The Individualized Education Program (IEP) is the written plan developed after the eligibility meeting that drives the student’s program. It describes the special education and related services specifically designed to meet the unique educational needs of a student with disability. The IEP team meeting helps parents and educators work together as partners. The IEP is not a daily lesson plan. It is a long-term plan and, thus, will not tell you everything that a teacher will do with your child. The IEP describes things that you and the school have agreed to do for your child, but it is not a guarantee that the interventions will work. The IEP is a fluid document. It can be changed as your child’s needs change. 

In New Jersey, the IEP (Individualized Education Program) team is made up of several key members who collaborate to create and review the educational plan for a student with disabilities. The team includes:

1. The Parent(s) or Guardian(s): Parents are essential members of the IEP team. They provide valuable insight into their child’s strengths, needs, and progress, and are involved in decision-making regarding goals, services, and placement.
   
   

2. The Student (when appropriate): Depending on the child’s age and ability, the student may participate in the IEP meeting to share their own goals and preferences regarding their education.
   
   

3. The Case Manager (or Special Education Teacher): The case manager, often a special education teacher, coordinates the development of the IEP, facilitates the meeting, and ensures that the plan is implemented correctly. They also help in tracking the student's progress.
   
   

4. The Regular Education Teacher(s): At least one general education teacher must attend the meeting. This teacher provides input about how the student is performing in the general education classroom and how the IEP goals can be integrated into regular educational activities. 

5. The Special Education Teacher: A special education teacher is required to attend an Individualized Education Program (IEP) meeting when the student is receiving special education services. The special education teacher contributes to the development of the IEP, particularly in setting goals and determining the services and supports the student will receive and provides input on how the IEP can be implemented and what accommodations or modifications are necessary for the student to succeed in their educational environment.
   
   

6. The Child Study Team (CST) Members: The CST typically includes professionals such as:
   
   

   • School Psychologist: Offers insights into the student’s cognitive and emotional development, assessments, and behavioral needs.
     
     

   • Learning Disabilities Teacher Consultant (LDTC): Provides expertise in learning disabilities and how they may impact academic progress and accommodations.
     
     

   • Social Worker: May provide input regarding the student’s social and emotional development, and assist with behavioral concerns.
     
     

7. Specialists (as needed): Depending on the student’s specific needs, additional specialists may be part of the team:
   
   

   • Speech-Language Pathologist (SLP): If the student has speech or language needs, the SLP will contribute expertise on communication goals.
     
     

   • Occupational Therapist (OT): If fine motor skills or sensory needs are involved, the OT will provide input on how to support those areas.
     
     

   • Physical Therapist (PT): If the student requires physical support, the PT will discuss goals related to gross motor skills.
     
     

   • Behavioral Specialist (if applicable): A specialist who focuses on behavior management, including strategies for positive behavior support.
     
     

8. Administrator (or Designee): A school administrator, often the principal or a special education director, may attend to ensure that appropriate resources are available to implement the IEP and to make decisions about placement or services.
   
   

The team works together to review assessment data, determine eligibility for services, set measurable goals, and decide on the appropriate services, accommodations, and placement for the student. Parents play an integral role in this process, ensuring that their child’s needs and strengths are fully represented.

An Individualized Education Program (IEP) is a legal document that outlines the educational plan for a student with disabilities. In New Jersey, as in other states, an IEP must include the following components to ensure that the student receives appropriate services and supports:

1. Student’s present levels of academic achievement and functional performance (PLAAFP):
   
   

   • This section describes how the student is currently performing in key areas such as academics, social skills, communication, and behavior.
     
     

   • It includes both strengths and areas of need.
     
     

   • Information is based on assessments, teacher observations, and input from parents.
     
     

2. Measurable Annual Goals:
   
   

   • Specific, measurable goals that the student is expected to achieve within a year. These goals are tailored to address the student’s unique needs as identified in the PLP.
     
     

   • Goals should be academic, behavioral, social, or functional, depending on the student’s needs.
     
     

3. Short-Term Objectives or Benchmarks (for certain students):
   
   

   • These are smaller, incremental steps toward achieving the annual goals, especially for students with more significant disabilities.
     
     

   • They help track progress and ensure the student is making meaningful strides toward the larger goals.
     
     

4. Special Education and Related Services:
   
   

   • This includes the specific services the student will receive, such as special education instruction, speech therapy, occupational therapy, or physical therapy.
     
     

   • It also specifies the amount of time and frequency these services will be provided (e.g., 30 minutes of speech therapy per week).
     
     

   • It may include services such as counseling or behavioral support.
     
     

5. Supplementary Aids and Services:
   
   

   • This includes supports that help the student access the general education curriculum, such as accommodations, modifications, or assistive technology.
     
     

   • Examples may include extended time on tests, preferential seating, or the use of a computer for written work.
     
     

6. Participation in the General Education Curriculum:
   
   

   • This section outlines the extent to which the student will participate in the general education setting with non-disabled peers.
     
     

   • It includes whether the student will participate in regular classes, or if they will be placed in a more restrictive setting for certain subjects or activities.
     
     

7. Accommodations and Modifications:
   
   

   • Specific accommodations and modifications are provided to ensure that the student has equal access to learning.

   • A Behavioral Intervention Plan (BIP) for students experiencing significant behavior difficulties if behavior impedes learning

   • These could include changes in how the student learns or demonstrates learning, such as providing instructions in simpler language, using visual aids, or allowing for oral responses instead of written.
     
     

8. State and District-Wide Assessments:
   
   

   • Information on how the student will participate in state and district-wide assessments, including any modifications or accommodations needed.
     
     

   • If the student will not participate in standardized testing, an alternate assessment plan will be outlined.
     
     

9. Projected Start Date and Duration of Services:
   
   

   • The date when the IEP services will begin and how long they will be provided.
     
     

   • This ensures that services are in place as soon as the IEP is finalized.
     
     

10. Transition Plan (for students aged 14 and older):
    
    

    • This section outlines the steps that will be taken to help the student transition from school to post-school life (e.g., employment, vocational training, or further education).
      
      

    • It includes goals and services related to preparing the student for life after high school, such as job training or college preparation.
      
      

11. Extended School Year (ESY) Services:
    
    

    • A determination of whether the student requires special education services beyond the regular school year (e.g., during the summer) to prevent regression in critical skills.
      
      

12. Progress Monitoring and Reporting:
    
    

    • A plan for how the student’s progress toward meeting the IEP goals will be tracked and communicated to the parents.
      
      

    • This typically includes how often progress reports will be provided, such as quarterly or annually.
      
      

13. Parent and Student Participation:
    
    

    • The IEP document should reflect the active participation of the student and parents. It should outline the parent’s input, the student’s preferences (when appropriate), and how they are involved in the decision-making process.
      
      

These components work together to create an educational plan that is tailored to the individual needs of the student, ensuring that they receive the necessary supports to succeed in school. The IEP is a dynamic document that is reviewed and updated at least annually to ensure it continues to meet the student’s evolving needs.