An Individualized Education Program, or IEP, is developed for students who are eligible for special education and related services. The IEP is a written document designed to meet the student’s unique needs. IEP teams will consider the following information when developing an IEP:

  • the strengths of the student and the parent’s concerns about his/her child’s education;
  • the results of the first or most recent evaluation;
  • the student’s academic, developmental, and functional needs;
  • behavior intervention strategies and supports if the student’s behavior interferes with learning;
  • the student’s language needs if he or she uses a language other than English;
  • instruction in Braille and the use of Braille, unless inappropriate, if the student is blind or visually impaired;
  • the communication needs of the student;
  • the student's need for benchmarks and short-term objectives;
  • the student’s language and communication needs if he or she is deaf or hard of hearing; and
  • any need for assistive technology devices and services. 

In addition, IEPs will include the following information:

  • present levels of academic achievement and functional performance;
  • measurable annual goals;
  • how the student’s progress toward the annual goals will be measured;
  • participation in state and division-wide assessments;
  • special education and related services to be provided;
  • dates and locations – when, where , how often services will be provided; and
  • explanation of the student’s nonparticipation in general education classes / activities.

For students ages 14 and older, the IEP will contain information regarding the student’s post-secondary goals related to training, education, employment, and, if appropriate, independent living skills.

At least one year before the student reaches the age of 18 (age of majority), the IEP must include a statement that the student and the parent have been informed of the rights that will transfer from the parent to the student at the age of 18.

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