IEP – Individualized Education Program

An IEP, or Individualized Education Program, is a legal document that a public school must write for every child who qualifies for special education under the Individuals with Disabilities Education Act (IDEA). It describes how the child is doing now, sets measurable annual goals, and lists the special education, related services and supports the school will provide. The IEP is created by a team that includes the parents, and it is reviewed at least once a year.

IEP meaning: what does IEP stand for?

IEP stands for Individualized Education Program. People also say "individualized education plan" or "individual education plan." The meaning is the same: a written plan built around one student, not a program for a whole class.

The IEP is the main tool schools use to deliver a free appropriate public education (FAPE). It tells parents and school staff exactly what services the child will receive.

IEPs cover children from age 3 through 21 (the exact upper age depends on state law). Babies and toddlers from birth to age 3 receive early intervention services under a different plan, called an Individualized Family Service Plan (IFSP). Children whose parents choose a private school do not have an individual right to an IEP; they may receive some services from the public school district through a services plan.

Who qualifies for an IEP?

A student qualifies for an IEP when the child has a disability in one of the 13 IDEA categories and, because of it, needs special education and related services to make progress in school. A diagnosis alone is not enough.

The 13 IDEA categories are autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment including blindness. States may also use "developmental delay" for children ages 3 through 9.

The IEP process step by step

1. Identification and referral. Schools have a duty under Child Find to locate and evaluate children who may have a disability. Parents and teachers can also ask for an evaluation, ideally in writing.
2. Evaluation. The school must get written parental consent before the first evaluation. The evaluation must be finished within 60 days of receiving consent, or within the timeline your state sets. It must look at all areas of suspected disability.
3. Eligibility decision. A group of qualified professionals and the parents review the evaluation results and decide whether the child is a "child with a disability" under IDEA. If parents disagree with the school's evaluation, they may ask for an independent educational evaluation (IEE) at public expense.
4. IEP meeting within 30 days. Once a child is found eligible, the school must hold a meeting to write the IEP within 30 calendar days.
5. Consent and services. Parents must give written consent before special education services start for the first time. After that, services should begin as soon as possible.
6. Progress reports. The school measures progress toward each goal and reports it to parents as stated in the IEP.
7. Annual review. The IEP team meets at least once a year to review progress and write a new IEP. Parents can ask for a meeting at any time.
8. Reevaluation every 3 years. A reevaluation must happen at least once every three years, unless the parent and school agree it is not needed. It may not happen more than once a year unless both agree.

Who is on the IEP team?

Under 34 CFR 300.321, the IEP team must include:

• The child's parents or guardians
• At least one general education teacher, if the child is or may be in a regular classroom
• At least one special education teacher or special education provider
• A school district representative who knows the general curriculum and can commit school resources
• Someone who can explain what the evaluation results mean for instruction, such as a school psychologist
• Other people with knowledge or special expertise about the child, such as a speech-language pathologist
• The student, whenever appropriate, and always when transition planning is discussed

What must be in an IEP? (34 CFR 300.320)

The form looks different from state to state, but every IEP must contain:

• Present levels. A statement of the child's present levels of academic achievement and functional performance (PLAAFP), including how the disability affects involvement and progress in the general education curriculum.
• Measurable annual goals. Academic and functional goals that are specific enough to track. Many teams use the SMART format. Children who take alternate assessments must also have benchmarks or short-term objectives.
• Progress measurement. How progress toward the goals will be measured and when parents will get progress reports.
• Services and supports. The specially designed instruction, related services (such as speech therapy, OT or counseling), supplementary aids and services, and program modifications or supports for school staff.
• Participation with nondisabled peers. An explanation of how much, if at all, the child will not take part in the regular class and activities. This is tied to the least restrictive environment (LRE) rule.
• Testing. Any accommodations needed on state and district tests, or why an alternate assessment is more appropriate.
• Service details. The start date, frequency, location and duration of each service.
• Transition services. Starting with the IEP in effect when the child turns 16 (or earlier if the team decides), measurable postsecondary goals and the transition services needed to reach them. See individualized transition plan.
• Transfer of rights. At least one year before the student reaches the age of majority under state law, a statement that the student has been told which rights will transfer to them.

The team must also consider "special factors" when they apply, such as behavior supports, Braille, communication needs of a child who is deaf or hard of hearing, English language needs and assistive technology.

IEP vs 504 plan

An IEP and a 504 plan both help students with disabilities, but they come from different laws and do different jobs.

• Law. IEPs come from IDEA, a special education law. 504 plans come from Section 504 of the Rehabilitation Act of 1973, a civil rights law.
• Who qualifies. An IEP requires one of the 13 disability categories and a need for special education. Section 504 covers any physical or mental impairment that substantially limits a major life activity, such as learning, reading or concentrating.
• What it provides. An IEP provides specially designed instruction, related services and measurable goals. A 504 plan usually provides accommodations that give equal access to the general classroom, such as extra time or preferential seating.

A child who does not qualify for an IEP may still qualify for a 504 plan.

Tips for parents

• Put requests for evaluations and meetings in writing and keep copies.
• Ask for evaluation results before the IEP meeting so you have time to read them.
• Check that every goal is measurable and that each service lists how often, how long and where it happens.
• Read the procedural safeguards notice. It explains your rights, including prior written notice, mediation, state complaints and due process hearings.
• Track progress reports and request a meeting if your child is not making progress.

Frequently asked questions about the IEP

Is an IEP the same as special education?

Not exactly. Special education is the specially designed instruction and services a child receives. The IEP is the written document that describes those services. Every student who receives special education under IDEA has an IEP, so "a child with an IEP" usually means a child who is eligible for special education.

Is an IEP for ADHD or autism?

It can be. Autism is one of the 13 IDEA categories, and ADHD is often covered under "other health impairment." But a diagnosis alone does not qualify a child. The disability must affect learning so much that the child needs special education. Students with ADHD who only need accommodations often receive a 504 plan instead.

Do IEPs follow a student to college?

No. IDEA ends when a student graduates with a regular diploma or ages out. Colleges do not write IEPs, but students with disabilities can request accommodations through the college's disability services office under Section 504 and the ADA. When the IEP ends, the school must give the student a summary of their academic achievement and functional performance, which can help with that request.

How often is an IEP reviewed?

At least once every 12 months. The team can review and revise it more often, and parents can request a meeting at any time. Parents and the school may also agree to make changes without a full meeting through a written amendment.

Can parents disagree with the IEP?

Yes. Parents can raise concerns at the meeting, ask for another meeting, request an independent evaluation, or use mediation, a state complaint or a due process hearing. While a formal dispute is pending, the stay-put provision generally keeps the child's current placement in place.