Arkansas Special Education Project

A lot of people really don’t understand how the IEP process is supposed to work.  It’s really a pretty simple formula, actually.

1. Formal assessment is conducted.
2. Present levels of performance are identified from the assessment data as well as what has been observed and measured in the classroom.
3. Measurable annual IEP goals are developed based on the student’s present levels of performance and learning capacity to describe what one year’s worth of special education intervention is intended to accomplish, as well as how the IEP team will know whether it’s been accomplished or not.
4. Special education services are identified based on what is necessary to accomplish the IEP goals.
5. Placement is determined at the very end and is based on what setting is the Least Restrictive Environment (“LRE”) in which the services can be rendered in such a way that the goals can be met.

The case law describes an appropriate IEP as one that is reasonably calculated to render educational benefit.  This has become part of the legal definition of a Free and Appropriate Public Education (“FAPE”) and is a legally significant term.

The thing to understand here is that the word “calculated” is more than just a term of art.  In order for anything to be calculated, mathematics must be performed.  This ties back into the need for IEP goals to be measurable, as required by the IDEA.  [34 CFR Sec. 320(a)(2)]

KPS4Parents has already written a series of blog articles & recorded corresponding podcasts regarding the IEP process.  Below are links to these articles and recordings.  Use them to help yourself better understand how the IEP process is supposed to work so that you can effectively advocate for the process to be followed and achieve appropriate educational outcomes for the students with special needs in your life.

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