations, and Reevaluations. OSERS issues this Q&A document to provide States, State educational agencies (SEAs), local educational agencies (LEAs), parents, and other stakeholders with information regarding the IDEA requirements relating to individualized education programs (IEPs), evaluations, and reevaluations.
- IEP & Placement Timelines 5/16/2013
- DRAFT--A Guide for Writing IEPs 12/2/2010
This technical assistance guide was updated to provide readers with an overview of how to develop a student's IEP within the framework of the IEP team meeting. This guide does not address evaluation or placement decisions.
The guide begins with an outline of the IEP development process (as completed during an IEP team meeting) and end product (components addressed in the IEP document). Following the outline, there is a summary of each component covered during a typical IEP team meeting. The appendices of the guide include IEP content examples for students of different ages representing a range of disability related needs. The examples illustrate the application of the IEP component summaries and are annotated to provide further guidance for the user. An IEP checklist, references and related resources are also provided.
This Guide is in draft form; comments regarding the usability, structure and readability are requested. Please send comments and suggestions to: email@example.com.
- DRAFT--A Guide to Connecting Academic Standards and IEPs (2009)
- Supplements the revised A Guide to Writing IEPs (see above)
- Was developed as part of a cooperative effort with the Great Lakes West Comprehensive Center at Learning Point Associates. The purpose of the guide is to help IEP teams develop useful and measurable goals tied to Wisconsin’s academic standards. It includes:
A set of guiding questions, descriptions and several exemplars (e.g. examples of IEPs related to academic standards).
The exemplars are developed for the academic areas of reading and mathematics and include only a portion of the present levels of academic achievement and functional performance, and measurable annual goals.
- Does not provide examples of present levels of academic achievement and functional performance, and measurable goals for disability related needs other than those related to reading and mathematics. It also does not address any other procedural requirements of the IEP process. That information is available in A Guide to Writing IEPs 2009.
- A PowerPoint presentation that can be used for training purposes.
This guide is in draft form; comments regarding the usability, structure and readability are requested. Please send comments and suggestions to: firstname.lastname@example.org.
- Common IEP Errors and Legal Requirements: PowerPoint - Handout, December 2008
- Introduction to Special Education
- IEP Goals and Objectives to Address Behavior - This Word document is (209 KB). - October 2002
- Behavioral Intervention Plans to IEPs - This PowerPoint is (2,639 KB) - October 2002
- Guidelines For Conflict Management in Special Education: A CADRE resource for IEP teams to enhance meeting effectiveness and communication
- Wisconsin Alternative Assessment Participation Checklist, Rev. 9/07
- Sample Special Education Forms
For questions about this information, contact email@example.com (608) 266-1781