IEP stands for Individualized Education Program.  It is the plan that is developed cooperatively with members of the school staff and you, the parents.  It specifies all of the goals, accommodations, and services your child is to receive in order to address their individual needs.  It also notes how the student will participate in statewide testing, and how you will be notified of your child's progress toward goals. The IEP is reviewed every year.  Keep a copy handy in case you need to refer back to your child's plan.


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An IEP meeting will be held:

  • Whenever your child has been assessed- within *60 calendar days of the school receiving an Assessment Plan signed by you
  • For Annual Review of the program- no later than once per year 
  • Upon request of you or any school staff- within *30 calendar days
  • Upon Triennial Reevaluation-  no later than three years after the most recent evaluation

(*School Holidays in excess of 5 days and breaks between school years interrupt the 60- and 30-day timelines) 


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The following people are required at EVERY IEP meeting:

  • Parent
  • Special Education teacher
  • General Education teacher of the child
  • Representative of the District (like an administrator or psychologist)

(There is a process to excuse a required member of the IEP team- you must agree to the excusal)

Other people who must be at the meeting in certain circumstances:

  • The student, if over 15
  • Anyone who has assessed the student-  must attend the meeting and provide a written report
  • Representatives of adult transition agencies with your permission

Other people who might be at the meeting:

  • Specialists who work with your child
  • Other personnel at the request of the district
  • Outside assessors with your permission
  • Outside agency staff with your permission
  • People you have invited


  • A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects his or her involvement and progress in the general education curriculum;
  • A statement of measurable annual goals, including academic and functional goals;
  • A description of how the child’s progress toward meeting the annual goals will be measured, and when periodic progress reports will be provided;
  • A statement of the special education and related services and supplementary aids and services to be provided
  • A statement of the program modifications or supports for school personnel that will be provided to enable the child to advance appropriately toward attaining the annual goals, to make progress in the general education curriculum, to participate in extracurricular and other nonacademic activities, and to be educated and participate with other children with and without disabilities 
  • An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities;
  • A statement of any individual accommodations that are necessary for the child to participate in State and districtwide assessments (If the IEP team determines that the child must take an alternate assessment instead of a regular State or districtwide assessments, the IEP will include a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child)
  • The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.


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smiley See the Ventura County Parent Guide to Special Education for a complete description of the IEP process


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