Individual Education Plan
Identification & Assessment:
identification is an essential element of successful program planning
for students with special needs. Students may be identified before they
enter the schol system. In such cases, existing assessment and
programming information will be requested without delay to permit
planning. Students with special needs who have been identified prior to
enrollment, or when students have obvious and severe special needs which
have not been previously identified will be immediately assessed. The
school-based team should respond promptly to a teacher's request for a
determination of the need for assessment planning and intervention.
Referral to the School-Based Team:
the request of the referring teacher or parent, the team provides
support through extended consultation on possible classroom strategies,
helps plan for and coordinate services for the student, provides access
to additional school, district, community or regional services, and
provides planning for the coordination of services in the school. Team
members are resource teacher, psychologist, administrator, parents and
district resource staff as needed.
IEP should define:
- What should be taught, with how each goal or objective will be met.
- Modifications and accomodations needed in regular education setting.
- Behavior plan, with goals and objectives, if the child's behavior is identified as a concern by the team.
- Special education and related services to be provided for the student.
- Where it will be taught and if changes in school buildings are needed.
- When the program will begin, how long it will be provided, and when it will be reviewed.
- Why the plan is needed, based on the assessment of the student's needs.
- Parental approval with written consent before starting the program.
- The written report of the assessment is made available to the parents.