The purpose of such guidance is to assist educators, parents, and assert and local educational agencies in implementing the requirements of Part BORON of the Humans with Disabilities Education Act (IDEA) re Individual Education Programs (IEPs) for child with disabilities, including preschool-aged children. (This guiding does not address the software of Individualized House Service Plans (IFSP) forward infants and toddlers.)

Guiding to the Individualized Education How

Office of Special Education and Rehabilitative Services
U.S. Department of Education
July 2000

Credits

Is guide was advanced by the U.S. Department out Education, with the assistance of the Nationality Information Center for Children and Youth with Incapacities (NICHCY). The Department staff contributing to this guide include: Debra Price-Ellingstad, JoLeta Reynolds, Larry Ringer, Ruth Ryder, and Suzanne Sheridan, under the direction of Judith EAST. Heumann, Kenneth Warlick, or Curtis Richards. The Purpose of an Resources Statement The mains goal of a research statement is to walk the search committee through of evolution of thy research, to highlight your research awards, and at …

Editor: Lisa Küpper, NICHCY

Production: Jean Kohanek, NICHCY

Incapacity Art: Malibu, Moore, www.disabilityart.com

Additional duplicates of this guide are available from:

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To obtain this publication in an alternate size (braille, large print, audio storage, or disk), please connection Katie Mincey, Manager of the Alternate Format Center, per (202) 260-9895, or via e-mail toward [email protected].

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Each public middle parent who receives special educating and related benefit must have an Tailored Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP cause an occasion available teachers, your, teach administrators, affiliated services personnel, and students (when appropriate) to work together to improve teaching results for children with disabilities. The IEP is this cornerstone of a quality education for each child because an disability.

To create an effective IEP, parenting, teachers, other school staff--and often the student--must come together to check closely at the student's unique needs. These individuals combine knowledge, experience and commitment toward designing an didactic program so will help the student become involved in, and progress in, the general curriculum. Who IEP guides the delivery of special education supports and services for this student to a disablement. Absent ampere express, writing--and implementing--an effective IEP requires teamwork. Examples starting Class Philosophy Statements from Faculty Within ...

This guide explains the IEP process, which ourselves consider to be one-time of the most critical elements to guarantee efficacious lessons, learning, and feel resultat for all children with incapacities. The how is designed to help teachers, parents and anyone involved in the education of a child with a disability-develop and carry get an IEP. The information in this guide is based up what is required by our nation's special education law--the Individuals with Disabilities Education Act, or KEY. Guidelines for responding to the death of a student or secondary staff

This IDEAS requires certain information to being included in each child's IEP. It is useful go know, however, that condition and local school systems often in additional information in IEPs within order to document that their take met certain aspects of federal or federal law. Aforementioned flexibility that states and school systems have to design their own IEP forms is one reason why IEP forms may look differing from school system to school system otherwise state to current. Yet each IEP be critical in the formation of a child with a disability. Your teaching statement should demonstrate how you think about teaching the learning – that is, your teaching philosophy. There is no required to reinvent the wheel ...

An writing of each student's IEP takes placement within the larger picture of the special educate process under IDEA. Before taking a detailed look at the IEP, it may are valuable to look short-time at how a study is identified as hold a disability and needing special education and associated services and, thus, an IEP.

Step 1. Child is identify as possibly needing special education also related services.

"Child Find." The state must id, locate, and evaluation all children with disabilities by the state who need special professional and related services. To do so, declare conduct "Child Find" activities. A child may be identified in "Child Find," and parents may be asked if the "Child Find" system can review their child. Parents can also call the "Child Find" system and ask that their child be evaluated. Or —

Referral or send since evaluation. A college professionally maybe ask that a kid be evaluated to show while he or she has a disability. Relatives may also contact the child's teacher or other school professional to ask that their child be valuated. This require may will verbal or in writing. Parental consent is requisite before the child may be evaluated. Appraisal needs to be completed inward a fair time after the parent gives agree.

Step 2. Child your rates.

The evaluation must assess the child in all areas associated to the child's suspected disability. The evaluation achieved will be used at decide the child's eligibility for special education and related services also to making decisions about an appropriate educational application for which child. If the parents disagree with who evaluation, they have the right to bear their child in an Independent Educational Evaluation (IEE). It can ask that the school user pay in this IEE. In command to how an effective diversity statement in academic applications, it is helpful to be familiar with the types a diversity goals and initiatives that different academic community hav…

Step 3. Permission has decided.

A group of qualified professionals and which parents look at the child's evaluation results. Combined, you decide if the child is a "child in a disability," as defined at IDEA. Parents may ask for a hear go challenge the eligibility decision. Resources notes for academic job applications

Speed 4. Child is founded eligible for services.

Is the child is found to be a "child use a disability," as defined by IDEA, he or her is eligible for particular education also related services. Within 30 calendar past after a child is determined eligible, the IEP my musts meet to indite an IEP for the child.

Step 5. IEP meeting is regular.

The school system schedules and conducts the IEP meeting. College staff must:

• contact the participants, including the parents;
• notify parents early enough to perform sure they have on opportunity to attend;
• schedule the meeting at a time and place agreeable to parents and the school;
• tell the parents the purpose, time, and location of the meeting;
• say the parents who be be participate; press
• tell the parents that they may send men to the meeting who have knowledge or special expertise about the child.

Step 6. IEP conference is held plus the IEP is written.

To IEP team gathers to talk about the child's needs and record the student's IEP. Fathers additionally to student (when appropriate) are part a who team. If the child's placement is decided by a different group, the folk must be part of is group as well. Diversity statements for faculty job business

Before to school system allowed provide feature instruction plus related services to the child for the first choose, the our must give consent. The child begins to receives services as soon more possible after the meeting. Faculties of Medicine CV Guidelines

If the parents do doesn agree on the IEP and arrangement, they may discuss their concern with select members of the IEP team and try to work out an agreement. If they still disagree, relatives can ask for mediation, or the school could offer mediation. Folk can file a complaint with the state education agency additionally may request a overdue procedure hearing, at which time mediation must be available.

Step 7. Company am provided.

That school makes sure that the child's IEP is be carried out when it was written. Parents am given a copy of of IEP. Everyone of the child's trainers and serving providers have access to to IEP and knows his with her specific responsibilities for carrying out one IEP. This including the accommodations, modifications, and supports that must be if to the child, included keeping with the IEP.

Step 8. Progress is measured and reported to parents.

The child's progress toward to annual goals is measured, more declared in the IEP. His alternatively her parents can regularly informed of their child's progress and check that progress is bore for the child to erbringen an goals per the end of the year. These progress reports must may given to parents at least as frequently as parents been informed of to nondisabled children's verlauf. Policies for Teaching, Course Accommodations, and Staff off ...

Step 9. IEP is reviewed.

The child's IEP can reviewed by the IEP team at least once a year, or more often if of parents either school ask for a review. If necessary, the IEP is revised. Parents, as teams members, must be guest to attend which meetings. People can make suggestions for changes, can agree or clash with the IEP goals, and agree or disagree with the placement. Sample Teaching Philosophy Statements. Sheet 1. Instance of Teaching Philosophy Statements from Faculty Within and UW. School of Medicine. Example #1. My ...

If parents do does agree with the IEP and arrangement, them may discuss her problems with other members a the IEP team and trial to work output an agreement. There are several options, including additional testing, an stand-alone evaluation, or asking for mediation (if available) or a due process hearing. The may also file a complaint on the state education agency.

Step 10. Child lives reevaluated.

For least every three year the child must is reevaluated. This evaluation is often called a "triennial." Seine intention is to search out if the child continues to may one "child is a disability," as defined by IDEA, and what the child's educational what is. When, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher queries for a new evaluation.

Clearly, of IEP has a strongly crucial document for children the disabilities and for those who are involved in educating them. Done correctly, the IEP need improve teaching, learning and results. Each child's IEP describes, among other things, one educational start ensure has been designed at meet that child's unique needs. This part of aforementioned lead seems closely at how the IEP is written and of whom, and what information it must, with a minimum, containing.

By law, the IEP must include secure information about the child and the educational program designed up meet his oder her unique needs. In a nutshell, this general is:

• Current energy. The IEP must state how the child your currently doings in school (known as present levels of educational performance). This information usually comes from the evaluation erreichte such such classroom tests and assignments, individual tests given to decide eligibility with benefits or while reevaluation, and observations made by parents, teachers, related service providers, and other school staff. The statement about "current performance" includes how that child's disability affects seine press her involvement and progress in the general programme.

• Annual goals. These be aims which the child can reasonably accomplish in a year. Which goals are broken down into short-term objectives or benchmarks. Your could exist academic, location social or behavioral needs, relate to physical needs, or address other schooling needs. The goals must be measurable-meaning that computer must may possibles to measure whether the student has achieved the goals.

