Individualized Education Programs (IEPs)

The CSE is responsible for developing an Individualized Education Program (IEP) for each eligible student. The
IEP is a detailed document that specifies:

• Present levels of performance and how the disability affects involvement and progress in the general curriculum;
• Measurable annual goals, including academic and functional goals, to meet student needs and enable progress in the general curriculum;
• The classification of the disability;
• Recommended special education services, including class size, frequency, location, and duration, and supports for school personnel;
• Testing accommodations;
• Coordinated transition services for students aged 15 and older (or younger if appropriate) to prepare them for post-school activities, including vocational education and life skills.

Behavioral Interventions: When a student's behavior impedes their learning, Functional Behavioral Assessments (FBAs) are conducted to understand the behavior, gathering information from direct observation, student and parent interviews, and record reviews. Based on the FBA, a Behavior Intervention Plan (BIP) is developed to address the behavior and support positive behaviors.

Annual Review: An Annual Review Committee on Special Education annually reviews each student's IEP to determine if the goals are appropriate and if the student is making progress. These reviews involve a multidisciplinary team, and case managers are responsible for coordinating them and managing the IEP document.

Progress Monitoring: IEPs include measurable goals and short-term instructional objectives, with progress regularly monitored and reported, including through quarterly reports.