IEP STUDY FLASHCARDS

What does IEP stand for?

Individualized education program

What law requires IEP

IDEA (individuals with disabilities education act)

Where is the IEP defined in regulation

IDEA regulations

Is an IEP just a document

No, it's both a process and a document

What is the purpose of the IEP?

To ensure FAPE is available to every student in special education

Is an IEP just a document?

No, its both a process and a document

Who agrees to the IEP?

It is a legal contract between school and parents

What does IEP outline?

Communication, management, accountability, compliance, and evalution

How does the IEP function as a communication tool?

Serves as a contract between school and parents

What must schools document in the IEP for management purposes

A: How services will be provided, including special ed time, related services, and assistive technology.

Q: Once in place, what are schools accountable for?

A: Providing all services listed, implementing and revising as needed, showing good-faith efforts.

Q: How are IEPs used to monitor compliance with FAPE?

A: Agencies review them; schools must ensure all listed services are delivered at no cost to parents.

Q: What must annual goals include?

A: They must be measurable and include how progress will be tracked.

Q: Who can initiate a referral for an IEP?

parents or school

what must the school obtain before evalution?

informed parental consent

How long does the school have to determine eligibility after nosent?

60 days or less if state mandates

Once eligibility is found, when must the IEP team meet?

within 30 days

Are face-to face meetings required?

no, meetings can ve via conference call or video

Can amendments be added without rewriting the entire IEP?

Yes

Who are the required IEP team members?

A: Parents/guardians, ≥1 special ed teacher, ≥1 general ed teacher, LEA representative, evaluator, student (when appropriate).

Q: What qualifications must the LEA rep have?

A: Must supervise services, know the curriculum, and understand school resources.

Q: Who else may be part of the IEP team?

A: Related service providers, assistive tech experts, transition agency reps, and others with expertise (e.g., advocates, lawyers).

Q: Is parent participation required?

Yes, equal participation is a basic idea requirement

What notice must be given to parents?

Purpose, time, location, and attendees of the meeting

If divorced, which parent must be invited?

Custodial parent (or non-custodial if custodial cannot attend)

Can foster parents participate

yes, if recognized by the state

Can the IEP procees without parents?

Only if documented attempts to involve them were made

When did IDEA require teachers to attend IEP meetings

1997

Q: Is the current general education teacher required?

A: No, any general ed teacher is acceptable.

Q: What are the 8 components of the IEP?

-Present levels of academic achievement & functional performance (PLAAFP).

-Measurable annual goals.

-How progress will be measured.

-Special ed, related services, supplementary aids.

-Explanation of non-participation in general ed.

-Accommodations for assessments.

-Service start date, frequency, location, and duration.

-Transition/post-secondary goals.

Q: What does PLAAFP describe?

A: Problems that interfere with education.

Q: What must PLAAFP include?

A: Academic performance, test scores, health/sensory status, emotional & social development, vocational skills.

Q: When was "measurable" added to goals?

1997

What should annual goals reflect

Student needs to progress in general curriculum

What are the 4 components of a measurable goal?

Target behavior, conditions, criterion, timeline

What must be specified for services?

A: Amount, frequency, and duration.

Q: Are all students required to participate in state/district assessments?

A: Yes, unless an alternative is documented.

When were transition services added to IDEA?

1990

At what age must transition services being?

16 (federally) 14 (texas)

What should transition services include?

A: Activities based on student preferences/interests; objectives for employment, community, and daily living.

Q: How is IEP progress reported?

A: Often with a separate IEP report card.

Q: What kind of data must be used?

A: Objective (curriculum measures, ABA), not anecdotal.

Q: How often are placement decisions made?

A: Annually by the IEP team.

Q: What principle must placement follow?

A: Least Restrictive Environment (LRE).

Q: Can a completed IEP be presented at the meeting?

A: No, only drafts. Final agreement must be made in the meeting.

Q: What happens if no agreement is reached?

A: The previous IEP stays in effect.

Q: If partial agreement is reached?

A: Those areas are implemented immediately.

Q: Who must read and acknowledge the IEP?

A: All teachers and service providers.

Q: If a student attends private school, who is responsible for the IEP?

A: The home district.

Q: Who participates in ongoing assessment?

A: Teachers, service providers, parents, student, diagnostic personnel.

Q: When does ongoing assessment begin and end?

A: Begins at IEP development and continues until the next review.

Q: When is progress usually reported?

A: At the same time as general ed report cards (unless otherwise noted).

Q: When should data review occur before the IEP meeting?

A: 4-6 weeks prior.

Q: What happens if goals are mastered?

A: New goals are written.

Q: What happens if goals are not met?

A: The team discusses supports, alternative instruction, or changes in placement.