WHAT THE CLASSROOM TEACHER SHOULD KNOW ABOUT IEPs
An Individualized Educational Program (IEP) is required for all students who have been identified as having exceptional needs. The IEP is not a contract for results, but a contract for services. The IEP is a written statement developed in a meeting of the Educational Assessment Service team. The IEP shall include 1) present levels of the pupil's educational functioning, 2) long-range goals and annual objectives, 3) specific special educational programs and services required by the pupil and the extent the pupil will participate in regular educational programs, 4) the projected date for initiation and anticipated duration of such programs and service, and 5) appropriate objective criteria upon which to determine whether the instructional objectives are being achieved.
The IEP shall include provisions for the transition into the regular class program if the pupil is to be transferred from a special day class or center or nonpublic school into a regular class in a public school. In addition to the long-range goals and annual objectives included in the pupil's IEP, the special education teachers or specialists of the pupil shall develop and periodically review and revise the pupil's written short-term objective and activity for each pupil.
A secondary grade level pupil's IEP shall also include any alternative means and modes necessary for the pupil to complete the district's prescribed course of study and meet or exceed the proficiency standards for graduation.
It is the intent of the Legislature in requiring IEP that the educational agency be responsible for
providing the services delineated in the individualized education. However, the Legislature recognized that some pupils may not meet or exceed the growth projected in the annual goals and objectives of the pupil's IEP.
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