PURPOSE OF THE IEP

The Individualized Education Program (IEP) is required by state law to assure that each gifted student has appropriate education services to meet his/her unique instructional needs. The IEP is:

     A communication vehicle.
     A commitment of resources.
     A management tool to ensure a free appropriate public education (FAPE).
     A compliance/monitoring document.
     An assessment tool that determines a student’s progress.

There are several legal and educational principles that underlie the development of an IEP. These include:

     The placement and the amount of service must be based on the learner’s unique needs.

     Consideration of the Least Restrictive Environment. When dealing with gifted a shift in perspective is necessary. There is a significant body of research that supports the view that gifted students need to be provided the opportunity to interact with their intellectual peers and that lack of opportunity may well be a more restrictive placement. (See p.53 for a continuum of services.)

     The opportunity to excel and be challenged should be addressed in the IEP

CONTENT OF THE IEP

The IEP must include the components listed below:

     A statement of the student’s present level of educational performance:
        -should include measurable information whenever possible
        -should document parent concerns
        -should cite all sources of data reported
        -should include student’s strengths and weaknesses

     A statement of annual goals, including short-term instructional objectives/benchmarks:
        -should be generated from the information documented under present levels of performance
        -should be measurable (rubric portfolio)
        -should be reviewed as often as general education is reviewed

     A statement of the specific special education and related services to be provided:
        -should be based on learner’s unique needs
        -should not be based on program limitations

      A statement of modifications needed:
        -especially important for gifted with factors
        -students should not be penalized for time missed in general education
        -copies of modification(s) should be distributed to relevant general education staff

      The extent to which the student will participate in general education programs.
        -based on information from present levels of performance
        -should be individualized

      The projected dates for the initiation and duration of services

      Prior notice is required and should include:
        -list of procedural safeguards (parent rights)
        -descriptions of actions proposed (or refused) by the district
        -an explanation of why the actions are proposed or why the District refuses to take an action proposed by the parent
        -a description of each record, report, test, etc. used as a basis for the proposal refusal

OTHER TYPES OF IEP’S

During a student’s special education time, other types of IEP’s may occur. These include:

Progression IEP: This type of IEP takes place when a student progresses from elementary to middle school and from middle to high school. It is important to consider program differences between the school levels and appropriately for the student.

Transition IEP: A four-year plan is developed when a student moves from middle to high school. The purpose of this plan is to assist students in reaching career or post-secondary educational goals.