22 Iep 0112

What is an IEP?
Under the Individuals with Disabilities

Education Act (IDEA), every child who receives
special education must have an Individualized
Education Program, or IEP. An IEP is a
written education plan developed by a team of
professionals and the childs parents, after the
child has been evaluated and found to be
eligible for special education supports and
services. The plan outlines the types of
supports that will enable the child to participate
in and benefit from the general education
curriculum. Once an IEP is developed, schools
are required to follow it as outlined. If the child
changes schools, the receiving school must
continue to follow the current IEP until a new
IEP is written, again with parent participation.
An IEP must be reviewed at least once
annually; however, additional meetings may be
requested by the parent to discuss or make
changes to the current plan. Meetings must be
at times that are convenient for parents;
conference calls or other ways can be used to
allow parents to participate.
Who is Involved in an IEP Meeting?
An IEP team consists of the following:
The parent(s) or guardian(s) of the child.

The student (must be invited at age 15
when discussing transition, or before,
as appropriate)
A regular education teacher.
A special education teacher or provider.
An administrator, or representative of the
district who is knowledgeable about the
general education curriculum, qualified to
provide/supervise special education
services, and able to commit resources.
A related service provider(s) who can
interpret the evaluation results, such as a
school psychologist or diagnostician.
Others: family members, advocates,
specialist as invited by the parents.
What does an IEP contain?

Present Levels of Academic Achievement
and Functional Performance (PLAAFPs):
These describe the level at which the child is
currently performing. They should:
Describe the child in a positive way.
Reflect parents concerns & priorities.
Include strengths and needs.
Include results of the most recent
evaluations.
Include the students level of academic
achievement and developmental and
functional performance in all
developmental and functional areas.
Annual Goals: Goals must be measurable,
meaningful and attainable in one year. Goals
must enable the child to be involved in and
make progress toward the general education
curriculum. Goals must address other
educational needs that result from the child's
disability, including behavior, and academic
and functional goals.
Statements of Progress: Along with goals,
the IEP should include:
How often progress reports will be
provided to parents that show the
progress a child has made on his or her
goals.
How progress toward goals will be
measured and by whom. If a child is not
showing progress on a goal, then the
team must discuss if changes to the IEP
are needed.
Services: The IEP should list the services that
will be provided, such as special education,
speech, physical or occupational therapy, etc.
Each service should have start/finish dates;
frequency; duration; location; who will provide
the services; and delivery method (individual or
as a group in class).The supports it will take to
include the child in non-academic and extracurricular activities should also be listed.
Accommodations: These are adjustments
that are made to the childs environment to
enable him or her to more successfully

participate in the learning experience. (i.e.
extended response time, use of a calculator,
and having instructions read aloud).
Participation in Assessments: The IEP will
indicate which of the state and district-wide
assessments (such as PAWS or PAWS-Alt,
and/or MAP) the child will participate in and
what, if any, accommodations will be available
on those assessments.
Special Factors: This section addresses
needs such as behavior, limited English
proficiency, Braille and communication for
students with visual and hearing impairments,
and assistive technology.
Transition: For students ages 16 and older,
the IEP must contain postsecondary goals to
address the childs needs after high school.
How are decisions about the IEP made?
What if I disagree?
IEP decisions are made by consensus, not a
team vote. Every member of the IEP team has
input in IEP decisions, including the parents.
IEP decisions should not be based on the
feelings of individual or collective team
members. Rather, IEP decisions should be
supported by data related to the childs
progress, behavior, etc. When questions arise,
team members should ask, Wheres the
data?
Basing IEP decisions on data minimizes
disagreement among team members. If
disagreements do arise, they can often be
solved within the team through tactful
communication and problem-solving.
However, if parents need help resolving
disputes, they may:
Talk with the childs teachers, case
manager, and/or principal.
Submit concerns in writing, providing
copies to the school team.
Request an additional IEP to discuss
concerns.
Consult a parent advocate and invite

them to the IEP meeting (Call PIC!)
Contact the districts special education
director. Follow up by putting the concern
in writing, and send it to the special
education director.
If the dispute is still not resolved, contact
the WY Dept of Education to request a
due process hearing.
How Can I Make the
Most of My Childs IEP Meeting?
Request copies of the IEP and evaluation
reports in advance. When reviewing the IEP,
consider the following:
Are the goals measurable?
Do the goals make sense?
Is my child in the general education
classroom for all or part of the day?
Why or why not?
Does the IEP list appropriate
modifications and accommodations?
Is the school expecting the kind of
progress I believe my child can make?
Is my child expected and able to meet
graduation requirements?
Before the meeting:
Make a list of questions, topics to
discuss, and concerns to address
during the meeting.
Visit your childs classroom(s) and talk
with his or her teacher(s).
Get input from your child as far as what
he or she likes and dislikes about
school and what he or she would like to
have changed.
Other tips:
Know your childs rights.
Build positive partnerships with school.
Ensure that what is needed and agreed
upon is written down.
Follow up and follow through!
For more information

about IEPs and the IDEA
CONTACT:
Parent
Information
Center
Individualized
Education
Programs (IEPs)
Disability Brochure #22
500 W. Lott St, Suite A

Buffalo, WY 82834
1-800-660-9742 (WY only)
(307) 684-2277 (307) 684-5314 (fax)
[email protected]
www.wpic.org
To talk with the
PIC Outreach Parent Liaison
in your area, contact:
PHP of WY is a non-profit, 501(c) 3

organization; therefore, your donation is
tax deductible. We welcome all donations.
Every donation helps us strengthen our
network of support for families.
*Sources: Negotiating the Special Education
th
Maze: 4 edition.
IDEA Parent Guide, National Center for
Learning Disabilities.
The contents of this brochure were developed under a
grant from the U.S. Department of Education. However,
the contents do not necessarily represent the policy of
the Department of Education, and endorsement
by the Federal Government should not be assumed.
Making the Most of

Your Childs Program
Parent Information Center

1-307-684-2277
A project of
Parents Helping Parents
of Wyoming, Inc.

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What is an IEP?

Under the Individuals with Disabilities

The parent(s) or guardian(s) of the child.

What does an IEP contain?

enable him or her to more successfully

Consult a parent advocate and invite

For more information

500 W. Lott St, Suite A

PHP of WY is a non-profit, 501(c) 3

Making the Most of

Parent Information Center

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