What is an IEP?
The Individual Education Program (IEP) is a yearly plan developed by parents or guardians and school personnel to support a student’s success in school. It outlines instruction, goals, services, supports, and methods to measure individual student progress.
The IEP Meeting
The IEP meeting focuses on determining the services, supports, and accommodations a student needs. The team reviews the student’s strengths and weaknesses to decide on the best strategies and programming. Decisions are based on data and parent input documented in the Present Level section of the IEP. Criteria are established to monitor progress. The plan is reviewed annually and adjusted as needed. Parents or guardians have the right to request updates or an IEP meeting if they have concerns about progress.
IDEA and Section 504
Students with disabilities are protected by federal laws that ensure they receive a free and appropriate public education. Two key laws are the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.
Individuals with Disabilities Education Act (IDEA): This federal law authorizes special education and early intervention services for children with disabilities in the U.S.
Section 504: This civil rights law prohibits discrimination based on disabilities in all federally funded programs and activities, including public schools.
Understanding Section 504 Eligibility
Section 504 protects eligible students whose disability substantially limits a major life activity, such as walking, speaking or learning. Each Academy District 20 school has a process to identify eligible students and provide supports. A school counselor or administrator can explain Section 504 and the school’s process for developing a 504 Plan.
Section 504 and IDEA both protect access to a free appropriate public education, but their eligibility requirements differ. A student may qualify for a 504 Plan without qualifying for special education services under IDEA. A special educator, school counselor or administrator can help you understand which supports may apply to your student.
Eligibility for Special Education Services
Under IDEA, a multidisciplinary IEP team—comprising qualified professionals and parents or guardians—determines if a student has a disability requiring special education services.
The team uses evaluation data and information from various sources, including parent-provided information, to decide if the student meets state eligibility criteria. Eligibility means the student needs additional educational services because their disability impacts their ability to benefit from general education without support.
To qualify under IDEA, a student must require special education due to a disability in one or more of the following categories:
Autism Spectrum Disorder
Hearing Impairment, Including Deafness
Developmental Delay
Serious Emotional Disability
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech and Language Impairment
Traumatic Brain Injury
Visual Impairment, Including Blindness
Deaf-Blindness
More information about disability categories and eligibility is available at the Colorado Eligibility Criteria page on the Colorado Department of Education website.
Types of Meetings
Eligibility Meeting – This initial meeting takes place after a referral and completion of testing. The team discusses results and determines whether the child needs special education services. If eligible, school personnel and parents/guardians develop an IEP within 30 days, outlining services, specific goals, accommodations, and modifications.
Annual Review Meeting – An IEP must be reviewed annually within 365 days of the last IEP date. This meeting evaluates the student’s progress and any needed changes to the IEP. Additional meetings may be requested by parents/guardians or school staff as necessary.
Triennial Eligibility Meeting (Re-evaluation) – Every three years, the student’s eligibility for special education services must be re-evaluated. The district must obtain parent/guardian consent through the Prior Written Notice and Consent Process (PWN/C). The IEP team coordinates with parents/guardians to determine needed assessments. After testing and evaluation, the team decides if the student remains eligible and what IEP adjustments are necessary.
IEPs may be amended without a meeting if parents/guardians and the district agree, minor changes to an IEP may be made without a formal meeting through an amendment. This process saves time when only minor changes are needed. Amendments do not change the due date of the next Review/Annual Meeting.
Tips for Meaningful Parent/Guardian Participation
Parents and guardians are an important and integral part of the IEP team. Meaningful participation is every parent/guardian’s right. The IEP team includes:
A special education provider
A general education teacher
Parents/guardians and individuals they wish to have attend
Other professionals and related service providers who know and support the student
The student with a disability
Each IEP is individualized, and proper development and implementation are critical to your student’s success. Parents/guardians play a crucial role by sharing unique knowledge and perspectives regarding their student’s needs. Your participation and ongoing involvement are vital to your student’s success.
Tips for a Successful IEP Meeting
Be an active participant in your student’s educational journey. Collaborate with your IEP team throughout the year to improve outcomes.
Find ways to be involved with your student’s education, such as volunteering, joining committees or Parent/Teacher Organizations, attending special events, scheduling time at home for school projects and homework, and reading to or with your student.
Communicate regularly with school staff via phone, email, or communication logs to stay informed about your student’s progress. Your student’s case manager is often the best point of contact.
Be prepared to discuss your student’s strengths, interests, goals, and tips for teachers to support your student’s educational needs. These can be recorded in the Parent/guardian/Student input section of the IEP.
You may submit a written document with feedback to be included in the Parent/guardian/Student input section.
Review the draft IEP report before the meeting. Contact the case manager with questions to clarify and gather additional information. Mark any questions you have.
Share information from outside providers, including copies of outside reports, which will be considered in the IEP process.
Bring a support person such as a friend, relative, community-based service provider, or advocate. Inform the school in advance to arrange accommodations.
During the IEP meeting, take notes and ask questions. Request clarification about unfamiliar terms. If needed, ask to continue the meeting later.
Remember, the goal of the IEP team is to work together to identify the special education services and supports your child needs. The process should focus on finding solutions to help your child succeed.
If you have questions, contact your case manager or the school. Don’t hesitate to ask for information to become an effective partner and advocate for your student’s educational needs.
Contact During an Initial Evaluation
If your student is being evaluated for special education services for the first time, use the contact information listed on the consent-to-evaluate form for questions about the evaluation.