What is an IEP?
The Individual Education Program (IEP) is a yearly plan developed by parents or guardians and school personnel to support a student’s success in school. It outlines instruction, goals, services, supports, and methods to measure individual student progress.
The IEP Meeting
The IEP meeting focuses on determining the services, supports, and accommodations a student needs. The team reviews the student’s strengths and weaknesses to decide on the best strategies and programming. Decisions are based on data and parent input documented in the Present Level section of the IEP. Criteria are established to monitor progress. The plan is reviewed annually and adjusted as needed. Parents or guardians have the right to request updates or an IEP meeting if they have concerns about progress.
IDEA and Section 504
Students with disabilities are protected by federal laws that ensure they receive a free and appropriate public education. Two key laws are the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.
- Individuals with Disabilities Education Act (IDEA): This federal law authorizes special education and early intervention services for children with disabilities in the U.S.
- Section 504: This civil rights law prohibits discrimination based on disabilities in all federally funded programs and activities, including public schools.
Eligibility for Special Education Services
Under IDEA, a multidisciplinary IEP team—comprising qualified professionals and parents or guardians—determines if a student has a disability requiring special education services.
The team uses evaluation data and information from various sources, including parent-provided information, to decide if the student meets state eligibility criteria. Eligibility means the student needs additional educational services because their disability impacts their ability to benefit from general education without support.
To qualify under IDEA, a student must require special education due to a disability in one or more of the following categories:
- Autism Spectrum Disorder
- Hearing Impairment, Including Deafness
- Developmental Delay
- Serious Emotional Disability
- Intellectual Disability
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Specific Learning Disability
- Speech and Language Impairment
- Traumatic Brain Injury
- Visual Impairment, Including Blindness
- Deaf-Blindness
More information about disability categories and eligibility is available at the Colorado Eligibility Criteria page on the Colorado Department of Education website.
Types of Meetings
- Eligibility Meeting – This initial meeting takes place after a referral and completion of testing. The team discusses results and determines whether the child needs special education services. If eligible, school personnel and parents/guardians develop an IEP within 30 days, outlining services, specific goals, accommodations, and modifications.
- Annual Review Meeting – An IEP must be reviewed annually within 365 days of the last IEP date. This meeting evaluates the student’s progress and any needed changes to the IEP. Additional meetings may be requested by parents/guardians or school staff as necessary.
- Triennial Eligibility Meeting (Re-evaluation) – Every three years, the student’s eligibility for special education services must be re-evaluated. The district must obtain parent/guardian consent through the Prior Written Notice and Consent Process (PWN/C). The IEP team coordinates with parents/guardians to determine needed assessments. After testing and evaluation, the team decides if the student remains eligible and what IEP adjustments are necessary.
IEPs may be amended without a meeting if parents/guardians and the district agree, minor changes to an IEP may be made without a formal meeting through an amendment. This process saves time when only minor changes are needed. Amendments do not change the due date of the next Review/Annual Meeting.