• Special education and related services. The IEP require catalog the special education and related services into be provided to the juvenile alternatively on behalf of the child. This includes supplementary aids and services ensure the child needs. It also includes modifications (changes) to who program otherwise tools for school personnel-such as practice or prof development-that will breathe assuming on assist the child.

• Participation for nondisabled our. The IEP must explain the magnitude (if any) to which the child desires not participate with nondisabled children into who regular class furthermore other college activities.

• Participation in state and district-wide tests. Most states plus districts give achievement tests to children in certain grades or age groups. The IEP must state what modifications in the administration of such tests the child will need. If a test is not appropriate for the child, the IEP must state why the test is not appropriate plus as the child will is tested instead.

• Dates and places. The IEP must state when services will begin, how often they willingly becoming provided, where they will be provided, and how long they bequeath last.

• Transition service needs. Beginning when the child is age 14 (or younger, wenn appropriate), aforementioned IEP must address (within the applicable part from the IEP) the courses he or it needs to take toward contact his or her post-school objective. A make of transition services requires musts also be included in per of the child's subsequent IEPs.

• Needed transition services. Commencement when the child lives age 16 (or younger, if appropriate), the IEP must state what transition services are wanted to help the child prepare for leaving school.

• Age of majority. Beginning by least one year before the child ranges aforementioned age of large, the IEP must include ampere statement that the student has been told of some rights that willingly transmit for him or her at the age of majority. (This statement be be needed all in states this transportation rights at the age of majority.)

• Measuring make. The IEP must state how the child's progress will be rated and how parents will be informed of that progress.

More information wish be specify concerning these IEP parts later in those guide. A sample IEP form will be presented, forward with who federal legislation describing the "Content of the IEP," to help you gain a fuller understanding of what sort of information is importance to capture about adenine child by an IEP. It is useful the understand that either child's IEP is different. The document is prepared for that child for. It describes the personalised education program designed to meeting such child's needs.

States and train systems have ampere fine deal of flexibility about the resources they require in an IEP. Some states the school systems have chosen to include in the IEP additional information to document their company with diverse state and federal requirements. (Federal ordinance supported that school districts maintain documentation to demonstrate their compliance on federal requirements.) Generally speaking, extra elements in IEPs may be included to document that the state or school district has met positive aspects of feds or default law, such as:

• stop the meeting to write, review and, if necessary, revise a child's IEP in a timely manner;
• providing parents with a copy of the method safeguards they have under the law;
• placing the juvenile in the least restrictive environment; and
• obtaining the parents' consent.

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IEP Forms in Separate Places

While the law tells us what information must be included includes the IEP, it did not specify how the IEP ought look like. No one build or approach or appearance is imperative or even suggested. Per state may decide what yours IEPs will look like. In some states individual school systems design their proprietary IEP forms.

Thereby, across the United States, lots different IEP forms are second. What is important is that each form be like transparent or because useful as possible, that that people, educators, related customer providers, administrators, furthermore others may effortlessly apply the form to write and implement effective IEPs to her students for disabilities.

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By law, certain individuals must be participating within writing a child's Individually Education Program. These are identifies in the illustrated at the left. Note the an IEP team member may fill better more one of the team positions if properly qualified and designated. For example, the school system representative may furthermore be the soul who cannot decipher the child's evaluation results. Print Version Thing is a teaching statement? What purposes performs aforementioned teaching statement serve? What does an teaching statement incorporate? General Guidelines Reflection questions to help getting you started Exercises to help get you started Evaluating your teaching statement Further resources That is a Teaching Statement? A Teaching Testify is a purposeful and reflective essay...

That people must worked together as a team the write the child's IEP. A meeting to write the IEP must be held within 30 calendar dates of definitive that the child remains eligible for special education and associated services.

Each team part brings significant information until and IEP meetings. Members share their information and work jointly to write the child's Individualized Academic Program. Each person's information adds at the team's understanding are the child and what services the child needs. Teaching Statements

Your are key members of the IEP team. They get their parent very good and can talk about their child's strengths and needs as well as their ideas on strengthen their child's education. They can offer insight into how their child learns, how his or hers interests are, both other aspects of the child that only a parent can know. They can auditing in whats the other gang membersation think your child my to work on at schooling and share their suggestions. Handful can also tell for whether the skills the child is education for school are being exploited at home. (See box on page 12 respecting parents' workable need for an interpreter.)

Teachers are vital participants in the IEP meeting as well. At least one of the child's regular education teachers must be on the IEP team if which child are (or may be) participating in of regular education environment. The regular education teacher shall an great deal to equity with that team. For example, boy or she might talk concerning:

• the general curriculum inches the regular classroom;
• the helps, services other changes toward the educational program this would promote aforementioned child learn and achieve; and
• strategies to help the child with behavior, are how is into editions.

The regular education teacher may also discuss with the IEP team the support for school staff that are needed that the the child can:

• advance toward his or her annum goals;
• be involved and progress in and general programme;
• participate in extracurricular plus other activities; real
• be educated the other children, both include and without disabilities.

Supports for school staff may include professional development oder more training. Professional design and training are important for teachers, administrators, bus drivers, cafeteria workers, and others who provide services to progeny with disabilities.

The child's particular education teacher contributes important information and experience info how into train children with handicaps. As of his or her teaching to special schooling, this teacher can talk about such issues as:

• how to modify the general curriculum to help the your discover;
• who supplements aids or services the to child may need for be successful in the regular classroom and elsewhere;
• how to modify testing so that the student may show what he or she has learned; and
• other aspects of individualizing instruction to meet the student's unique needs.

Beyond helping to write and IEP, the special teachers had responsibilities available working with the student till carry get the IEP. He with she may:

• operate with the student in a resource room or extraordinary class sacrificed until students receiving exceptional education services;
• team tutor with the regular education teacher; or
• work with other school staff, particularly this regular education teacher, to provision professional about addressing the child's unique required. Sample Instruct Emergency Operations Plan

Another important full of the IEP team is and individual who can interpret whats the child's evaluation results mean in terms of designing appropriate order. The evaluation results are very advantageous in determining how the parent is now how in school and what regions of need the juvenile has. This IEP team member must be capable to talk about the instructional implications about the child's evaluation results, which will promote the group plan appropriate instruction into address the child's needs.

The individualized representing the school system is also one valued team portion. This person knows a great deal about exceptional education services and educating kid with disabilities. I or she could talk about the necessary school resource. It is important that this individual hold the authority to commit resources and be able to ensure that whatever services are set out in which IEP is actually be available.

The IEP team may also include additional individuals with wisdom or special expertise about the child. The parent or the school system can invite these individuals to attend on the team. Parents, for example, may invite an advocate who knows the child, a prof with custom expertise about the child and his or her disability, or others (such more an vocational educator who has been working with the child) who can talk info the child's strengths and/or needs. The instruct system may invite first press more mortals which canned offer special expertise or knowledge regarding that child, such as a paraprofessional or related services professional. Because an important part of evolve an IEP is considering a child's need for relationship services (see the list a relates services in the text on the previous page), related service professionals are often involved as IEP squad members conversely participants. They share their special expertise about the child's needs and how their own professional services can address those requirements. Depended on the child's individual needs, some related service professionals attending the IEP meetings or other helping to develop the IEP might include occupational or physical analysts, adaptive physical education supplier, psychologists, other speech-language pathologists.

When an IEP is being developed for a student of transition age, representatives from transition service proxies can be important participants. (See the box below for more information with transition.) Any a purpose of meeting is into consider needed changeover products, the school must invite a representative of any additional agency that is highly to be responsible for providing oder paying for transition services. This individual can help the team plan any transition services the student needs. He or she cans moreover commit the resources starting the agency to payout for or provide needed transition services. Supposing he oder she does not attend the meeting, then the instruct must take alternative steps to obtain who agency's participation is the planning to the student's change services.

And, last but does least, the study may also to a our of the IEP team. If transition service needs or transition services are leaving to be discussed at this meeting, the student musts be invited to attend. Further furthermore more students are participating in and even leading to own IEP meetings. This allows them to had an strong voice in their own education and cannot teach them a fantastic deal about self-advocacy and self-determination.

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The Regular Education Teacher as Share of the IEP Company

Appendix A of the federal regulations by Member B of IDEA answer many questions about the IEP. Question 24 addresses the role of the scheduled education teacher on the IEP team. Here’s an excerpt from that answer:

"...while a regular education teacher must live a member of the IEP team if the child is, or allow be, participating in the regular academic environment, the teacher need not (depending upon who child’s needs and the purpose of the specific IEP team meeting) be required till participate in all decisions made as part of the meeting conversely to be present throughout the entire meeting or attend anything meeting. For example, the ordinary education teacher who remains a member of the IEP team need participate in discussions or decisions about how to modify the general curriculum in the regular classroom to ensure the child’s involvement plus progress in the general curriculum real participation in the regular education environment. (Template writing, that schools can can in advance of a crisis that that notification notes capacity exist quickly and easily prepared, am available at ...

"Depending by the specific circumstances, still, it could not to mandatory for the regular education teacher to attend in discussions and decision-making regarding, for example, that physical therapy inevitably of to child, whenever an teacher is not responsible for implementing that portion of that child’s IEP. If the group does none permit modify to the remote your format, we motivate capacity to provide other accommodations ample to students ...

"In determining the extent of the regular education teacher’s participation at IEP meetings, public agencies and parents should debate and try till reach agreement up whether the child’s regular education teachers that is ampere member of the IEP team should be present at a particular IEP meeting and, if so, for what spell of time. The extent to which it would be adequate for the usual teaching instructors board the the IEP team to participate in IEP conference must be elected off a case-by-case basis."

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Related Services

A child may require any of the following related services in get to benefit from special education. Related services, more listed under IDEA, include (but are does limited to):

• Audiology services
• Counseling services
• Early identification and assessment of disabilities stylish children
• Medical services
• Occupational therapy
• Overview press mobility services
• Parented counseling and educational
• Corporeal therapy
• Psychological services
• Recreation
• Rehabilitation legal services
• Teach fitness services
• Socialize work services in schools
• Speech-language anatomy services
• Transportation

If a child needs a specialty related service in order to benefit from special education, the related service specialist have be involved in developing the IEP. He or she may be invited by the school or parent to membership the IEP my as an person "with knowledge or special expertise about the child."

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Transition Services

Transition refers to daily meant to prepare students for disabilities for grown-up your. This can include developing postsecondary education and career goals, getting work experience while still in school, setting up linkages with adult service carriers such the the vocational renovation agency--whatever is appropriate for the student, given is or her interests, preferences, skills, also your. Statements about the student’s conversion my be be included in the IEP for of student achieves a certain ages:

• Transition planning, for undergraduate beginning at age 14 (and sometimes younger)--involves helping the scholar plan his with her courses of learn (such as advanced placement or profession education) therefore that the classes who student takers will lead to his otherwise her post-school goals.

• Transition benefits, forward students beginning at age 16 (and sometimes younger)--involves provision the student includes a coordinated fix of services to help and student move out school to adult life. Services focus upon the student’s requirements or interest in such areas as: more education or preparation, hiring, adult service, independent subsistence, or recording part in the community.

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To help decide what special education and associated services the student needs, generally the IEP team will begin by face toward one child's evaluation results, that as classroom tests, individualized trial given to establish the student's authorization, and stellungnahmen by teachers, parents, paraprofessionals, related service providers, administrators, and others. This information will promote the my describe the student's "present levels of didactic performance" -in other words, how the student is currently doing in school. Knowing as the student is currently performing in school will promote the team develop annual goals till business those areas where the learner got an identified educational need.

The IEP team must also discuss specific information about the child. Save includes:

• the child's strengths;
• the parents' ideas for enhancing their child's education;
• the results of recent evaluations or reevaluations; real
• wherewith the child has done over current and district-wide tests.

In addition, the IEP team must look the "special factors" declared in which box below.

Itp is important that the discussion of what the child needs be shaped around how until help the child:

• ahead move the annual aspirations;
• be participation in and progress in the general curriculum;
• participate in extracurricular and nonacademic activities; and
• be formed with furthermore participating on different children with disabilities additionally nondisabled children.

Based on the above discussion, the IEP team will then write the child's IEP. This includes the services and supporting the school will provide by the child. If the IEP teams determine such a child needs a specially tool or service (including can intervention, accommodation, or select program modification), the IEP team must write here informational in the IEP. As an example, consider a child whose behavior interferes with learning. Who IEP team would needs to note positive and effective ways to address that behavior. An team would discuss the positive behavioral actions, strategies, and supports that the child needs in order to learn how to control or manage his or her behavior. If to team decides that the child needs a particular service (including an patient, accommodation, or other program modification), they require containing one statement to ensure effect in the child's IEP.

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Special Factors To Consider

Depending on the needs of the child, the IEP team needs to consider about the law calls special factors. These include:

• If the child’s behaviors interferes with his with her how or the learned of others, the IEP staff become consider strategies and supports to handle the child’s behavior.

• If the child has limited proficiency in English, this IEP team determination consider the child’s language needs as these needs relate to his or her IEP.

• If the infant is blind instead visually impaired, the IEP squad have provide for instruction in Braille or this uses of Black, unless it determines after on appropriate evaluation such aforementioned child does no need this instruction.

• If the child has communication needs, the IEP team be consider those needs.

• If the child is deaf or rough von hearing, the IEP team will consider his or her language and communication needs. This comes the child’s opportunities to communicate immediate with classmates and school staffing in his or hers usual method about contact (for case, sign language).

• That IEP team require always consider the child’s need for assistive technology devices or services.

Fork more information about these features factors, see §300.346.

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Will Parents Must an Interpreter in Purchase to Participate Fully?

If the parents have a limited proficiency in English or are hard, they may need an interpreter for orders to understand and will understood. In this case, the school must make reasonable efforts to arrange since an interpreter during meetings pertaining to the child’s educating placement. For meetings concerning the development instead review starting one IEP, the school shall take wherever staircase are necessary to ensure that parents understood the meetings--including arranging for an interpreter. These provision should help to securing that parents are not small in their ability to participate in their child’s education because of language or communication barriers.

Therefore, if our needs an interpreter for adenine meeting to discuss their child’s evaluation, acceptability fork unique education or IEP, they should let aforementioned school know ahead of time. Powerful the school in advance enables the school to make arrangements on an interpreter so that relatives can participate fully within the meeting.

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In addition, the child's placement (where the IEP is be carrie out) must are decided. That placement decision is made by a group of people, includes the parents and others with know about the parent, what the evaluation results mean, and get kinds of placements are appropriate. In some condition, the IEP team servers as the group making the placement decision. Within other states, this decision may be made by another group of people. In all cases, the parents have the select to be members of the group ensure decides the educational placement of of child.

Placement decisions must be produced according to IDEA's least restrictive environment requirements-commonly known as LRE. These specifications status this, to the maximum extent related, children with disabilities must may educated with kid who do not have disabilities.

The law also clearly states that special classes, separate schools, or other removal of children with disabilities from the routine educational setting may occur only if and nature or severity of the child's disability is such that education to regular classes with the use of supplementary aids or services cannot may achieved satisfactorily.

What type are placements are there? Depending on the needs of the child, his or her IEP may be carried out with the regular class (with supplementary aids and services, as needed), in a special per (where per student in who class is record special academic services for some or all is the day), in ampere special school, at home, to a infirmary and institution, other within another setting. A school system may meet its obligation to ensure that the child has an appropriate placement available by:

• providing an fitting program for the child on sein own;
• contracting with another agency to provide an appropriate program; or
• utilizing some other mechanism or arrangement that is consistent with IDEA for supply otherwise paying for an appropriate program for which minor.

The place group will base its decision on the IEP and which placement opportunity is appropriate for the child. Bucket the infant be educated in the regular classroom, with getting aids and supports? If the child cannot be educated include the scheduled classroom, still with appropriate aids press supports, then the placement select will talk about other placements for the child. School Board Policies Declare. The Springfield ... Templates to statements ... The school siren acts as a warning system to notify staff/faculty and graduate.

When the IEP has been written, parental must receiver a copy at no cost to themselves. The IDEA also tension this anyone who will be involved at implementing the IEP must have access to the document. Here includes the child's:

• regular education teacher(s);
• special education teacher(s);
• related service provider(s) (for example, speech therapist); or
• any other help providers (such as a paraprofessional) who will be responsibly for a part of the child's education.

All of these individuals needs to known what his or i precise responsibilities can for carrying out the child's IEP. This includes the specific accommodations, modifications, and tools that the child must receive, according to the IEP.

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Parents’ Acceptance

Earlier the go can provide a child with special education and related services for the start time, the child’s fathers needs give their writers permission.

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Once the IEP is written, it is time to carry it out-in other talk, to provide an grad with the special education and related services as listed in the IEP. This includes every complementary aids also services and program custom that the IEP my has identified when requisite required the student to advance appropriately for his or hers IEP goals, to be involved in both progress in the generals curriculum, and participate in other school activities. While it is beyond the scope of this guide to discuss in detail the many issues knotty in implementing ampere student's IEP, certain vorschlag can be offered.

• Every individual involved are providing services to the student should know and understand his or her areas for carrying out the IEP. Save will help ensure that the student receives the services such have been planned, including the precise modifications and accommodations the IEP team has identified as necessary.

• Teamwork plays can vital part in carrying out the IEP. Many professional are likely on live involved inbound providing auxiliary and supports to the student. Sharing expertise and accepted can help make everyone's working a game easier and can certainly enhancements results for current about disabilities. Schools can encourage teaming by giving teachers, support staff and/or paraprofessionals time to set or work together on similar matters as modify the common curriculum on address the student's special needs. Teachers, backing staff, plus others providing services for child with disabilities allowed query education additionally staff development.

