IEP

An Individualized Education Program (IEP) is a written statement for a student eligible for special education. It is developed, reviewed, and revised in accordance with state and federal laws. The IEP guides your student's learning while in special education. It describes the amount of time that your student will spend receiving special education, any related services your student will receive, and the academic/behavioral goals and expectations for the year.

Your student's IEP team will meet at least once a year to talk about your student’s progress and make any needed changes to the program. Overall, the IEP team is responsible for identifying and evaluating your student, developing, reviewing, and/or revising your student's IEP, and determining the placement or setting where your student will receive her/his special education services in accordance with the IEP.

In This Section

  • Entering the District with an IEP
  • IEP Team Composition and Responsibilities
  • Develop the IEP Goals and Accommodations
  • IEP Implementation
  • Service Types in the IEP
  • Archiving Individualized Education Plans

 

Entering the District with an IEP

I have an existing IEP from my student's old school, and I'm transferring into Northshore, what do I do?

When you enroll your child through our online system, you will have an opportunity to notify the receiving school that your student has an IEP. Our school psychologist will obtain records from your previous district and connect with you to set up a move-in meeting, if needed. 

The school IEP team will then review your IEP and may request a meeting with you to discuss services. If the IEP services cannot be provided at the school of enrollment, the team will connect you to a potential receiving school site. 

 

 

My student is changing schools this year, is there anything that I need to do with their IEP?

Regardless of the reason for your move, your student's IEP will transfer from one building to another.

If you are transitioning between grade levels for promotion (elementary to middle, middle to high school, etc) staff will engage in transition meetings to share important information. You are welcome to contact the receiving school to request transition support. 

 

IEP Team Composition and Responsibilities

The Individualized Education Program (IEP) team is a collaborative group responsible for developing, reviewing, and revising a student's educational plan. 

The required members of your student’s IEP team includes:

  • The student's parent(s) or guardian(s);
  • At least one of the student's general education teachers (if s/he is participating or could possibly participate in general education);
  • At least one special education teacher;
  • A representative of the school district who is (1) qualified to provide, or supervises the provision of, specially designed instruction to meet the unique needs of students with disabilities, and (2) is knowledgeable about the general curriculum and the availability of resources within the district;
  • An individual who can interpret evaluation results and the related instructional implications;
  • Other individuals, at the discretion of the parent or the district, who have knowledge or special expertise regarding your student, including related services personnel, if appropriate; and
  • Your student, if appropriate.

Each member of the IEP team plays a crucial role in ensuring the student's educational needs are met. The team works together to establish goals, determine appropriate accommodations and services, and monitor the student's progress.

 

Developing the IEP: Goals and Accommodations

  • Setting Measurable Goals - The IEP team works collaboratively to establish specific, measurable, achievable, relevant, and time-bound (SMART) goals that address the student's unique needs and support their academic, behavioral, and functional progress.
     
  • Identifying Appropriate Accommodations - The team thoroughly assesses the student's strengths and challenges to determine the specific accommodations and modifications needed to ensure their full participation and access to the curriculum.
     
  • Aligning Goals and Accommodations - The IEP goals and accommodations are carefully aligned to provide the student with the necessary support and interventions to achieve their academic, social, and personal objectives.
     
  • Monitoring and Reviewing Progress - The IEP is a living document, and the team regularly reviews and updates the goals and accommodations to ensure they remain effective and responsive to the student's evolving needs. IEP progress reports are sent home to families quarterly. You can expect comments on the semester reports in alignment with general education reporting. 

 

IEP Implementation

  • Annual Reviews - Formal IEP meetings are held annually to review student progress and make updates. Parents are welcome to request IEP meetings at any time during the year to address concerns or make adjustments through an IEP amendment. 
     

  • IEP Amendments - IEPs can be updated and amended anytime during the annual IEP cycle. Parents can request an IEP amendment at anytime. Additionally, amendments may be made without convening the team if parents agree and give permission to proceed without a meeting. Amendments do not impact the annual IEP due date. 
     

  • Collaboration - Effective implementation requires ongoing collaboration between the school, parents, and any relevant service providers to ensure a coordinated approach to supporting the student.

 

Service Types in the IEP

Instructional and support services are delivered by special education teachers, school psychologists, speech language pathologists, behavior specialists, occupational therapists, physical therapists, and paraeducators. 

Service providers are determined by the student's IEP and may include the following depending on areas of qualification.

 

Archiving Individualized Education Plans

Case managers and therapists are required to keep their working files for at least two years unless they have passed it along to the next therapist/case manager.

The Special Education office retains student files for six years following their exit from special education. After a student has been separated from the special education program for 6 years, a public notice is placed to inform students and families that their records have met the retention period. Any records not claimed within 6 years of the student exiting the special education program will be destroyed.



click here to view Northshore records requests, retention, and destruction process