Individual Education Plan (IEP)
An IEP is developed at an IEP meeting in which students and parents are invited to actively participate as IEP team members. The written IEP
- describes the student’s special needs
- describes student progress and defines goals in the following areas: academic, behavioral and transitional
- explains how the student, school, and parents will work together to meet these goals
- is an offer of District services, not a guarantee that goals and objectives will be accomplished
THE IEP MEETING
Purpose – The meeting is usually one of the following: an initial review for special education services (including eligibility); an annual review: a three year review; change of educational placement; etc.
Who Attends – Those in attendance include teachers (special education and general education), parents, the student, a school administrator, others as needed such as a counselor, school psychologist, etc.
What to Bring – Participants bring knowledge of the student’s accommodations and progress, samples of the student’s recent work and questions for staff.
Confidentiality – All information covered in the meeting is confidential.
ACCOMMODATIONS vs. MODIFICATIONS
During the IEP meeting it is decided whether or not a student needs accommodations or modifications to reach the IEP goals. The difference between the two is as follows:
- Working with regular curriculum and standards
- Does not change the content of the course
- Does not fundamentally alter or lower the standard or expectation of the course, standard, or test.
- Student will earn regular credit for course and is eligible for a high school diploma
- Altering the curriculum to match individual needs
- May change the content of the course
- Fundamentally alters or lowers the standard or expectation of the course, standard, or test
- Student will earn “Modified” credit and may not be able to pass the California High School Exit Exam (CAHSEE) or other graduation requirements.