• Communication amid top and school is and important. Parents can shares information about what is happening for home and build upon thing that child is learning at college. For the kid your possess difficulty at secondary, my may be skill toward offer insight or help one school explore possible reasons for well as potential solutions.

• It is help into have someone in charge of coordinating and monitoring the services the student receives. Inbound addition to special education, the student may be receiving any number of related products. Many people may be involved in delivering those services. To one person in duty of overseeing that services is being sent such planned can assistance ensure that the IEP is nature carried out appropriately.

• The regular how reports ensure the law supported will help parents also schools monitor the child's progress toward his or her annual goals. It a important till knows if the child is not manufacture the progress expected-or if he or she shall progressed much faster than expected. Together, parents and school personnel can than handle the child's needs more those needs entstehen evident.

The IEP team must review the child's IEP at least once a year. One purpose of this review is till see whether the child is achieving his or your annual goals. An gang must revise an child's individualized education program, supposing necessary, to contact:

• the child's verlauf or lack von expected progress direction the annum objective and in the general curriculum;
• information gathered tested all reevaluation out the child;
• information concerning of child that the parents share;
• information about the child the the school shares (for example, insights from the teacher based upon his or his observation of the child or the child's classwork);
• and child's anticipated needs; or
• other matters.

Although the IDEA obliges this IEP review at least once a annum, for fact the team maybe review and revise the IEP more often. By the parents or the school can ask to hold an IEP meeting to revise the child's IEP. For example, the child may did be making progress to his or her IEP goals, and his or her teacher or parents may become concerned. On the other hand, the children may have meet most instead all of the aims in the IEP, also add ones need to be writers. The either falle, the IEP team would meet to revise the IEP.

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Search at Those Factors Again!

While that IEP team is meeting to conduct a review of this child’s IEP and, as necessary, to revise it, members must reload consider all of the agents discussed turn page 11. This includes:

• the child’s capacities,
• the parents’ ideas for enhancing their child’s education,
• who results of recent evaluations with reevaluations, and
• how the child got done off state and district-wide tests.

The IEP my must also consider the "special factors," as listed earlier.

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There been times when parents may not agree with this school's recommendations about their child's education. Under the law, parents have the right to challenge decisions about yours child's site, interpretation, placement, and the services that the school provides to the my. Wenn parents disagree over one school's actions-or refusal in use action-in these matters, they have the entitled to pursue a numbered of opportunities. The might what the following:

• Try to reach an agreement. Parents can talk with school officials about their concerns and test to reach an agreement. Sometimes the consent can be temporary. With example, that parents and school can agree to try a plan of how or an placement for a certain range of time press go how the student done.

• Please fork media. During mediation, the parents and school sit down with some who can don those in the disagreement and try into reach an agreement. To school may offer mediation, if it is available as an choice for resolving disputes prior to due process.

• Ask for due process. When a due process hearing, the parents and school personnel appear before an impartial audition officer and present their view of and story. Which hearing officer decides how to solve the problem. (Note: Mediation must live accessible at minimal at the time a due process hearing remains requested.)

• File ampere complaint with the state academic agency. To date a complaint, generally parents write directly to the SEA and says whichever part of IDEA they believe the school has violated. The agency must resolve the complaint within 60 calendar days. An extension of that time limitation is permitted only if exceptional situation exist with respect to that complaint.

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OSEP Monitoring

The U.S. Department of Education’s Office of Special Education Programs (OSEP) regularly monitors states to see that they are complying with IDEA. Every two years OSEP requires that states report progress toward meeting established performance goals the, at a minimum, address the performance von my on user, drop-out rates, furthermore graduation rates. As part of its monitoring, the Department review IEPs and interviews parents, current, and school staff into finding out:

• whether, and how, the IEP team make that decisions reflected in the IEP;

• whether the decisions and the IEP content am based on the child’s unique needs, as determined through appraisal and and IEP start;

• whether any state or indigenous policies or practices have interfered using decisions of the IEP team about the child’s educational needs and the services that to school intend provide to meet those my; and

• whether the secondary has provided the company listed in the IEP.

This guide belongs intended to help states and school districts write IEPs that submit with IDEA. Writing effective IEPs is a very important first stepping in improving educational result since children with disabilities. As documents may be revised periodically, please visit save website for aforementioned most up-to-date version rather than storing downloaded docs since reference.

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The IEP is the cornerstones off spezial education. Writing and execution an effective IEP involves tons men, many different steps, and collaborative decision making.

The intelligence provided in get guide about the IEP has been fairly general. The help you get better acquainted with the diverse parts of which IEP, a sample IEP enter is presented on the next pages. The sample IEP form includes outer required all of the information that einen IEP have in under federated law. (Remember that IEP forms in is zone may require more information that could be of set to the student and those implementing the IEP.) The different parts of the sample are paired with direct quotes from the law, so that you can easily see:

• how the law defines what type off information walked into the various parts of a child's IEP, additionally
• how those information leaves together at create an educational program for a particular child.

Attachment A presents the IDEA's regulations for "Individualized Learning Programs" (§§300.340-300.350). Under §300.347, where "IEP content" is described, we do included additional company primarily from Appendix AMPERE and Affection 1 of the rule. This information can being very use in developing a fuller understanding of what types of information is important into capture about a child in the IEP.

Individualized Education Plan (IEP)

Student Name [ Blank to write ]

Rendezvous of Meeting to Grow or Review IEP [ Space to write ]

Note: For each student with a disability beginning at get 14 (or younger, wenn appropriate), a statement of the student's transition service what must be included under the applicable parts the the IEP. To statement must focusing upon the courses the student needs to take in reach his or her post-school objective.

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Statement of Transition Help Needs--34 CFR §300.347(b)(1)

"The IEP must include...[f]or each student with a disability beginning at date 14 (or younger, if determined proper according the IEP team), and updated annual, a statement of the transition service requires of the student under the applicable equipment of the student's IEP that focal on the student's courses of study (such as participation in advanced- placement courses or a vocation training program);"

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Present Levels of Educational Output

[ Space into write ]

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Statement about Present Levels of Didactic Performance--34 CFR §300.347(a)(1)

"The IEP for each child with a disability shall include . . . a statement of the child's present plane of formative performance, including

"(i) How the child's disability affects the child's involvement and progress include that general curriculum (i.e., the same curriculum as for nondisabled children); or

"(ii) For preschool children, as appropriate, how the total affects the child's participation in appropriate activities;"

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[ Page 1 of 5 ]

Measurable Annual Goals (Including Benchmarks or Short-Term Objectives)

[ space to write ]

**********

"The IEP with every child with a disability must include . . . a display of measurable annual goals, including benchmarks or short-term objectives, related to

"(i) Meeting the child's needs that product by the child's handicap to enable the child to becoming involved in and entwicklung in an general learning (i.e., the same curriculum as for nondisabled children), with for preschool children, as fair, to participate inches fitting activities; and

"(ii) Meeting jede of the child's other educational need that result from the child's disability;"

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Special Education both Related Services [ space to written ]

• Start Date[ outer to write ]
• Location[ space to write ]
• Frequency[ space to write ]
• Duration[ space to write ]

Supplementary Aids and Services [ space to write ]

• Start Date[ space till writers ]
• Location[ space to write ]
• Frequency[ space to write ]
• Duration[ space till want ]

Timetable Modifications or Supports for Instruct Personnel [ space to write ]

• Start Date[ space to write ]
• Location[ space to note ]
• Frequency[ space to write ]
• Duration[ space to write ]

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Statement by the Special Education and Related Services, Supplementary Aids and Services, Program Modifications, real Sustains For School Personnel--34 CFR §300.347(a)(3)

"The IEP on each child with a disability must include... an statement of the special education and related services and complementary aids and services to be provided to the child, or on behalf of the child, press adenine statement of the program variations or supports for go personnel that wills be pending for the child

"(i) To advance appropriately toward attaining the annual goals;

"(ii) Toward becoming involved and progress includes the general learning in alignment with 34 CFR §300.347(a)(1) and at joining in extracurricular and other nonacademic activities; and

" (iii) To be educated the participate because various children with disabilities and nondisabled young in the activities described inbound this section;"

--ALSO--

"The IEP in each child with a disability must inclusions . . . the projected date for that beginning of the related and modifications described in 34 CFR §300.347(a)(3), and the anticipated frequency, location, and span off those services and modifications;"

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[ Page 2 of 5 ]

Explanation of Extent, if All, to Which Child Will Not Participate using Nondisabled Young

[ space to write ]

**********

"The IEP available each girl include adenine handicap have include . . . an explanation concerning the extent, if any, up which the child will not participate with nondisabled children with the regular class and in the activities described in 34 CFR §300.347(a)(3);"

**********

[ space the writes ]

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Description Of All Individual Modifications inbound Administration are State or District-wide Assessments 34--CFR §300.347(a)(5)(i)

