IEP - Individualized Education Program
Resources for Writing Good IFSP Outcomes
- Rating IFSP Outcomes/IEP Goals: A Training Activity (2012)
(PDF: 2025kb) - a training guide developed by NECTAC to assist state and local early intervention staff and preschool special educators in understanding the criteria needed to develop and write high quality, participation based IFSP outcomes and IEP Goals.
OSEP resources related to IEPs and the IEP process:
- Topic Briefs on IEP
- Model IEP Form may be used by schools but is not required:
Word
(DOC: 57kb) | PDF (PDF: 43kb)
Families' role in IEP development
Families whose preschool children have developmental delays or other special education needs are important participants in the team process for developing an Individualized Education Program (IEP):
- Programs use a variety of assessment tools and strategies, including information from parents, to gather relevant functional and developmental information to assist in determining eligibility (see 34 C.F.R. §300.304-Evaluation procedures).
- A team of qualified professionals and the parent(s) of the child are involved in the eligibility decision see 34 C.F.R. §300.306-Determination of eligibility).
- The IEP team for each eligible child includes the parents of the child (see 34 C.F.R. §300.321-IEP team) and each public agency must take steps to ensure that one or both of the parents are present at each IEP Team meeting or are afforded the opportunity to participate (see 34 C.F.R. §300.322-Parent participation).
- Each public agency must also ensure that parents are members of any group that makes decisions on the educational placement of their child (see 34 C.F.R. §300.327-Educational placements).
Links on this site are verified monthly. This page content was last updated on 04/06/2012 JD.