What is an IEP?

The short answer: An IEP, or Individualized Education Program, is a written plan for a child who qualifies for special education. It describes how your child is doing now, sets goals for the year ahead, and lists the support and services the school will provide to help your child reach them. You, the parent, are part of the team that writes it.

If you've just heard the word "IEP" for the first time, or you're holding a thick document you're not sure how to read, you're in the right place. Let's walk through it together, one piece at a time.

Where the IEP comes from

IEPs come from a federal law called the Individuals with Disabilities Education Act (IDEA). IDEA says that a child with a disability who needs special education is entitled to a Free Appropriate Public Education (FAPE), and the IEP is the written plan that spells out what that looks like for your child. (IDEA regulations, Title 34 of the Code of Federal Regulations (CFR) § 300.320)

In California, the California Education Code adds its own rules on top of IDEA. It defines the IEP as a written document that is developed, reviewed, and revised in a meeting. (California Education Code § 56032)

This guide describes how IEPs work in California. Other states follow the same federal law (IDEA) but have their own rules and timelines, so if you live outside California, check with your state's department of education.

What's inside an IEP

Every IEP has a few core parts. Federal law and the California Education Code both list what must be included. (IDEA, 34 CFR § 300.320; California Education Code § 56345)

Present levels

This section is often called PLOP (Present Levels of Performance). It describes where your child is right now, both in schoolwork and in everyday skills, and how their disability affects learning.

Annual goals

These are measurable goals for the coming year, covering schoolwork and everyday skills.

How progress is measured and reported

This part explains how the school will track each goal, and when you'll get progress reports (for example, alongside report cards).

Services and supports

This lists the special education, related services (such as speech therapy or occupational therapy), and classroom supports your child will receive, including how often, where, and for how long.

Time with classmates in general education

The IEP explains any time your child will spend outside the regular classroom. This connects to the idea of the Least Restrictive Environment (LRE).

Accommodations

The IEP lists any accommodations your child needs to help them access their education, such as extra time on tests, preferential seating, or a graphic organizer.

Planning for life after high school

As your child gets older (in California, starting when they begin high school or by age 16, as the team decides), the IEP also includes goals and services for the move to adult life. (California Education Code § 56043)

Who writes the IEP?

The IEP is written by a team. That team includes you, the parent, along with school staff such as your child's general education teacher, a special education teacher, and a school representative. Others who know your child well can take part too, and your child may be invited when it makes sense.

The California Department of Education describes your right to take part in IEP meetings about your child's eligibility, assessment, placement, and education. (California Department of Education: Parents' Rights)

How the IEP process works in California

Here's the general path, using the timelines in the California Education Code. (California Education Code § 56043)

• Referral. You, a teacher, or someone else asks for your child to be assessed for special education. Putting your request in writing helps you keep a record of the date.
• Assessment plan. The school gives you a proposed assessment plan within 15 calendar days of the referral, or a Prior Written Notice (PWN) explaining why it is not moving forward with an assessment. School breaks of more than five school days don't count toward that timeline.
• Your decision. There's no deadline to sign, but you have at least 15 calendar days to review the plan before the school can expect an answer.
• Assessment and the Initial IEP meeting. After you give written consent by signing the assessment plan, the school assesses your child. The school has 60 days to complete the assessment and hold the Initial IEP meeting to decide whether your child is eligible for special education. Again, breaks of more than five school days don't count toward the timeline.
• The IEP. If your child qualifies, the team writes the IEP together.
• Review every year (the Annual IEP). The team reviews the IEP at least once a year, and you can ask for a meeting sooner.

Your consent matters

In California, the school needs your informed, written consent before it assesses your child or provides special education services. You also have the right to receive written notice when the school proposes or refuses a change, and to look at and get copies of your child's school records. (California Department of Education: Parents' Rights)

These rights are called procedural safeguards. The school should give you a written copy of them. If you haven't seen it, you can ask for one.

Where to get free help in California

• Family Empowerment Centers (FECs) are state-designated centers that support families of children with disabilities. You can find the one for your county through Seeds of Partnership.
• Your local Special Education Local Plan Area (SELPA), the regional group that coordinates special education for school districts in your area, can answer questions about how special education works where you live.
• The California Department of Education's parents' rights summary is a good official starting point.

Keep learning

More Clarity Parent guides are on the way, including an IEP jargon glossary (with terms like PLOP, FAPE, and LRE), an IEP meeting checklist with questions to ask, and a guide to the difference between an IEP and a Section 504 plan.