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It details how the IEP meeting functions as a communication and decision-making process between families and school staff, and how the IEP document supports resource commitment, compliance monitoring, FAPE, and measuring progress in the general curriculum. 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The Office of Special Education Programs included in the Federal Register the Analysis of Comments and Changes section in the preamble which provided the rationale for each of the regulatory changes.  Federal Register Analysis information included within this document is taken directly from the Federal Register to assist in providing clarification and support to the applicable section of the IEP.\nPurpose of the IEP\nThere are two main parts of the Individual Education Program (IEP) requirement. First, the IEP meeting, at which parent/guardians, the student, evaluators, school personnel, and others jointly make decisions about the student’s eligibility and the educational program for a student with disabilities who requires special education or special education and related services. Second, the IEP document, which acts as a written record of the decisions reached at the meeting.  The overall IEP requirements have a number of purposes and functions:\nThe IEP meeting serves as a communication vehicle between parent/guardians and school personnel.  It enables them, as equal participants, to jointly decide what the student’s needs are, what services will be provided to meet those needs, and what the anticipated outcomes will be.\nThe IEP process serves as an opportunity to resolve any differences between parent/guardians and school personnel, either through the meeting itself, or if necessary, through procedural safeguards available to parent/guardians.\nThe IEP sets forth in writing a commitment of resources necessary to enable a student with disabilities to receive needed special education or special education and related services.\nThe IEP is a management tool that is used to ensure that each student is provided special education or special education and related services appropriate to individual learning needs.\nThe IEP is a compliance and monitoring document that can be used to ensure that students are receiving a “free appropriate public education” (FAPE).\nThe IEP serves as an evaluation device for use in determining the extent of student’s progress in the general curriculum.\nThe IEP Process – What you need to know.\nThe following information is taken from the August 14, 2006 Federal Register IDEA Comment Section of the regulations. The comment sections are guidance given by the Office of Special Education Programs.\nFederal Register Analysis:  Referral\nSince not all child find and referral processes in States and LEAs would necessarily meet the requirement in section 615(k)(5)(B)(iii) of the Act that the teacher of the child, or other personnel of the LEA, must express specific concerns about a pattern of behavior demonstrated by the child “directly to the director of special education of such agency or to other supervisory personnel of the agency,” we are removing from §300.534(b)(3) the requirement that concerns be expressed in accordance with the agency’s established child find or special education referral system.\nWe continue to believe the child find and special education referral system is an important function of schools, LEAs, and States.  School personnel should refer children for evaluation through the agency’s child or special education referral system when the child’s behavior or performance indicates that they may have a disability covered under the Act.  Having the teacher of a child (or other personnel) express his or her concerns regarding a child in accordance with the agency’s established child find or referral system helps ensure that the concerns expressed are specific, rather than casual comments, regarding the behaviors demonstrated by the child and indicate t","cbCaiaDNkh5Vap2f","https://ap.wps.com/l/cbCaiaDNkh5Vap2f","docx",437380,148,"English","# Purpose of the IEP\n## IEP meeting and IEP document functions\n# The IEP Process – What you need to know\n## Federal Register Analysis: Referral\n## Federal Register Analysis: Draft IEP","[{\"question\":\"What are the two main parts of the IEP requirement?\",\"answer\":\"The IEP includes the IEP meeting and the IEP document. The meeting is where decisions are jointly made, while the document records those decisions in writing.\"},{\"question\":\"How does the IEP meeting support families and school personnel?\",\"answer\":\"It serves as a communication vehicle so parent/guardians and school personnel make joint decisions as equal participants about needs, services, and anticipated outcomes.\"},{\"question\":\"What guidance does the document provide on referral and draft IEP?\",\"answer\":\"It summarizes changes related to referral concerns and encourages appropriate use of child find and referral systems. For draft IEPs, it encourages preparation for discussing evaluation findings while cautioning against drafts that inhibit full discussion.\"}]","Individual Education Program (IEP) - A Technical Assistance Guide - Purpose and IEP Process | DOCX",52]