Individualized Education Plan (IEP)

      An individualized education plan (IEP) is a written statement for each student with a disability that includes, among other things, the following items:

1. A statement of the student’s present levels of educational performance, including how the student’s disability affects the student’s involvement and progress in the general curriculum.
2. A statement of measurable annual goals, including benchmarks or short-term objectives, and how the student’s progress towards these goals will be measured.
3. A statement of the services and supplementary aids to be provided to the student, or on behalf of the student, and a statement of the program modifi­cations or supports for school personnel that will be provided for the student.
4. A statement of the extent, if any, to which the student will not participate with nondisabled children in the regular class and in other activities.
5. A statement about transition services, including the following:

   (a)   Beginning at age 14, and updated annually, a statement of the transition service needs of the student under the applicable components of the student’s IEP that focuses on the student’s courses of study (such as participation in a vocational education program).

   (b)   Beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, includ­ing, when appropriate, a statement of the interagency responsibilities or any needed linkages.

      The initial evaluation [see (a) above] is conducted by an IEP team, which is com­posed of the following people (Individuals with Disabilities Education Act Amendments, 1997, section d.1.B.):

1.  The parents of the student with a disability.
2. At least one regular education teacher of the student (if the student is, or may be, participating in the regular education environment).
3. At least one special education teacher, or where appropriate, at least one special education provider for the student.
4. A representative of the local educational agency who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities.
5. An individual who can interpret the instructional implications of evalua­tion results, who may be a member of the team as described in 2 through 6.
6. At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the student, including related services personnel as appropriate (e.g., VR counselor).
7. 7.     Whenever appropriate, the student with a disability.

      The interests of the IEP team, with respect to transition planning, converge with the interests of the VR system, and provide a mechanism where the two systems can work together effectively!  Each IEP is developed by the IEP team, which must consider the following issues:

1. The strengths of the student and the concerns of the individual and his or her parents for enhancing the education of their child.
2. The results of the initial evaluation or most recent evaluation of the student.
3. Strategies, when appropriate, including positive behavioral interventions and supports to address that behavior, in the case of a student whose behavior impedes his or her learning or that of others.
4. All resources available in the area from individuals, team members, and relevant agencies.

      The multidisciplinary IEP team, including a VR counselor, is very similar to the kind of diagnostic team mentioned earlier.  In fact, it is recom­mended that there be considerable overlap between the two, if they are not com­pletely the same.

back to Coocurring Disorders