By Joy at the Southern Schoolhouse
I have conducted hundreds of IEP meetings over the course of my career. One thing I realized was that many parents struggle to understand the process of obtaining an IEP as well as keep up with the many acronyms casually slung around the room. In fact as you read this you may ask, what does IEP actually stand for?
IEP stands for Individualized Education Program. An IEP outlines specialized programming for students with disabilities. It includes accommodations, individualized goals and service time in which a child receives specially designed instruction. In order to qualify for special education (an IEP) a child has to qualify under one of 14 disabling conditions recognized by the public school system.
Developmentally Delayed (DD)
Other Health Impairment (OHI)
Learning Disability (LD) or Specific Learning Disability (SLD)
Intellectual Disability (ID; mild, moderate, severe)
Hearing Impairment (HI)
Visual Impairment
Physical Disability
Traumatic Brain Injury (TBI)
Speech Impairment (SI)
Emotional Disability (ED)
Deaf-Blindness
Autism (AU)
Multiple Disabilities
Orthopedic Impairment
*Please note that acronyms can vary from state to state.
Just note, the school system has certain data requirements in order to qualify for an IEP. Just because you have an outside diagnosis, does not mean your child’s disability is impacting their school day.
Many school districts around the country have a tiering system, Multi-Tier System of Support (MTSS). This team frequently reviews data and tier students according to their progress. Tier one is typically the curriculum all students receive. Tier 2 has 2-4 times a week interventions. When a student’s data does not reflect progress, with these interventions, they are moved to Tier 3. Tier 3 is more intensive, with 4-5 times a week systematic instruction. After collecting weekly data (8-12 data points), the team will make an informed decision to continue with interventions or possibly make a referral to the special education team.
Once referred, the IEP team will meet. This team includes the parent, regular education teacher, a special education teacher, and an LEA (Local Education Agency) representative. The LEA is typically a school administrator. The school psychologist, and any related service providers such as the speech or occupational therapist may also be invited. This team will meet and go over the student’s strengths, concerns, existing data, attendance, medical documentation and interventions. Once data is reviewed, a determination will be made. Choices include: meets the requirements, does not meet the requirements, or additional information is needed in order to determine if this child qualifies for specially designed instruction under one of the fourteen disabling conditions recognized by the public schools. If additional information is needed, a testing plan and consent for testing will need to be signed by the parent.
If testing is required for eligibility determination, this will be conducted through the school system. Once complete, the team will reconvene to discuss results and if the data supports eligibility. If the team agrees on eligibility, a proposed IEP will be presented.
The IEP will include student strengths, present data levels, goals, service times, settings, as well as classroom and testing accommodations.
If the team agrees on the IEP, the specialized services will begin as outlined in the document. Once qualified, the student’s case manager will conduct an annual IEP to update data and goals yearly. The team may choose to meet sooner due to concerns or a need to update any information, but if not plan on meeting at least annually.
