The IEP

Consenting to Services

After the IEP is developed, the CCC team will ask you for written consent to start services. We will not provide services without your permission. 

You can withdraw your consent for special education services at any time. After withdrawing consent, you have the right to change your mind. If you later decide you want your child to be re-evaluated for special education services, you must request a new referral.  

Least Restrictive Environment 

Your child will be in schools and classrooms with non-disabled peers for as much of the day as appropriate. This could include general education classrooms, special areas, lunch, and recess.

Contents of the IEP

The following are the sections of the IEP:

• Present Levels of Performance - A description of how your child is currently doing in school. This includes:

• • • Evaluation results

    • Academic achievement

    • Social development

    • Physical development

    • Behavioral Needs/Strategies

• Measurable Annual Goals - Academic, social, behavioral, and/or physical goals that can be reasonably met in a school year.

• Progress Reports - When you will receive updates on your child’s progress.

• Participation with Students without Disabilities - The amount of time each day your child participates in general education classes and other school activities with their non-disabled peers.

• Participation in Testing Programs - This section identifies whether your child will participate in the same State and district-wide assessments given to general education students or alternate assessments for students with severe cognitive disabilities. 

• Assessment Accommodations- A list of accommodations your child needs to access, participate, and progress in the general education curriculum. 

• Transition Services - Transition services are included in the IEP when your child is 14. Transition services focus on your student's plans after high school.

• Services and Other Provisions- An outline of where your student receives special education and related services.

• Least Restrictive Environment- Your child will be in schools and classrooms with non-disabled peers for as much of the day as appropriate. This could include general education classrooms, special areas, lunch, and recess.

• Extended School Year (ESY)- Additional services to recoup significant learning are appropriate for some students. During each ACR, the team will review data and discuss whether ESY services are necessary for your student.

• Determination After Review of Existing Data- Each conference includes a discussion about eligibility and any need for further evaluation.

Annual Case Review

At least once a year, an ACR meeting must be held to discuss a student’s IEP, including:

• Progress toward their goals

• Review of the appropriateness and effectiveness of the special education services provided to determine the services and goals for the following year

In addition to the required annual review, you or another team member may ask for a Case Conference at any time.