Individualized Education Programs

Individualized Education Programs (IEPs) are individualized plans that support students receiving special education services in achieving educational success. A standards-based IEP assumes that all students can and will achieve grade-level CCRS. It is based on how the student is currently performing and outlines a plan for closing the gap to achieving grade-level expectations. IEP teams, which always include general education teachers and parents, must work together collaboratively to support a child’s success. Explore the resources below for additional information on standards-based IEPs and IEP team support.

National Technical Assistance Center on Transition (NTACT) provides numerous resources for engaging students in the process of planning for their future. There are evidence- and research-based practices for teaching them how to lead their IEP meetings under the Transition Planning, Education, and Student Focused Planning - Student Participation resources.

Standards-based IEPs

NASDSE’s Standards-based IEPs Examples document presents a seven-step process to be used in developing a standards-based IEP. Each step is followed by guiding questions for the IEP team to consider in making data-based decisions.  Two student examples are provided to illustrate application of the components of a standards-based IEP. The student examples contained in this guide provide an opportunity for educators to think about and apply the steps toward developing and implementing a standards-based IEP. One student example leads to the decision that the student should take an alternate assessment based on modified academic achievement standards while the other leads to a decision that the student should take the general assessment with accommodations. Readers may want to work in small groups to discuss their responses and to think about how the contextual characteristics of a school setting may influence the creation and implementation of a student’s IEP.

IEP team support

CADRE activities emphasize and encourage the timely and appropriate use of dispute resolution options, since collaborative problem-solving and early resolution practices result in a reduction of the financial, relational and emotional costs associated with more adversarial processes.

CPIR provides an overview of the IEP process and the requirements for the IEP team: