Individual Education Plan (IEP)

    An IEP is developed at an IEP meeting in which students and parents are invited to actively participate as IEP team members. The written IEP

    • describes the student’s special needs
    • describes student progress and defines goals in the following areas: academic, behavioral and transitional
    • explains how the student, school, and parents will work together to meet these goals
    • is an offer of District services, not a guarantee that goals and objectives will be accomplished


    Purpose – The meeting is usually one of the following: an initial review for special education services (including eligibility); an annual review: a three year review; change of educational placement; etc.

    Who Attends – Those in attendance include teachers (special education and general education), parents, the student, a school administrator, others as needed such as a counselor, school psychologist, etc.

    What to Bring – Participants bring knowledge of the student’s accommodations and progress, samples of the student’s recent work and questions for staff.

    Confidentiality – All information covered in the meeting is confidential.


    During the IEP meeting it is decided whether or not a student needs accommodations or modifications to reach the IEP goals. The difference between the two is as follows:


    • Working with regular curriculum and standards
    • Does not change the content of the course
    • Does not fundamentally alter or lower the standard or expectation of the course, standard, or test.
    • Student will earn regular credit for course and is eligible for a high school diploma


    • Altering the curriculum to match individual needs
    • May change the content of the course
    • Fundamentally alters or lowers the standard or expectation of the course, standard, or test
    • Student will earn “Modified” credit and may not be able to pass the California High School Exit Exam (CAHSEE) or other graduation requirements.