Student IEP Manual

STUDENT IEP MANUAL

Purpose and Scope

This Student IEP Manual describes the school district's procedures for developing, implementing, reviewing and revising Individualized Education Programs (IEPs) for students eligible for special education services. It summarizes parent and student rights, team responsibilities, timelines for evaluation and review, confidentiality protections for educational records, and due process safeguards. This manual is provided to ensure informed participation by parents, guardians and eligible students in the IEP process.

Student Information

Date of Birth:    Student ID:

Parent / Guardian Information

School and Case Manager

IEP Team Members

Names and roles of team members present at IEP meetings should be recorded below. Add additional entries as needed.

Eligibility and Primary Disability

The IEP team documents the student's eligibility category and primary disability below. Eligibility determinations are based on evaluation data, educational need, and team consensus.

Present Levels of Academic and Functional Performance (PLAFP)

Document the student's strengths, needs, and how the disability affects involvement and progress in the general curriculum.

Annual Goals and Short-Term Objectives

Annual measurable goals must be specific, measurable, achievable, results-oriented and time-bound. Short-term objectives or benchmarks should be stated where required.

Special Education and Related Services

Identify the special education services, related services, frequency, duration, and location of service delivery necessary to implement the IEP.

Accommodations, Modifications, and Assistive Technology

Indicate necessary classroom accommodations, testing modifications, and assistive technology devices/services.

Behavior Intervention and Safety

If behavior concerns affect learning, describe positive behavioral interventions, supports, and strategies. Include details of any Behavior Intervention Plan (BIP), crisis procedures, and staff training requirements.

Transition Planning (Age-Appropriate)

For students approaching transition age, document post-secondary goals and coordinated transition services to support movement to post-school activities (e.g., employment, postsecondary education, independent living).

Assessment, Reevaluation and Timelines

The team shall conduct initial evaluations and reevaluations in accordance with required timelines. Evaluate the need for additional assessments and document the dates below.

Procedural Safeguards and Confidentiality

Educational records and IEP documentation are maintained in a confidential student file. Access is limited to authorized school personnel and those with parental consent, except as otherwise permitted by law. Parents and eligible students have the right to inspect and review educational records, request amendment of records, and pursue complaint or due process procedures when disputes arise.

Parental Consent and Acknowledgments

The IEP cannot be implemented without necessary parental consent for initial placement and, where required, for provision of specific related services. The parent/guardian or eligible student may provide written consent, or may elect to withhold consent pending further discussion.

Emergency Contacts and Medical Considerations

Record of IEP Meetings

Document dates, attendees and a summary of decisions for each IEP meeting.

Acknowledgment of Receipt

By signing below, the parent/guardian or eligible student acknowledges receipt of the Student IEP Manual, understands the procedural safeguards and confidentiality provisions contained herein, and agrees to participate in the IEP process as a member of the IEP team. Signing does not waive any rights or remedies afforded under applicable law.

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