At the beginning of the meeting, all participants will be asked to sign and date an attendance sheet. This signature does not indicate consent or approval of the IEP. When an initial IEP has been developed, parental consent is required to implement the initial IEP. The program and services will not begin prior to signed consent.
Present levels of educational performance
During the initial IEP Meeting, the student’s present levels of educational performance will be discussed, including how the child’s disability affects involvement and progress in the general education curriculum. For preschool children there will be a description of how the disability affects the child’s participation in appropriate activities. The sources of information including evaluation data, teacher reports, classroom observations, and other relevant information will be listed. The strengths of the student and the concerns of the parent will also be stated as well as the interests and preferences of the student, if age 14 and older.
Least restrictive educational setting
A determination must be made as to the least restrictive educational setting (LRE) in which the student can receive educational benefit from special education services. LRE is typically the student’s neighborhood school. This is always considered first for placement, however, the IEP may be delivered in another school in the district, another public school district or a state approved school for special education students if that is considered the LRE for that particular student. Educational placements range in levels of restriction, including class size, student-teacher ratio, and degree of inclusion. The progression of services is as follows:
- General Education with Supplementary Aides/Services
- Resource Program/Support
- Resource Program/Replacement
- Special Class – In District
- Out of District Placement
- Temporary Home Instruction
The IEP will explain the extent, if any, to which the student will not participate with nondisabled peers in the general education class and in extracurricular and nonacademic activities, and determine whether the student needs an extended school year (ESY) program.
Additional IEP Components
The IEP team may determines that the student needs a particular device, service, or assistive technology to address behavior, communication, language, hearing, or vision.
Annual measurable goals may be developed that are related to the core curriculum content standards through the general education curriculum unless otherwise required according to the student’s educational needs. Method of progress reporting will be addressed.
Participation in district and state assessment will be addressed; and, if necessary, modifications and or accommodations will be developed.
Transition Planning for Ages 14+
Beginning at age 14, a transition plan for the student’s future will begin to be developed. A statement will be written about the student’s interests and preferences and post-secondary plans. The IEP will also identify the State and local graduation requirements that the student will be expected to meet for graduation. If the student is exempted from meeting any of the graduation requirements, or graduation requirements are otherwise modified, this is addressed with a rationale. At age 16, the IEP will list the multi-year plan for promoting movement to the student’s desired post-school outcomes.
Transfer of Rights for Ages 18+
At least three years before the student’s 18th birthday, a statement advising both parent and student of the transfer of rights at age 18 will be included in the IEP.
Parent preparation for an IEP meeting
To help you prepare for scheduled IEP meetings for your child, you might find it useful to use the following form as an outline for questions or concerns you may have. As you can see, there are several topics that you may want to present to your child's case manager. This will enable all concerned to have a more productive meeting.
Click here for a printable version.
- My child's strengths (abilities, interests) academically and socially:
- What my child has learned this year (in and outside of school):
- What is difficult for my child to do in school:
- What helps my child learn:
- My goals for my child for the next school year:
- My questions or concerns:
A Learning Resource Center Project/SPAN co-sponsored training activity. Funded by the NJ State Improvement Grant: Partnerships for Access, Equity, and Outcomes and I.D.E.A. Part B.
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