An Individualized Education Program (IEP) is a legal document outlining the special education and related services the school district will provide for your child. According to the Individuals with Disabilities Education Act (IDEA), federal law 34 CFR 300.320, “the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with” federal and state laws, regulations, and rules. An IEP must be developed at public schools for each child who requires special education services. IEP services are based on information gathered from evaluations, district assessments, and current levels of achievement on IEP goals and in the general education curriculum.

No two students learn the same way, but if a student is struggling in school or has a disability that affects their education, an IEP may be appropriate.

IDEA specifies the information that must be in an IEP. There must be a statement of the child’s present levels of academic achievement and functional performance (PLAAFP). There must be measurable annual goals addressing academic and/or functional needs in the educational setting that result from the child’s disability. There must also be a statement about the special education and related services, supplementary aids and services provided to (or on behalf of) the child, any program modifications, and support for school personnel. An explanation of when the child will not participate with nondisabled peers and a statement regarding standardized testing. The projected dates for the beginning of the services and the frequency, location, and duration of those services. Your concerns regarding your child’s education should also be documented in the IEP.

The IEP team must include:

• A parent (or the student if age 18 or older)

• A school district representative (referred to as the LEA) who is qualified to teach or supervise special education, knows about the general education curriculum and knows about the resources of the school district

• At least one of the student’s special education teachers

• At least one regular education teacher

• A person who is qualified to interpret evaluation results (this person can also hold one of the other roles)

• The Case Manager (this will likely be the special education teacher)

IEP team members may also include:

• People who have expertise or knowledge regarding the student

• The student (when appropriate)

The benefits of an IEP are extensive and potentially life-changing for your child. IEPs provide personalized support, tailored goals, and specialized accommodations to maximize the child’s potential for academic growth. An IEP offers an opportunity for educational success, enables educational advancement, involves a concrete action plan, focuses on measurable goals, delivers quality education, and ensures individual student care. Ultimately, an IEP aims to empower students, maximize their educational potential, and promote well-being.

IEP Process Steps

1. A child is identified as possibly needing special education and related services.

2. The child is evaluated.

3. An Eligibility meeting is held, during which the child’s eligibility for special education services is determined (“Yes,” the child is eligible for Special Education; or “No,” the child is not eligible for Special Education), and the eligibility category (13 categories) is determined.

4. An IEP meeting is scheduled.

5. The IEP meeting is held, and the IEP is written.

6. Services are provided.

7. Progress is measured and reported to parents.

8. The IEP is reviewed at a minimum once a year.

A 504 Plan is developed for students with a disability but who do not require special education services. A 504 plan is supported by the federal civil rights law, which stops discrimination against people with disabilities (Section 504 of the Rehabilitation Act). A 504 is mostly used for students with medical needs or a disability requiring support but not specialized instruction.

The most important difference is that an IEP is Special Education, and 504 is General Education. IEPs and 504s are educational support documents but do not provide the same support, services, or instruction. An IEP is legally binding, but a 504 is not.

See it Article: IEPs vs. 504 Plans