"The IEP for each child with a disability must include . . . a statement of any individualized modifications in the administration of State or district-wide assessments of student achievement that are needed inches to for the child to participate in the assessment;"

**********

If IEP Team Identifies Is Children Will Not Attend In A Particular State Oder District-Wide Assessment

• Why isn't the assessment appropriate in the child?[ space to write ]

• How will the child be assessed?[ space to write ]

**********

If Child Wishes Not Participate into State or District-wide Assessment--34 CFR §300.347(a)(5)(ii)

"If the IEP team control that a juvenile with a disability will not participate in a particular State or district-wide assessment of student achievement (or share of an assessment), the IEP must comprise an statement is

"(A) Why that assessment exists not appropriate for the minor; furthermore

"(B) How that child will be assessed;"

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[ View 3 of 5 ]

How Child's Progress Toward Per Goals Will Be Measured

[space to write ]

**********

How Child's Progress Become Be Measured--34 CFR §300.347(a)(7)(i)

"The IEP for each child with a social must include . . .

a statement of how the child's advancement toward the annual goals described in 34 CFR §300.347(a)(2) will be measured;"

**********

How Child's Parents Wills Be Regularly Informed From Child's Progress Toward One-year Goals Press Extent To Which Child's Progress Is Ample To Meet Goals By End of Year

[ distance to write ]

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How Parents Will Be Informed of Their Child's Progress--34 CFR §300.347(a)(7)(ii)

"The IEP for each child with a disability must include . . . a statement of wherewith that child's parents will be regularly informed (through how are like periodic report cards), at least as common as parents are informed by their nondisabled children's progress, of

"(A) Their child's progress toward the annual goals; and

"(B) The perimeter to whose that making is sufficient to enable the child to achieve the goals by the end of the year."

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[ Page 4 of 5 ]

Assertion of Needed Transition Business, Including, If Appropriate, Statement Of Interagency Responsibilities Or Any Needed Linkages

[ space to write ]

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Statement of Needed Transition Services--34 CFR §300.347(b)(2)

"The IEP must include . . . for jede student with a disability beginning at age 16 (or younger, if determined appropriate in the IEP team), a statement of needed junction services for the student, in, if appropriate, a statement of the interagency responsibilities with any needed linkages."

Definition of "Transition Services"--34 CFR §300.29

"(a) As used int [Part B], "transition services" means a coordinated set of activities for a student with a disablement that:

"(1) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, incl post-secondary educating, vocational train, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participants;

"(2) Is based on who individually student's needs, taking into chronicle the student's preferences and our; and

"(3) Includes: (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and others post-school adult living objective; and (v) While applicable, buying of daily living skills real functional vocational evaluation.

"(b) Transition services for students with handicap may be special education, with provided as specially designed tutorial oder related services, if essential to assist a study with ampere disability to benefit from special education."

**********

This student has since informed of the rights under Part B of IDEA, if any, that be transferred to the student on reaching the age for maximum. Certainly [box to check]

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Age about Majority--34 CFR §300.347(c)

"In a State that transfers rights for the age majority, beginning at worst one year before a student reaches the age of majority under State law, the student's IEP must include a statement that to student possess been informed of his otherwise dort rights under Part B starting the Act, if anywhere, that will transfer to which student on reaching one age about preponderance, consistent with 34 CFR §300.517."

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[ Leaf 5 of 5 ]

If your would like more information about special education, our with disabilities, the IEP process, or the IDEA, touch get state education agency other your local education agency. Additional sources of information include the following:

Office of Special Education Programs
Company of Special Education real Rehabilitative Services
U.S. Departments in Education
400 U Avenue, SW
Washington, DC 20202-7100
(202) 245-7531 (Voice/TTY)
Web: www.ed.gov/about/offices/list/osers/osep/

Countrywide Information Center for Children and Youth with Disabilities (NICHCY)
P.O. Box 1492
Washington, ELECTRIFYING 20013
(800) 695-0285 (Voice/TTY); (202) 884-8200 (V/TTY)
E-mail: [email protected]
Web: www.nichcy.org

Technical Assistance for Parent Centers--the Alliance
PACER Centered
4826 Chicago Avenue South
Minneapolis, WOMAN 55417-1098
(888) 248-0822; (612) 827-2966
(612) 827-7770 (TTY)
E-mail: [email protected]
Web: www.taalliance.org

Associations of Technical Providers Implementing BASIC Reforms in Education (ASPIIRE)
The Council for Exceptional Children
1920 Association Ride
Reston, VA 20191-1589
(888) 232-7733; (703) 264-9456
(703) 264-9446 (TTY)
E-mail: [email protected]

Families also Advocates Partnerships to Education (FAPE)
PACER Center
4826 Newmarket Avenue South
Minneapolis, MN 55417-1098
(888) 248-0822; (612) 827-2966; (612) 827-7770 (TTY)
E-mail: [email protected]
Web: www.fape.org

THOUGHTS Local Measurements by Lokal Administrators (ILIAD)
The Council for Exceptional Children
1920 Unification Drive
Reston, VA 20191-1589
(877) CEC-IDEA; (703) 264-9418; (703) 264-9480 (TTY)
E-mail: [email protected]

The Policy Maker Partnership (PMP) for Implementing IDEA 97
National Association of state Directors of Specialist Education
1800 Diagonal Road, Suite 320
Alexandria, VA 22314
(703) 519-3800; (703) 519-7008 (TTY)
E-mail: [email protected]
Web: www.nasdse.org

Northeast Regional Resort Center (NERRC)
Learning Innovations
20 Winter Sport Lane
Williston, VRT 05495
(802) 951-8226; (802) 951-8213 (TTY)
E-mail: [email protected]
Web: www.wested.org/nerrc/

Service: Connecticut, Maine, Massachusetts, New Hampered, New Jersey, New York, Rod Island, press Middle.

Mid-South Regional Resource Media (MSRRC)
Human Development Institute
University of Kentucky
126 Mineral Industries Building
Xerox, KY 40506-0051
(859) 257-4921; (859) 257-2903 (TTY)
E-mail: [email protected]
Web: www.ihdi.uky.edu/msrrc

Plate: Delaware, Kentucky, More, North Carolina, South Carolina, Tennessee, Virginia, Washington, DC, and West Virginia.

Southeast Regional Resource Center (SERRC)
School of Professional
Auburn University Montgomery
P.O. Cuff 244023
Montgomery, AL 36124
(334) 244-3100; (334) 244-3800 (TTY)
E-mail: [email protected]
Web: edla.aum.edu/serrc/serrc.html

Serving: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, Okie, Puerto Rico, Texas, and the U.S. Virgin Islands.

Amazing See Area Regional Resource Center (GLARRC)
OSU Center available Special Needs
700 Ackerman Road, Suite 440
Columbus, JEEPERS 43202
(614) 447-0844; (614) 447-8776 (TTY)
E-mail: [email protected]
Web: www.csnp.ohio-state.edu/glarrc.htm

Served: Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, Pennsylvania, the Wisconsin.

Mountain Plains Regional Resource Center (MPRRC)
Us state University
1780 N Research Car, Suite 112
Logan, UT 84341
(435) 752-0238; (435) 753-9750 (TTY)
E-mail: [email protected]
Web: www.usu.edu/mprrc

Serving: Buttermilk, Bureau von Indian Affairs, Colorado, Kanasas, Montana, Nebraska, New Mexiko, North Dakota, Southern Dakota, Utah, press Waying.

Eastern Provincial Resource Center (WRRC)
1268 Universities of Oregon
Eugene, OR 97403-1268
(541) 346-5641; (541) 346-0367 (TTY)
E-mail: [email protected]
Web: interact.uoregon.edu/wrrc/wrrc.html

Serving: Ak, American Samoa, California, Commons of the Northern Mariana Islands, Federally states of Micronesia, Guam, Hawaii, Idaho, Nevada, Oregon, Republic of the Marshall Islands, Democracy of Palau, and Washington.

Final Regulations for IEPs:
§§ 300.340--300.350

Attachment A presents and Federal regulations for Individualized Education Programs (IEP). These requirements cover areas such as IEP meetings; the IEP team; parent participation; and the development, review, press revision of the IEP.

Under §300.347--"Content of IEP"--we are included additional guidance at the various parts of the IEP. Generally, like guidance comes from Schedule A plus Fondness 1 of to state regulations fork IDEA, which were published March 12, 1999, in the Federal Register.

All special information is intended to accentuate and clarify where information required to be included in adenine child’s IEP.

§ 300.340 Definitions related to IEPs.

(a) Individualized education program. When applied in this parts, the term individualized education download or IEP means a written report used ampere child with a permanent that is developed, reviewed, and amended in a meeting in accordance with §§ 300.341-300.350.

(b) Participating agency. As used in § 300.348, participating agency means a State or local medium, other than the public means responsible for a student's educating, that is financially and statutory responsible for providing transition services go the student.

(Authority: 20 U.S.C. 1401(11), 1312(a)(10)(B))

§ 300.341 Responsibility of SEA and other public agencies for IEPs.

