Individualized Education Program (IEP)
The IEP is a written plan with goals to meet the student's specific disability-related needs, which is developed by a team including parents, teacher, special education staff, administrator and child (if appropriate).
The IEP includes:
- Student strengths
- Areas of need
- Review of present levels of performance
- Assessment of results and determination of eligibility for initial IEPs
- Goals to address areas of need based on the disability
- Services for a Free and Appropriate Public Education (FAPE)
- Placement in the Least Restrictive Environment (LRE)
- Written consent from the parents prior to implementation of the IEP
The IEP is reviewed each year to review progress on goals and based on the outcome of the goals, to determine the level of Special Education services.
However, an IEP meeting can be called whenever there is a concern from the parents, teacher or IEP team member. When an IEP is requested, it is to be scheduled within 30 days at a time that is mutually agreeable to all members of the IEP team.
The school district is to provide a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). These mandates require that the school district to consider Special Education services as a support to general education with the goal of fully including the student rather than providing maximum services in a separate place.
Free and Appropriate Public Education (FAPE)
The special education student is to receive instruction that:
- is designed to meet the unique educational needs of the student
- addresses both academic and functional needs
- provides access to the general curriculum in order to meet the challenging expectations established for all children
The free appropriate public education offered in an IEP need not be the best one, nor one what will maximize the child's educational potential; rather it need be an education that is specifically designed to meet the child's unique needs, supported by services that will permit the child to benefit from instruction.
Least Restrictive Environment (LRE)
A Least Restrictive Environment (LRE) means:
- To the maximum extent appropriate, individuals with exceptional needs, including children in public or private institutions or other care facilities, are educated with children who are nondisabled.
- Special classes, separate schooling, or other removal of individual with exceptional needs from the general educational environment occurs only if the nature or severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (30 ED 56040.1)
Millbrae School District offers special education students a continuum of Least Restrictive Environments (LRE), depending each student's individual needs. The continuum includes the following:
- General education classroom
- General education classroom with supplementary aids and services
- General education classroom with related services
- Specialized Academic Support
- Learning Center provides specialized support from special education staff for students able to participate in general education the majority of the day
- Specialized Academic Instruction form a special education teacher for the majority of the day.
- County classes
- Nonpublic schools
Sometimes there may be disagreements and we aim to resolve disagreements quickly and amicably in order to continue to provide instruction for the student and to maintain a collaborative relationship with all members of the IEP team. When there are concerns to address please follow the following steps.
If there is a problem:
- Try resolve it at the school level. Contact your child's teacher and the discuss your concerns. Include other staff members who are aware of your child's needs, if appropriate.
- If necessary, contact the Special Education Director, Anita Allardice for further assistance. (firstname.lastname@example.org)
- If the situation is not solved satisfactorily and the problem has to do with your child's program placement, special education, or related services, then request an IEP review meeting.
- If you cannot reach an agreement you may file for Due Process. (Procedures for Due Process are available in the Resource Section of this website.)