1. Individual Education Plans / Family Village School It is a verbatim reprinting of (a) federal regulations about IEPs, The guide tells students what an IEP is, why they need to be part of their IEP team, http://www.familyvillage.wisc.edu/education/iep.html

Individual Education Plans A Road Map To Success - Individualized Education Program http://www.hyperlexia.org/iep_roadmap.html This booklet is published by the State of Ohio Department of Education Individualized Education Program (I.E.P.) http://www.ldonline.org/ld_indepth/iep/iep.html Several articles on the topic from LD OnLine Individualized Education Programs - NICHCY Briefing Paper http://www.nichcy.org/ideapubs.asp#lg2 This publication provides substantial guidance regarding the legal requirements for developing a student's IEP. It is a verbatim reprinting of (a) federal regulations about IEPs, and (b) Appendix A (formerly Appendix C) to the IDEA 97, which is a series of questions and answers about federal regulations on the IEP. Transition Services in the IEP http://www.nichcy.org/pubs/outprint/ts8txt.htm This issue of Transition Summary looks closely at the definitions, mandates, and structure of transition services for youth with disabilities, as mandated within IDEA. IEP Issues / Writing IEP Goals http://www.cesa7.k12.wi.us/sped/issues-IEPissues/writingiep/writingindex.htm

2. Archived: Guide To The Individualized Education Program The IEP is the cornerstone of a quality education for each child with a Yet each IEP is critical in the education of a child with a disability. http://www.ed.gov/parents/needs/speced/iepguide/index.html

Advanced Search Students Parents Teachers ... My Child's Academic Success My Child's Special Needs Disabilities Gifted English Language Acquisition Civil Rights ... Web Survey MY CHILD'S SPECIAL NEEDS A Guide to the Individualized Education Program MS Word (164 KB) PDF (524 KB) Select a link below to jump to the relevant page section. Preface Introduction The Basic Special Education Process Under IDEA A Closer Look at the IEP ... Attachment A 1. Preface The purpose of this guidance is to assist educators, parents, and state and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children. (This guide does not address the development of Individualized Family Service Plans (IFSP) for infants and toddlers.) Guide to the Individualized Education Program Office of Special Education and Rehabilitative Services U.S. Department of Education July 2000 Credits This guide was developed by the U.S. Department of Education, with the assistance of the National Information Center for Children and Youth with Disabilities (NICHCY). The Department staff contributing to this guide include: Debra Price-Ellingstad, JoLeta Reynolds, Larry Ringer, Ruth Ryder, and Suzanne Sheridan, under the direction of Judith E. Heumann, Kenneth Warlick, and Curtis Richards.

3. LD OnLine :: IEP: The Process This information does not belong in this section of the IEP and cannot be determined until the goals and objectives are developed. http://www.ldonline.org/article/6277

Skip over navigation Home About Us Contact Us Get our FREE newsletter! Getting Started LD Basics ADHD Basics Questions + Answers ... About Us IEP: The Process The present level of educational performance is a written description of the student's strengths, weakness, and learning styles. Based upon information from a comprehensive evaluation, these descriptions are both concise and meaningful. Also, they identify a student's needs. Because the annual goals and short term instructional objectives are based on the information contained in the present level of educational performance, it is the foundation of the IEP. The following are key components of the present level of educational performance: The present level of educational performance statements should describe the student's strengths, especially in the deficit areas. By including a description of what the student can do, one will know where to begin writing the annual goals and short term instructional objectives and where to begin the instructional program. Descriptions should provide concise and meaningful information about the student and should be free of educational jargon. The present level of educational performance statements should describe specific weaknesses demonstrated by the student. The weaknesses should be stated in simple language that is free of educational jargon and which describes specific student behaviors.

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