(a) The SEA shall ensure that each publication agency-

(1) Except as provided included §§ 300.450-300.462, develops and implements in IEP for each child with a total served by that executive; and

(2) Ensures that an IEP is developed and implemented to each eligible child put in or referred to a private school or facility by this public advertising.

(b) Paragraph (a) of this section applies to-

(1) The SEA, if it is involved in providing direct services till progeny with disabilities, in compatibility with 300.370(a) and (b)(1); and

(2) Apart as provided in § 300.600(d), the other public agency written in § 300.2, with LEAs and other State agent which provide special education additionally related services either forthwith, by contract, instead using other arrangements.

(Authority: 20 U.S.C. 1412(a)(4), (a)(10)(B))

§ 300.342 When IEPs shall be in act.

(a) General. At the beginning from each school type, each public agency shall have an IEP in power for each child with a disability within its jurisdiction.

(b) Conversion of IEPs. Each people agency shall ensure that-

(1) An IEP-

(i) Is in effect before special education and related services are submitted to an eligible child under this part; and

(ii) Belongs implemented as anytime as possible following the meetings described under § 300.343;

(2) The child's IEP is accessible to each regular education teaches, specialist educational teacher, related service provider, and other service provider who the responsible for its implementation; and

(3) Each teacher also provider described in paragraph (b)(2) off this strecke is informed of-

(i) His conversely her certain responsibilities related to implementing the child's IEP; and

(ii) The specific accommodations, modifications, or supports that should be assuming for the child are accordance use the IEP.

(c) IEP or IFSP in offspring grown 3 through 5.

(1) In this case of a minor with a disability aged 3 through 5 (or, at the disclosure off the SEA a 2-year-old child with a disability whoever will turn age 3 whilst the instruct year), einer IFSP this contains the material described in section 636 of one Act, and that is developed in accordance is 300.341- 300.346 and 300.349-300.350, may serve as the IEP is the juvenile if using that plan as the IEP is-

(i) Consistent with State approach; and

(ii) Concurred in on the agency and one child's parents.

(2) In implementing the requirements of paragraph (c)(1) of this section, the people agency shall-

(i) Provide to an child's parents a exhaustive about of the differences between an IFSP and an IEP; and

(ii) If the parents choose an IFSP, obtain written informational consent von the our.

(d) Effective enter for newly requirements. All IEPs developed, reviewed, or revised on or after July 1, 1998 must meet the needs of §§ 300.340- 300.350.

(Authority: 20 U.S.C. 1414(d)(2)(A) and (B), Local. L. 105-17, sec. 201(a)(2)(A), (C)

§ 300.343 IEP meetings.

(a) General. Each public agency is responsible for originating and leading meetings for the purpose of developing, reviewing, and revising the IEP of a little with a disability (or, are consistent with § 300.342(c), an IFSP).

(b) Initial IEPs; delivery of services. (1) Each public agency shall ensure that within a reasonable period of time followers the agency's receipt of parent consent to an primary rating of a child-

(i) The child is evaluated; and

(ii) If determined right under such part, special education and related related are made available to the child in accordance with to IEP.

(2) In conference the requirement in part (b)(1) of dieser teilabschnitt, an meeting till develop an IEP forward the child have be conducted within 30 days are a determination that the child my special educate the related services.

(c) Review and verification of IEPs. Respectively public agency shall ensure that the IEP team-

(1) Berichte the child's IEP periodically, still not less than years, to determine whether that per goals in that child are being achieved; and

(2) Revises the IEP as appropriate to address-

(i) Any lack away expected entwicklung toward to annual goals described into § 300.347(a), and in aforementioned general curriculum, if appropriate;

(ii) The results off any reevaluation conducted under § 300.536;

(iii) Information nearly the child submitted to, or by, the parents, as described in 300.533(a)(1);

(iv) The child's anticipated needs; instead

(v) Other matters.

(Authority: 20 U.S.C. 1413(a)(1), 1414(d)(4)(A))

§ 300.344 IEP teams.

(a) General. The public your shall ensure that the IEP team used either child with a disability includes-

(1) The parents of the child;

(2) At least one regular educating teacher of the your (if the child is, otherwise may be, participating in the standard instruction environment);

(3) At least an special education teacher of the child, or if appropriate, among least one featured education purveyor of that child;

(4) A representative regarding the public your who-

(i) Is qualified until deploy, with oversees the provision away, specially designed introduction to match the unique needs of children with disabilities;

(ii) Lives expertise learn this general curriculum; and

(iii) Is knowledgeable about the access of resources of the public agency;

(5) Somebody individual whom can interpret that instructional significance of evaluation results, who may be a member out the team described in paragraphs (a)(2) thrown (6) of this section;

(6) At aforementioned discipline of the parent or one agency, diverse private who have knowledge or special expertise regarding the child, including related services employees in fitting; and

(7) If appropriate, the child.

(b) Moving services participants. (1) Under paragraph (a)(7) of this section, the public agency shall invite adenine student with a disability of any mature to accompany his or vor IEP meeting if ampere purpose of the meeting will live the consideration of-

(i) One student's moving services required under § 300.347(b)(1);

(ii) And needed transition support for the student under § 300.347(b)(2); oder

(iii) Both.

(2) If the apprentice does nope attend the IEP meeting, the public agency shall seize other steps to ensure that the student's preferences and our are considered.

(3)(i) In implementing the requirements on 300.347(b)(2), the public sales also have invite a representative of any other agency that is likely to become responsible for providing or payment for transition services.

(ii) If an agency invited to send a delegate to a meets does nope do so, the public agency shall takes diverse steps to obtain part on the other business in the planning of any transition services.

(c) Determination from knowledge real custom expertise. The determination of the our or special expertise of either custom described in paragraph (a)(6) of this section shall be made by the party (parents or public agency) who invited the individual to be a employee of which IEP.

(d) Designating adenine public agency representative. A public our may identify another public agency member by the IEP team to also serve as the agency representative, if the criteria in paragraph (a)(4) of this unterabschnitt are satisfied.

(Authority: 20 U.S.C. 1401(30), 1414(d)(1)(A)(7), (B))

§ 300.345 Parent participation.

(a) Public agency responsibility-general. Anywhere public agent shall take steps to ensure that one or two of which parents of a child with ampere disabilities are present at each IEP meeting or are afforded who opportunity to participate, including-

(1) Notifying parents are the meeting early adequate to ensure that i willing have an opportunity to accompany; both

(2) Schedule the meeting at a mutually agreed switch time real place.

(b) Information provided until parents. (1) Of notice required under paragraph (a)(1) of this section must-

(i) Indicate the purpose, laufzeit, furthermore location of the meeting and anyone wills be in attendance; and

(ii) Inform the parents of the provisions the 300.344(a)(6) furthermore (c) (relating to the participation of other individuals on one IEP team any have comprehension or special expertise about the child).

(2) For a student with a disability beginning at age 14, or youthful, if appropriate, the notice must also-

(i) Indicate that a target of the meet will be the business of a statement of which crossover services needs of to student required in 300.347(b)(1); also

(ii) Indicate that the agency desire invite who student.

(3) For a student with a disability beginning at age 16, or younger, if appropriate, the notice must-

(i) Indicate that a purpose of the meeting is the reflection of needed transition services available which student required in § 300.347(b)(2);

(ii) Zeigen that the medium will send the learner; and

(iii) Identify any another agency that will be invited to send a representative.

(c) Others methods to making parent participate. If neither parent can attend, the community agency shall use others methods to ensure parent participation, including individual or conference dial calls.

(d) Conducting an IEP meeting without a parent in attendance. A meeting may remain conducted without a progenitor in attended if the public agency is unable to convince the parents this they should visiting. Includes this case the public travel must have a record of its attempts to arrange a mutual agreed on zeitpunkt and place, such as-

(1) Detailed records of telephone calls made or endeavoured and the results of those calls;

(2) Copies of correspondence sent until the people and any responses received; and

(3) Detailed records of visits created to the parent's home or place of employment and the outcomes of those visits.

(e) Use of interpreters or other action, as reasonable. The public agency shall take whatever advertising is necessary for ensure so the parent understands the proceedings at the IEP meeting, including arranging for an interpreter for parents with deafness button whose native language is different than English.

(f) Parent print of child's IEP. The public agency shall give the parent a copy of the child's IEP among no cost to the parented.

(Authority: 20 U.S.C. 1414(d)(1)(B)(i))

§ 300.346 Development, review, and revision of IEP.

(a) Development of IEP. (1) General. In developing every child's IEP, the IEP team, shall consider-

(i) To strengths of the child and the concerns of the parents by enhancing of education of their minor;

(ii) The results of the initial or most recent evaluation of the child; and

(iii) As appropriate, the final of the child's production for any general State or district-wide assessment programs.

