Individualized Education Program

The group of people responsible for developing, reviewing, and revising a child's IEP. By law, the team must include the parents, at least one regular education teacher, at least one special education teacher, a school district representative, someone who can interpret evaluation results, and (when appropriate) the student.

The right of every child with a disability to receive special education and related services at no cost to the family. "Appropriate" means the education must be reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances, as established by the Supreme Court in Endrew F. v. Douglas County (2017).

Measurable goals written into the IEP that describe what a child is expected to achieve within one year. Goals should be specific, measurable, and based on the child's present levels. They guide the specially designed instruction and services the child will receive.

The section of the IEP that describes where a child currently stands academically and functionally. It includes data from evaluations, classroom performance, and teacher/parent observations. Present levels are the foundation of the IEP — goals, services, and placement all flow from this section.