Once it has been determined that your child has eligibility for an Individualized Education Program (IEP), then the school’s IEP team will fill out a packet of information called the Individualized Education Program (IEP). This in depth packet will be handed to each person in the room, and they will discuss the following:
Background information on the child & family/guardian information
1. Future Planning
2. Specialized Instructional Factors
3. Profile of the student
4. Extended School Year Service Option
5. Postsecondary transition
6. Measurable annual goals
7. Description of Specially Designed Services
8. Transportation Needs
9. Non Academic and extracurricular Activities
10. General Factors
11. Least Restrictive Environment
12. Statewide and District Wide Testing
13. Exemptions
14. Meeting Participants
15. Signatures
16. Visual impairment needs
* The IEP team of professionals will go around the room and share what information they gathered in this process. It takes about an hour.
IEP - This packet of information will be discussed at the IEP meeting and parents have the opportunity to change or add anything to this plan. It’s a collaborative document. Once the IEP is signed and agreed upon, the family will be asked to come to the school every year for an IEP review and update meeting. The yearly review meetings may show wonderful progress and a the team will set a new goal, or in some cases the student may come off the IEP. Then the child will be re-evaluated every three years, unless the family and school agree that the child does not need reevaluated. Parents/families have the right to request an IEP meeting at any time. Families can also ask for an annual re-evaluation if they have reason to believe it is needed. Any changes in this IEP require a parent signature. Parents will get a copy of this packet and your child with an exceptionality has a right to receive an education at no additional cost to the families. It does not matter if the student may require additional curricular instruction, special transportation, assistive equipment or classroom accommodations. The education is still free to families. The child will receive an appropriate education tailored to their unique needs meeting the high standards the state and local education associations have set forth.
Least Restrictive Environment - * Students with IEPs at Versailles are encouraged to participate in all the general education settings as much as possible. The Versailles School District values inclusion for all students with exceptionalities. If a child is in need of specialized instruction that cannot be administered in a given classroom, then the child may receive their specially designed instruction in a separate classroom if need be (i.e. speech room, special education classroom, occupational therapy room, etc…) The Least restrictive environment (LRE) is the most natural setting where your child learns best. This may be a general education classroom, which is the overarching goal at Versailles. However, it may be a partial pull-out program where the child gets a little more one-on-one time with a professional, or small group instruction with a professional. This setting may be a complete pull out program where a student is in a specialized classroom providing them with opportunities to learn at a different pace and tailored to their needs in a different room. It depends on the child’s needs, the family’s input and the professional input. Nonetheless, Versailles Exempted School District strives to have every student learning in their least restrictive environment where they can flourish and grow in confidence.