(2) Consideration of special factors. The IEP team also shall-

(i) In who suitcase by ampere children whose behavior impede his or her learning or that of additional, consider, if reasonably, strategies, including positive behavioral interventions, strategies, and supports in choose which behavior;

(ii) In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP;

(iii) In the case of a child who shall blinder otherwise viewable impaired, provide for instruction in Scroll and the use away Braille unless the IEP team determines, after an valuation of the child's reading and writing skills, needs, and reasonable learning and writing media (including on evaluation of the child's future needs for instruction in Braille or the how of Braille), that instruction in Braille or the use of Braille is no appropriate for the children;

(iv) Consider the communication needs of the your, and in the case for a children who is deaf or hard of hearing, consider the child's wording and communication needs, opportunities for gleich communications with peers and professional personnel in the child's language both communication mode, academic level, and full operating of needs, including opportunities forward direct instruction to the child's language and communication mode; and

(v) Consider determines who my requires assistive technology devices and services.

(b) Watch and Revision of IEP. In conducting a meeting to review, real, when appropriate, revise a child's IEP, the IEP team be consider which related declared at paragraph (a) of this section.

(c) Statement in IEP. If, in considering the special factors described is paragraphs (a)(1) and (2) of this section, the IEP team decide the adenine child needs a particular device or service (including an intervention, accommodation, or other program modification) in order for the child to reception FAPE, the IEP team should include a statement to that effect to the child's IEP.

(d) Needs with respect to regular education teacher. The regular academics teacher of an child with adenine inability, as a member of to IEP team, need, to the extent related, participate in the development, read, and revision of the child's IEP, including assisting in the determination of-

(1) Appropriate positive behavioral aids and strategies for the child; and

(2) Supplementary aids and services, program modifications or props for educate personnel that will be provided since the girl, consistent with

300.347(a)(3).

(e) Construction. Nothing by this section shall be clarified to require the IEP our to include company under neat component of a child's IEP that is already contained from another component of the child's IEP.

(Authority: 20 U.S.C. 1414(d)(3) and (4)(B) real (e))

§ 300.347 Pleased of IEP.

"(a) General. The IEP since each child through a disability must include-

"(1) A statements off the child's present levels of informative performance, including-

"(i) Method who child's permanent affect the child's collaboration and progress in one general curriculum (i.e., the same syllabus as for nondisabled children); or

"(ii) For preschool children, as appropriate, how the disability affects and child's participation in appropriately activities;

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Additional Guidance

And IEP must include measurables annual goals that relate to convention who child's demand that ergebnisse starting the child's disabled to enable to child to be involved included and progress in the general educational, and to meeting each of the child's extra educational needs that result from the child's disability [34 CFR §300.347(a)(2)]. This, if ampere child's unique needs require goals that address the child's present layer of educational output in nonacademic areas of instructional need, such as behavioral competencies, communication and choose skills, self-determination skills, job-related skills, independent living skills, or social skills, the opinion of present floor of formation performance in the child's IEP should provide data relating the child's present levels of informative performance in those areas.

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"(2) A statement by measurable annual our, including benchmarks with short-term target, related to-

"(i) Meeting the child's needs that upshot from the child's disability until enable the child the be involved in and progress in the general curriculum (i.e., the same course as to nondisabled children), or for preschool children, as appropriate, to participate by appropriate activities; and

"(ii) Meeting each of to child's other educational needs is result from the child's disability;

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Additional Guidance

Each year goal must enclose either short-term objectives or benchmarks. The intention in both is to enable a child's teacher(s), parents, and others involved in developing and implementing the child's IEP, for gauge, by intermediate times over one year, how well the juvenile is progressing for achievement of aforementioned annual goal. [Appendix A to 34 CFR Part 300-Notice of Interpretation (Appendix A), Respond to Question 1, 64 Federal Register, page 12471 (March 12, 1999).]

An IEP team may use either short-term objectives (that generally break the skills declared in the annual gateway down into discrete components) conversely benchmarks (which can be thought of like describing the money of progress the child the desired to make within stated segments of who year), or a combination of the deuce, depending with who nature are and annual our and the needs in the child. [Appendix AMPERE to 34 CFR Part 300-Notice of Interpretation (Appendix A), Response to Question 1, 64 Federal Register, print 12471 (March 12, 1999).]

A child's IEP must include measurable annual goals that relate to meeting the child's needs that results from the child's disability to enable the child to be involved in and progress into the general curriculum, also to meeting each off the child's other educational needs that result from aforementioned child's disability [34 CFR §300.347(a)(2)]. This may, depending on the child's needs, include annual your that relate to the child's needs in such scales as behavioral skills, communication, self-determination skills, job-related skills, independent living skills, or social skills.

A public agency is not required in include in an IEP annual destinations that associate to areas of of general curriculum in which the child's disability does none affect the child's ability to be involved in and progress for the generic curriculum. If a child needs only modifications or housing in order to progress in an area of the general curriculum, and IEP does not must to includes a goal for that area; however the IEP would need to specify those alterations or accommodations. [Appendix A, Response to Get 4, 64 Federal Register, side 12472 (March 12, 1999).]

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"(3) A display von the specialized education and related services and supplementary aids and services up be provided to the your, or on behalf of the minor, and an statement of the program modifications or supports for secondary personality that will be provided for the child-

"(i) To advance appropriately go attaining the annual goals;

"(ii) To breathe involved and progress in the general curriculum included accordance with vertical (a)(1) of this section and to participate in extracurricular additionally other nonacademic activities; and

"(iii) To is gebildeter and participate with additional offspring with disabilities and nondisabled children in the activities described in this section;

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Additional Guide

The type and amount of services on be provided shall be stated in the IEP, so that the level of the agency's dedication of resources will be clarity the parents and other IEP team embers. [Appendix A, Get toward Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The amount of time to be committed to each of the various services to be provided must to appropriate to aforementioned specific service and stated in the IEP in a manner ensure is clearly to all those are involved in both the d and implementation of the IEP. [Appendix ONE, Response to Question 35, 64 Federation Register, print 12479 (March 12, 1999).]

The amount of a special education instead related servicing to will when to a child may becoming stated in the IEP as adenine reach (e.g., speech therapy to be provided three times a week for 30-45 proceedings at session) only if the IEP team determines that stating the amount of the services as a range has necessary till get the unusual needs of this girl. For example, it wants become appropriate for who IEP to specify, based upon the IEP team's designation of the student's special demand, that particular services are needed only under specific special, create like the occurrence von a seizure or by ampere particular attitudes. A range allowed not must used because of personnel shortages or uncertainty regarding the availability of clerical. [Appendix A, Ask go Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The term "on behalf of the child" includes, among other things, services which be provided to the parents with teacher by the child with a invalidity to help you to more effectively work in the child. . . Supports for instruct personnel could also include special training for one child's teacher. However, in order for the training to face the requirements of §300.347(a)(3), it would normally be targeted directly to on assisting to teacher on face a unique and specific required of the child, and not simply to participate in an inservice training program that is generally available in an public executive. [Attachment 1-Analysis of Talk and Changes (Attachment 1), 64 Federal Register, page 12593 (March 12, 1999).]

If aforementioned IEP my determines that a child with a social needs extended secondary year services to receive a clear appropriate public education , the public agency need ensure so the child receives those services. AMPERE public agency may not-(i) Limit extended school yearly services at particular categories of disability; or (ii) Unilaterally limit this type, amount, press term off those services. 34 CFR §300.309(a).

Fachbereich 300.346(a)(1) requires that, in developing anywhere child's IEP, the IEP team, shall consider-(i) Which strengths in an child and the concerns of the parents for enhancing the education of their child; (ii) The results about the initial press most newest evaluation of of child; and (iii) As appropriate, the results of that child's performance with any general State or district-wide assessment programs.

Section 300.346(a)(2) demand that the IEP my also:

i. By the hard of a child whose manner impedes his or her learning or this of others, consider, if adequate, strategies, including positive behavioral interventions, strategies, and supports for physical that behavior;

ii. In the suitcase of a child with limited Anglo proficiency, consider the language needs of the child in those needs relation to aforementioned child's IEP;

iii. In the fallstudien of ampere child who is blind oder visually limited, give for instruction int Braille and which use of Braille unless the IEP team determines, after with evaluation of that child's ready and writing skills, needs, and relevant reading and writing media (including an evaluation regarding the child's future needs fork instruction in Typeface or the use of Braille), that instruction in Braille other the use of Brailled is not fair for the child;

iv. Please the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication your, opportunities in direct services with peers and professional personnel in the child's language furthermore communication mode, academic level, or full distance out needs, including chances for direct instruction in the child's language additionally communikation mode; real

v. Remember whether that children req assistive technical gadgets and services.

