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Individualized Educational Program

Information and Resources on Special Education — with link

An Individualized Educational Program (IEP) is a written document, reviewed annually, that includes a child's current level of performance and needs, long-term goals and short-term objectives.
An IEP will describe the special education services that will be provided for a child who qualifies. That includes Related Services and supplementary aids and services.
The IEP also will include the date services are to begin, the criteria for evaluation of progress toward each short-term objective and the extent to which the child will participate in academic and non-academic general education programs. 
The child's progress through the IEP will documented each quarter, or more frequently if required.

The IEP Team

Note that reads: A flower does not think of competing to the flower next to it. It just blooms!

An IEP team will determine if a child is eligible for Special Education services. The IEP team will include qualified professionals and the parent(s) or guardian(s) to review the child’s evaluation results. Together they decide if the child is a “child with a disability” as defined by IDEA.

According to the Individuals with Disabilities Education Act (IDEA) of 2004, Section 1414(d)(1)(B), the IEP team includes:
• The parents or guardians of a child with a disability
• At least one regular education teacher of the child, if the child is or may be participating in the regular education environment
• At least one Special Education teacher, or, when appropriate, at least one Special Education provider of the child
• A representative of Kent County Public Schools
• An individual who can interpret the instructional implications of evaluation results
• At the discretion of the parent/guardian or the agency, other individuals who have knowledge or special expertise regarding the child, including Related Services personnel as appropriate.
And whenever appropriate, the child.


The IEP Process

Click here for a downloadable copy of the IEP Flow Chart

Step 1: Child Find 
A child is identified as possibly needing Special Education and Related Services.
Child Find is the process used to identify, locate and evaluate all children with disabilities who may need Special Education and Related Services. A child may be identified by Child Find. Parents may be asked if the Child Find system can be used evaluate their child. 
When a parent asks for their child to be referred to Child Find, they will submit a written letter requesting that an IEP team be conveyed to review if their child needs Special Education services. 
For a child enrolled in Kent County Public Schools, please contact the school principal. If the child is not enrolled in Kent County Public Schools, contact Supervisor of Special Education Dr. Wendy Keen at 410-778-7164.
Step 2: Initial IEP Team Meeting
An IEP team meeting will be held within 30 days of the referral date or from the date the school receives a letter requesting an IEP meeting. A meeting will be held no later than 30 days from the written request for a review if the child needs to be evaluated for Special Education and Related Services under the Child Find process. 
Step 3: Evaluations and Assessments
If the IEP team feels that an evaluation is warranted, the team will recommend assessments to determine if a disability exists. The child is assessed in all areas related to his or her possible disability. 
The evaluations are comprehensive. The results are used to decide the child’s eligibility for Special Education and Related Services and to make decisions about an appropriate educational program. 
The IEP team will meet to review the results within 60 days of the date the assessments were authorized.
Step 4: Eligibility Decided; IEP Developed 
When a child is found eligible for services as a “child with a disability” as defined by IDEA, an IEP will be developed. This will be developed within 30 calendar days of the eligibility meeting. 
Step 5: Implementation of an IEP
Kent County Public Schools will schedule an IEP meeting within 30 calendar days of the eligibility meeting. 
The IEP team will talk about the child’s needs and write the IEP. The parents or guardians will receive notice at least 10 calendar days prior to the meeting so they can arrange to attend. The meeting will be scheduled at a time and place agreeable to the family and the school. 
Families will be contacted prior to the IEP meeting to discuss strengths and needs of the child. Families also may invite anyone to the meeting who have knowledge or special expertise about the child. Families will let the school know prior to the IEP meeting anyone they are planning to bring.
Families will receive proposed goals and objectives prior to the meeting to be an informed active participant in developing an IEP for their child. They will receive this at least five days prior the meeting to provide them ample time to review the documents. 
Other parts of the IEP are developed in conjunction with the families at the meeting to best meet the needs of the child. 
Before the IEP may be implemented, the families must give consent for Special Education and Related Services. 
The IEP will be implemented as soon as possible after the meeting. 
If the family does not agree with the IEP and placement, they may discuss their concerns with the members of the IEP team and try to come to an agreement. If they cannot come to an agreement, the family and/or the school IEP team may contact the supervisor of Special at 410-778-7164. 
Parents will receive a final copy of the IEP with 5 days.
Step 6: IEP Implementation
The school will implement the student’s IEP as it was written. Each of the child’s teachers and service providers will have a copy of and access to the IEP. 
A case manager will review the IEP with all teachers, ensuring that they understand the supplementary aids and services, instructional and testing accommodations and goals that are written in the IEP. 
KCPS will utilize the continuum of services to implement the IEP in the least restrictive environment. 
Step 7: Progress Monitoring
The child’s progress toward the yearly goals and objectives of the IEP is measured each quarter in conjunction with reports cards and reviewed annually. The families will receive a written report showing their child’s progress toward these goals. 
The parent may request to review the progress of their child at any point through requesting the information in writing or by asking for an IEP meeting. 
Step 8: Reviews of the IEP 
Families may request an IEP meeting at any time. They should write a letter to the principal or the chair of the IEP team requesting a meeting. 
The team reviews the child’s IEP at least once a year. At the annual review, the child’s IEP and progress toward annual goals are reviewed and the IEP is revised. 
The parents or guardians are team members. They are invited to attend meetings and make suggestions for changes. 
If families do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to come to an agreement. Should an agreement not be reached, families are encouraged to contact Supervisor of Special Education Dr. Wendy Keen 410-778-7164. 
Families may request mediation if an agreement cannot be reached. 
Step 9: Reevaluation
At least every three years a child must be reevaluated to determine eligibility for Special Education services as defined by IDEA. This evaluation is often referred to as the triennial assessment. 
This evaluation will help determine weaknesses. 
A child may be reevaluated more often if conditions warrant or if the child’s parent or teacher asks for a new evaluation.