STUDENTS’ INDIVIDUALIZED EDUCATION PROGRAM: Roles and Responsibilities

If you have taught students with special needs before, you’re familiar with the Individualized Education Program (IEP). The IEP is a requirement for every student receiving special education services and is the blueprint for teachers, parents and other school personnel to help each student receive a quality education.  

Here’s what goes into the IEP, according to the U.S. Department of Education: 

• Current performance – The IEP must share results of the student’s evaluation when they were assessed for disabilities.  
• Annual goals – Measurable academic, behavioral or other goals broken down into short-term objectives or benchmarks. 
• Special education and related services – The IEP must list the services to be provided to the child, including supplementary aids and services as well as modifications needed or training that school personnel might need to assist the child. 
• Participation with nondisabled children – The IEP lays out whether the child will participate with nondisabled children (and how much). 
• Participation in state and district-wide tests – The IEP states what modifications the student will require to test or whether a test is not appropriate for the child (and an alternative test plan). 
• Dates and places – The IEP must state when services will begin and how/when they will be provided. 
• Transition services – Transition services are addressed if a student needs certain transition services to reach any goals such as taking advanced placement courses or preparing to move into adult life (e.g., higher education or employment). 
• Measuring progress – The IEP must state how a student’s progress will be measured and how parents will stay informed.  

The IEP is a detailed document, but writing it doesn’t fall solely to you as your student’s teacher. Depending on how your school’s special education team is structured, the members of the IEP team who will write the IEP might include: 

• Parents  
• Classroom teacher(s) – At least one, if the student will participation in the typical classroom 
• Special education teacher
• The person who can interpret what the child’s evaluation results mean (and instructional implications)
• The person representing the school system who understands school resources
• Others with special expertise about the child, such as a paraprofessional, occupational therapist, psychologist or speech-language pathologist
• Representatives from transition service agencies if the student is preparing for such a transition  

Your students deserve to receive the best education possible, and the development of the IEP supports that goal. Huntington’s mission is to give every student the best education possible and we offer tutoring and ADHD support for students who might need assistance outside of the classroom.  

A recognized leader in the educational services industry since 1977, Huntington Learning Center offers a range of exciting full-time, part-time and entrepreneurial opportunities. Ideal candidates for these key positions are self-motivated individuals with a proven record of excellence in their past endeavors. 

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