IEP Time

IEP Time

Though Individualized Education Programs (IEP's) can have their anniversary dates at any time during the year, most IEP's are reviewed annually in the spring. Now is a good time for parents to think about and plan for what they would like to see in their child's IEP for the next school year.

Here are some questions to consider:

  • Has the current IEP worked well? What are the pluses and minuses of this year's program?
  • Has your child experienced any significant changes in the family, changes in medications or treatments since the last IEP was written?
  • Do you have adequate information about your child's present level of performance: Have you received progress reports? Do progress reports provide information to you about how your child is doing on the goals and objectives in the present IEP?
  • Are you aware of any testing that may need to be done? Is your child due for a comprehensive three year reevaluation? Under IDEA '97, it is not necessary to repeat all of the original standardized testing if there is enough information to show from the student's work samples and classroom performance whether or not a disability still exists. However, you can certainly ask for comprehensive testing if you think it is necessary.
  • Is behavior a problem for your child? Has your child had a recent functional behavioral assessment? Is there a need for a positive behavior plan in the next IEP?
  • Is your child receiving his or her education in the regular classroom? If not, would your child benefit from a regular classroom placement with appropriate supplementary aids and services? Remember your child does not need to be in a separate special education class in order to receive special education. Special education can be delivered in the regular classroom.
  • If your child requires supplementary aids in order to remain in the regular classroom, be sure that these supplementary services are outlined specifically in the IEP. Supplementary aids can include things like the use of a computer or communication device.
  • What academic goals do you think are realistic for your child? Be sure that the goals and objectives in your child's new IEP show connection to the general education curriculum. Does your child's IEP reflect high expectations for learning?
  • In order to benefit from education in the regular classroom, does your child require modifications of the regular curriculum or program? Does your child need a modified grading scale? Be sure that these modifications are clearly spelled out in the IEP.
  • How will regular education teachers be involved in the IEP process? Will next year's teacher or teachers participate in planning the program? How will the necessary curriculum modifications be communicated to all teachers?
  • What related services are necessary for your child to benefit from his or her education? Does your child need speech, additional tutoring, physical therapy, occupational therapy, transportation, rehabilitation counseling, social work services, school nursing, or school counseling in order to benefit from his or her education? If your child receives school counseling, there should be goals in the IEP related specifically to what is supposed to be accomplished in counseling.
  • Does your child take medication at school? How will it be administered and by whom?


As you prepare for the next IEP meeting, you may have some other questions or concerns. Please don't hesitate to call us! One of our KnowledgeQuest directors will gladly help you.

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