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Laurel Public Schools

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Laurel Public Schools
Dedicated to the individual development of each student, every day, without exception

What is I.D.E.A?

Individualized Education Program (IEP)

An Individualized Education Program (IEP) is a written plan developed to meet the unique educational needs of a student who qualifies for special education services under the Individuals with Disabilities Education Act (IDEA). The IEP is created through a collaborative team process and is designed to ensure that each eligible student receives a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).

The IEP Team

Developing an IEP is a collaborative process that includes individuals who know the student and can contribute to educational planning. IDEA requires that the IEP Team include:

  • The student's parent(s) or guardian(s);
  • At least one general education teacher, if the student is or may participate in the general education setting;
  • At least one special education teacher or special education service provider;
  • A representative of Laurel Public Schools who:
  • Is qualified to provide or supervise specially designed instruction;
  • Is knowledgeable about the general education curriculum; and
  • Is knowledgeable about the resources available within the district;
  • An individual who can interpret the instructional implications of evaluation results (this role may be fulfilled by another required team member);
  • Other individuals who have knowledge or special expertise regarding the student, at the discretion of the parent or the school district; and
  • Whenever appropriate, the student.

Developing the IEP

The IEP is developed using evaluation data, classroom performance, progress monitoring, parent input, teacher observations, and other relevant information. The team identifies the student's strengths, areas of need, and educational priorities to create an individualized plan that supports meaningful progress.

Each IEP includes:

  • Present levels of academic achievement and functional performance;
  • Measurable annual goals;
  • Specially designed instruction;
  • Related services, when required;
  • Supplementary aids and services;
  • Accommodations and modifications, as appropriate;
  • Participation in state and district assessments;
  • Progress monitoring procedures; and
  • Transition services begin no later than age 16, or the IEP prior to their 16th birthday, or earlier when appropriate.

Related services may include, but are not limited to:

  • Speech-language therapy
  • Occupational therapy
  • Physical therapy
  • School psychology services
  • Counseling services
  • Nursing services
  • Transportation
  • Orientation and mobility services
  • Assistive technology
  • Parent counseling and training, when necessary to support implementation of the IEP

IEP Team Considerations

When developing an IEP, the team must consider each student's individual circumstances, including:

  • The student's strengths and parent concerns;
  • Results of the most recent evaluations;
  • Academic, developmental, functional, and behavioral needs;
  • Communication needs;
  • Assistive technology needs;
  • Language needs for students who are English learners;
  • Instruction in Braille for students with visual impairments, when appropriate;
  • Communication needs for students who are deaf or hard of hearing;
  • Positive behavioral interventions and supports, when behavior interferes with learning;
  • The need for accommodations and/or modifications;
  • Participation in state and district assessments;
  • The need for Extended School Year (ESY) services, when appropriate; and
  • Any other special factors required under IDEA.

Placement and the Least Restrictive Environment (LRE)

The IEP Team determines the educational placement that is appropriate for the student after the IEP has been developed. Laurel Public Schools is committed to educating students with disabilities alongside their nondisabled peers to the maximum extent appropriate.

Students are educated in the Least Restrictive Environment (LRE) whenever possible. The IEP Team considers a full continuum of educational placements and services, beginning with the general education classroom and progressing to more specialized settings only when necessary to meet the student's individual needs.

  • When making placement decisions, the IEP Team also considers:
  • Whether services can be provided in the school the student would attend if they did not have a disability;
  • Placement as close as possible to the student's home, when appropriate;
  • Any potential harmful effects of the proposed placement or services;
  • Whether the student requires a school day that differs from that of nondisabled peers; and
  • Whether additional supports or related services are needed to enable the student to make meaningful educational progress.

Laurel Public Schools believes that every IEP should be individualized, collaborative, and focused on helping each student develop the academic, social, behavioral, communication, and functional skills necessary for success in school and beyond.