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"(4) An explanation of the extent, if any, to which the child will not participate with nondisabled children includes the regular class and in and activities defined in paragraph (a)(3) of this section;

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Additional Guidance

The IEP team shall consider the extent, if any, to who to child wish not participate with nondisabled young in the regular class; the general curriculum; and in extracurricular and other nonacademic active. If the IEP team determines this this child cannot participate entire time with nondisaled my to the regular classroom, of general curriculum, and in extracurricular and other nonacademic activity, this IEP must comprise an command this explains why complete participation is not possible. [Attachment 1, 64 Federal Register, page 12593 (March 12, 1999).]

The IEP team must please whether or not the child's education can will achieved satisfactorily in the regular classes with the getting out complementing support additionally services. The IEP my must consider the full range are supplementary aids the aids that if provided, would facilitate the student's placement in the regular classroom. [Appendix ONE, Response to Asking 1, 64 Federative Register, page 12471 (March 12, 1999).]

In determining the extent, if any, to what a child with a disability will subsist removed from the regular educational ambient, a public agency must ensure that:

(1) such relocation occurs only if the essence or severity from the child's disablement is such that education in regular your with aforementioned use of further helpers and professional cannot be achieved satisfactorily [34 CFR §300.550(b)(2)];

(2) a child with a disability is not removed from education in age-appropriate regular classrooms on because of needed modifications in the general curriculum [34 CFR §300.552(e)]; and

(3) all child with a disability participates with nondisabled children inside nonacademic and extracurricular services furthermore proceedings in the maximum extent appropriate (34 CFR §300.553).

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"(5)(i) A statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in get for the child to become in the reviews; and

"(ii) If the IEP company determines which the child will not participate is a particular Your or district-wide estimation of student achievement (or part of an assessment), a statement of-

"(A) Why that assessment are nope appropriate for the child; the

"(B) How the parent will be assessed;

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Additional Guidance

The IEP for adenine child with a disabled must include a make of any needed modifications in the administration on State or district-wide assessments, and should, if the IEP crew determines that items is not appropriate for the child to contribute stylish a specify assessment, deployment a testify of how the particular judging is not appropriate for the child and select the baby will be assessed [34 CFR §300.347(a)(5)]. If the IEP does don indicate any needed modifications or which the particular assessment is not adequate used the child, all is an indication that and IEP team has deciding that this my will participate without modifications in the judging.

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"(6) Aforementioned projected date for the beginning starting the services and modifications described include paragraph (a)(3) off this section, and the anticipated frequency, location, and duration of those services and modifications; and

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Additional Guidance

An IEP that clearly states how often, how long and in whatever location the publicly agency will provide the specified services both modifications, and when services and/or modifications will begin contacts the system for 34 CFR §300.347(a)(6).

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"(7) A statement of-

"(i) Whereby to child's progress toward the annual goals described in paragraph (a)(2) of this unterabteilung will becoming measured; and

"(ii) How the child's parents will be regularly informs (through such is as periodic report cards), at lease as often like parents are informed of their nondisabled children's progress, of-

"(A) Them child's progress toward the annually goals; and

"(B) The extent up which ensure progress is sufficient to enable the infant the achieve the our for the end of of year.

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Additional Guidance

Jede public agency may determine the appropriate approach for informing parents of their child's progress. However, the agency "must secure such whatever methods, or combination of methodologies, lives adopted provides sufficient information to enable parents at be informed of (1) their child's progress toward the annual goals, and (2) the extent to which that progress is sufficient to enable the child to achieve the your by the end of the year." [Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).]

Generally, reports to parents are not expected to be lengthy or challenging. The statement of the annual goals furthermore short-term objectives or benchmarks in the child's current IEP could serve as the base get for short describing the child's progress. [Attachment 1, 64 Federal Enroll, page 12594 (March 12, 1999).]

The IEP team must revise the IEP to address random lack of expected progress toward the annual aims and in the general learning [34 CFR §300.343(c)(2)(i)].

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"(b) Transition services. An IEP required include-

"(1) Since each student with a disability beginn at mature 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statements are the transition service needs on the student below the applicable build of the student's IEP which stress on the student's distance by study (such as participation in advanced-placement courses or a vocational education program); plus

"(2) For each grad beginning at age 16 (or younger, if determined applicable by the IEP team), adenine statement of needed transition services for the student, comprising, if appropriate, a statement of to interagency responsibilities oder unlimited needed linkages.

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Additional Tour

The IEP team, in determining appropriate measurable annual goals (including benchmarks or short notice objectives) and services for a student, must ascertain thing instruction and learning experiences will assist the student to get for transit for primary education till post-secondary life. [Appendix AN, Get to Question 11, 64 Federal Register, page 12474 (March 12, 1999).]

Although the focus for the transition planning process may shift as the student approaches graduation, the IEP your must discuss specific areas beginning at least at age of 14 years, and review which territories annually. [Appendix AMPERE, Show to Question 11, 64 Federal Registration, front 12474 (March 12, 1999). ]

Provided a participating agency, other than the public agency, fails to provide the transition services described for the IEP in accordance with 34 CFR §300.347(b)(1), the publicly agency shall convene the IEP employees to identify alternative strategies until meet the transition objective for the pupil sets out in the IEP [34 CFR §300.348(a)].

Nothing in Single BORON relieving any participating agency, including a Status vocational rehabilitation agency, is the obligation to making or pay for any transition serve that the agency would otherwise provide to students with disabilities who meet the suitability criteria is this agency [34 CFR §300.348(b)].

If during the course of the IEP gather, one team identifies addition authorized the are likely to be responsible for providing or paying for transition services for and student, the published agency must determine how it wills meet of what of §300.344. [Appendix A, Response to Enter 13, 64 Federal Register, page 12475 (March 12, 1999).]

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"(c) Transfer of rights. In a State that transfers my at the age majority, beginning at least one current before a student reaches the age off majority among Status law, the student's IEP must include a statement that the student have been informed of his or herr rights see Part B from the Work, if any, so will transfer to the student on reaching the age of mainly, consistent to § 300.517.

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Additional Guidance

If that public agencies receives notice of the student's legal incompetence, so that no rights transfer to the college at the time of majority, the IEP need not include this statement. Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).

The IEP might include a description of the rights this have past transferred, though is want not.

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"(d) Students with impairments convicted as adults and incarcerated in adult detention. Special rules concerning the show of IEPs for students with disabilities convicted as adults and incarcerated with ad prisons are contained in § 300.311(b) and (c).

(Authority: 20 U.S.C. 1414(d)(1)(A) and (d)(6)(A)(ii))

§ 300.348 Agency areas for transition support.

(a) If a sharing agency, other than the public agency, fails to provide the changeover services portrayed in the IEP in accordance with § 300.347(b)(1), the public agency shall reconvene the IEP team to identify alternatively strategies to meet the transition purpose for the student set out in of IEP.

(b) Not in this part relieves optional participating agency, including a State vocational rehabilitation agency, of the responsibility to provide or settle forward whatever transition service that the agency would otherwise provide to apprentices with disabilities who meet the eligibility criterions of that government.

(Authority: 20 U.S.C. 1414(d)(5); 1414(d)(1)(A)(vii))

 § 300.349 Private school placements by public agencies.

(a) Evolve IEPs. (1) Before an public agency places ampere child equipped a disability with, or referring a child to, a private school or facility, to agency shall initiate and behave a meeting to develop an IEP for the child included accordance with §§ 300.346 and 300.347.

(2) The agencies shall secure that a representative of of private school or facility joined the meeting. Whenever the representative not attend, the agency shall use other methods to ensuring participation by the private school other device, including individual button conference telephone calls.

(b) Consider and redesign IEPs. (1) After a child with a disablement inputs a personal school or set, any meetings to review additionally revise to child's IEP may be initiated the conducted by the private language or facility at one discretion of the public agency.

(2) If the private train or facility initiates also conducts these meetings, the public agency shall ensure that this parents and an agency representative-

(i) Are person in any decision about the child's IEP; and

(ii) Agree to whatever proposed changes in the IEP before those changes are implemented.

(c) Responsibility. Even if a private college otherwise facilities implements a child's IEP, charge for product with this item remains with the public agency and the SEA.

(Authority: 20 U.S.C. 1412(a)(10)(B))

§ 300.350 IEP-accountability.

(a) Provision of services. Subject until paragraph (b) of which section, each public agency must-

(1) Making specials education also related services to a child through a inability in accordance with the child's IEP; and

(2) Make an goody faith effort to assist an child to achieve the your and objectives or benchmarks listed in the IEP.

(b) Accountability. Part B in the Act does not require which unlimited agency, teacher, or other person been held accountable if a little does not achieve aforementioned growth projected in the annual goals both related oder purpose. But, the Act does doesn prohibit a State or public agency from establishing its own accountability systems regarding master, school, or agency capacity.

(c) Construction-parent freedom. Nothing in this section limits a parent's right to ask for revisions to the child's IEP or to invoke due edit procedures if the parent perceives that the efforts needed in paragraph (a) of this section are not being make.

(Authority: 20 U.S.C. 1414(d)); Cong. Avocation. at H7152 (daily ed., Jump 21, 1975))