Individualized Education Programs

Birth through Age Two:

My child qualified for early intervention, now what?

Infants and toddlers who been evaluated and found eligible for early intervening services will be provided an Individualized Family Service Plan (IFSP). An IFSP guides and documents how children with disabilities will receive therapy in their area(s) of need, per the evaluation. After a student is found eligible, his or her educational team has 45 days to complete the IFSP. The IFSP must be updated at least once every six months. IFSPs are managed by the Idaho Infant-Toddler Program.

Information about IFSPs and early intervention services may be found at the following websites:

Ages Three through Twenty One:

My child qualified for special education, now what?

After a student has been evaluated and found eligible for special education, his or her educational team will meet to develop an Individualized Education Program (IEP). An IEP documents and “maps out” the student’s education. This plan is a legally binding document. An IEP includes:

A description of the student’s strengths and needs (otherwise known as the student's "present level of performance").
Educational goals for the coming year, based on the student’s needs.
Criteria for how and when educators will measure the student’s progress toward goals.
A description of educational services that the student will receive (reading, math, etc.). Related services (speech therapy, occupational therapy, etc) are listed if the student has been found eligible for them.
The extent to which the student will participate in the general education setting is justified (otherwise known as least restrictive environment).
A timeframe for when special education/related services will start and the amount of time allotted for them is specified.
Accommodations, adaptations, and modifications that will be made for the student are listed.
Assistive technology that the student needs to access his /her education is specified (ie: voice recognition software, pencil grips, etc.)
Extended school year (ESY) is addressed
The state and district wide assessments that the student will participate in are addressed.
Starting with the student is 16: a description of how the student will transition after graduation from high school to adult life (otherwise known as "transition planning").

What is the timeline for my child’s IEP?

Initial: The state of Idaho requires educational team members “to develop and implement an initial IEP within 60 calendar days of receiving parent and/or adult student consent for initial evaluation, excluding periods when regular school is not in session for 5 or more consecutive days. With the exception that the meeting to develop the IEP shall be held within 30 days of a determination that the student needs special education and related services.”
Annual: After an initial IEP is written, a student’s IEP must be updated at least once every 365 days. A student’s IEP transfers from one school year to the next. IEPs also transfer from school to school or district to district.

Who participates in developing my child’s IEP?

Several individuals (or IEP team members) participate in the development of the IEP. The following individuals must attend a student’s IEP meeting:

Parent/Guardian
Classroom Teacher
Special Education Teacher or Speech/Language Pathologist (if the student's primary disability is speech/language)
Administrator

Teams may also include:

The Student
School Psychologist
Speech and Language Pathologist
Occupational Therapist
Physical Therapist
Other District Employees
Positive Behavior Support Staff
Individuals Invited by the Parent/Guardian

Do I have to attend my child’s IEP meeting?

Although parents/guardians are strongly encouraged to attend their child’s IEP meetings, they may be excused. In order for this to occur, parents/guardians must submit a written letter (before the meeting) stating this preference. The letter should be submitted to the student’s primary case manager (ie: special education teacher, speech/language pathologist, etc.)

What happens if I want to change my child’s IEP?

A student’s IEP may be revisited, reviewed, or amended at any time. Parents, teachers, or educational team members who wish to make changes (amendments) to a student’s IEP may request a meeting to do so. The team will discuss the proposed amendments before accepting or rejecting them. Accepted amendments will be documented on the student’s IEP.

Can I deny special education services for my child?

During the initial IEP meeting, parents/guardians may refuse services for their child. Parents/guardians also have the opportunity to unilaterally remove their child from special education after an IEP has been implemented. Blaine County School District must receive a parent/guardian’s request in writing for either option to occur.

Blaine County School District respects parent rights to remove or deny special education services. However, the district strongly recommends that parents contemplate the implications of denying or removing their child from receiving specially designed instruction.

How long will my child have an IEP?

Students remain on IEPs until:

Evaluation results document that the student no longer meets eligibility criteria
Parents/guardians unilaterally remove their child from special education services

What is the cost of an IEP?

IEPs are provided at no cost to a student’s family (otherwise known as “Free and Appropriate Public Education”)

What if my child is enrolled in home or private school?

Students who qualify for special education services and are enrolled in home or private school, may receive specially designed instruction through Blaine County Schools. For more information please contact Debi Gutknecht, Director of Student Services, at (208) 578-5000.

Where can I read more about IEPs?

The Parent Information Center Library offers a variety of books and resources for families regarding IEPs. You may also visit the following websites for more information: