Information Which Must Be Included in the Individual Educational
Program (IEP)
The following represents a list of the information which must
be included in your child's Individual Educational Program (IEP).
Be sure to review this list before the Pupil Evaluation Team (PET)
meeting so that you will be prepared to discuss each of these
items and offer your ideas, concerns and recommendations (MSER,
Chapter 101, section 10.2, page 53)
- A statement of present levels of educational performance,
(10.2A) what limits performance, and a description
of your child's disability. The term "present level of
performance," means how your child is doing now in academic,
affective and motor skill areas. This statement of present level
of performance should also state how your child's disability
affects involvement and progress in the general curriculum (Learning
Results). This can be based on all or some of the following:
- An assessment of physical, social and intellectual
development
- Age
- Learning style
- General health
- Physical capabilities
- Learning ability
- Strengths and needs
FMI: See Present Level of Performance
- A statement of measurable annual goals (10.2B).
Annual goals should be written so that all parties involved
can easily understand them. They should also state what can
reasonably be expected during the effective dates of the IEP.
There must be a direct relationship between the annual goals
and the present levels of educational performance. It is important
this section contains specific criteria to measure the student's
progress towards these goals.
- Short-term objectives are statements of progressive
steps toward the annual goal. IEP objectives provide general
benchmarks for determining progress towards meeting the annual
goals. Progress on short-term objectives will be reported as
often as progress for students without disabilities (10.2G).
These reports will help the PET assess how well the identified
strategies for reaching the short-term objectives are working.
- A description of the Special Education Services (10.2C).
FMI Short Term Objective samples.
Special Education Services (MSER 101, section
5, pages 20-27) are educational services specially designed to
meet the unique needs of a student with a disability provided
at no cost to the parent.The following are examples of Special
Education Services.
- Monitoring Services (5.4)
- Consultation Services (5.3)
- Direct instructional services (5.5)
- Qualified staff (5.6)
- Tutorial services (5.8)
- Transitional services (5.13)
- Physical education adapted PE, movement education,
motor development (5.14)
Supportive Services (MSER 101, section 6, pages 27-37)
are the services needed in order to benefit from their special
education program. Supportive services must be specifically identified
in the IEP. Supportive Services include, but are not limited to:
- Medical Evaluations to identify the student's disability
(6.2B)
- Contracted Special Education Services (6.3)
- Audiology (6.4)
- Counseling Services (6.5)
- Hearing Aids (6.6)
- Interpreter Services/Transliterator Services (6.7)
- Occupational Therapy (6.8)
- Physical Therapy (6.8)
- Orientation and Mobility Services (6.9)
- Parent Counseling and Training (6.10)
- Psychological Services (6.11)
- Recreation Services (6.12)
- Rehabilitation Counseling Services (6.13)
- School Health Services (6.14)
- Social Work Services (6.15)
- Special Education Equipment including Assistive Technology
Device Service (6.16)
- Transportation (6.17-6.18)
- The dates of initiation, frequency, location, and
duration of the special education and supportive services, supplemental
aids and services and modifications (not to exceed 12 months).
This means that the IEP should define when the services will
start, how often they will be provided, who is responsible for
providing them, where they will be provided and for how long.
(10.2D)
- An explanation of the extent, if any, to which the
student will not participate with nondisabled students in the
regular class and in extracurricular and other nonacademic activities.
If the student is going to spend a portion of the school day
outside the regular classroom setting, or will not have an opportunity
to join their peers in sports, drama, art, or other activities,
the IEP must explain the reason why. (10.2E)
- A summary of any necessary transportation services
to be provided through special education. The school is responsible
for providing transportation to attend a special program or
to receive any of the services in the IEP.
- A statement of how progress towards the annual goals
will be reported. You must be informed at least as
often as parents of children without disabilities are informed.
(10.2G)
- A statement of any accommodations or modifications
in the administration of the Maine Educational Assessment (MEA)
(4th, 8th, & 11th grades), or a statement of why it is not
appropriate to take the MEA. (10.2H)
FMI: See Policies And Procedures For Accommodations
& Alternate Assessment To The MEA on pages 6.WS.5 - 6.WS.8.
- Beginning at age 14 and updated yearly, a statement
of the transition service needs for the student. Transition
services will address preparation for your child's life after
school as an adult. (10.2I)
FMI: See Chapter 9 - TRANSITION PLANNING.
- Beginning at least one year before the student reaches age
18, a statement that the student has been informed of
their special education rights under federal and state
laws. Age 18 is referred to as the "age of majority,"
when your child legally becomes an adult student.
(10.2J)
FMI: See AGE OF MAJORITY in Chapter 9.
