Individualized Education Program (IEP)
Just as no two students are alike, neither are their strengths and educational needs. This is particularly true for students with disabilities, who may require unique resources and approaches to support their educational experiences and their transitions into the workforce. An Individualized Education Program (IEP) is designed to meet the individual needs of a student with disabilities. IEPs set reasonable learning goals and state the special education and related services the school district will provide for a child with a disability, which is required by law. The COVID-19 pandemic forced states and schools to think creatively about how to conduct IEP meetings, what to revise within the IEPs regarding service delivery and how to continue providing students with the individualized services and supports they need.
IEPs are developed to use student strengths to best access an appropriate education. IEPs are developed or revised annually for students with disabilities, and they are carried out by an IEP team composed of teachers, school administrators, family members, the student and those who are responsible for providing and/or paying for transition services in accordance with the Individuals with Disabilities Education Act (IDEA). IEPs are required to include information such as academic and functional goals for the student, how progress toward those goals will be measured, the special education and related services (including secondary transition services) that will be provided and a description of necessary accommodations.
Offering recommendations and guidelines for hosting virtual IEP meetings
The Oklahoma Department of Education created a virtual IEP meeting checklist to set meetings up for success. The checklist includes items such as engaging family members, determining the best web platform to use, identifying possible barriers, engaging service providers and obtaining virtual signatures.
The Virginia Department of Education shared a tip sheet for hosting virtual IEP meetings. The tip sheet includes information for hosts and participants of the meetings, as well as technology suggestions.
Providing tele-facilitation services, to improve communication during virtual IEPs
The Colorado Department of Education offers IEP facilitation, which is an option for using an impartial third party to promote effective communication throughout the IEP process. During the COVID-19 pandemic, Colorado continues to provide this service through a tele-facilitation model. This web page includes meeting guidelines for the tele-facilitated model.
New Jersey also provides IEP facilitation services at no cost to schools or families and is offering these services remotely during COVID-19, employing whichever online platform the school district prefers.
Providing guidance and resources for updating and supplementing IEPs, to account for limitations imposed by COVID-19
The Washington Office of Superintendent of Public Instruction created a Continuous Learning Plan template for schools. The purpose is to support individualized student planning for the delivery of special education and related services through continuous learning and instruction during school facility closure. The Continuous Learning Plan is not intended to replace a student’s IEP, but rather to strengthen the IEP by documenting individual decisions for special education services during school facility closure. Additionally, the state provided an implementation guide for the Continuous Learning Plan.
The Idaho Department of Education hosted a series of webinars by special education directors to provide guidance on the provision of special education services during COVID-19-related closures. These webinars covered a variety of topics, including continuation of IEP planning.
Question and Answer (Q&A) Document: The U.S. Department of Education released a question and answer document regarding the implementation of the Individuals with Disabilities Education Act (IDEA) Part B dispute resolution procedures during the COVID-19 pandemic.
The Short and Sweet IEP Overview: This overview addresses the purpose, development and timeline of the IEP. It also discusses student involvement in the process and provides additional resources.
Virtual IEP Meeting Tip Sheets: These virtual IEP meeting tip sheets cover a variety of topics including technology, common questions and answers for hosting or participating, as well as tips for success before, during and after a meeting.
Continuity of Learning During COVID-19: The Department of Education’s IDEAs That Work website offers information, tools and resources to help educators, parents and families and related service providers meet the educational, behavioral and emotional needs of children and youth with disabilities through remote and virtual learning. In addition, users will find several information briefs on evidence-based and promising practices designed to support continuity of learning for students with disabilities. Viewers also have access to a searchable database containing resources and information for educators, parents and families and related service providers to support students with disabilities.
District of Columbia
IDEA, Part B Provision of FAPE: Guidance Related to Remote and Blended Learning
Serving Students with Disabilities during Periods of Remote or Blended Learning
Reopen Strong: Specialized Education Services
BEESS COVID-19 Updates
Special Education Services Family Communication Document
Guidance on Restart and Implementation for the Individuals with Disabilities Education Act (IDEA)
Guidance on Restart and Individuals with Disabilities Education Act (IDEA) Timelines
Webinars and Updates: Special Education
COVID-19 FAQs For Families and Parents of Students with Disabilities
Guidelines for Providing Special Education Services During the COVID-19 Pandemic
Special Education Resources
Guidelines for Providing Special Education Services During the COVID-19 Pandemic
Frequently Asked Questions for Parents of Students with Disabilities
Regarding School Year 2020-21
Frequently Asked Questions for Special Education During Remote Learning
ISBE Special Education Guidance
FAQ for Special Education During Remote Learning
Frequently Asked Questions for Special Education on the Transition to In-Person Instruction
Continuous Learning and Accommodations
Resources to Assist with the Delivery of Services to Students with Disabilities
Office of Special Education COVID-19 Resources & Information
Resources to Assist with the Delivery of Services
to Students with Disabilities
Indiana’s Considerations for Learning and Safe Schools In-Class Health and Safety Re-entry Guidance
Documenting Frequency, Location, and Duration of Accommodations and Modifications on the IEP
School Year 2020-21 Compliance with the Individuals with Disabilities Education Act and the Kansas Special Education for Exceptional Children Act for Reopening Schools during the COVID-19 Pandemic
Serving Children with Disabilities Under IDEA During School Closures Due to the COVID-19 Pandemic
Providing Continuity of Learning to Students with Disabilities Through Nonpublic Special Education Schools during COVID-19
COVID 19 – Continuity of Learning for Maryland Schools
Letter for Families of Students with Disabilities
Guidance to Address Return to Learn for Students with IEPs
Guidance for Compliance with the Individuals with Disabilities Education Act and the Michigan Administrative Rules for Special Education During the COVID-19 Pandemic
Guidance to Address Foregone Learning for Students with IEPs as a Result of the COVID19 Pandemic
Q and A for Providing Special Education and Early Intervention During Coronavirus School Closure
Learning Guidance for Students with Disabilities For Summer Learning and Beyond
Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak
The Road Back: Restart and Recovery Plan for Education
New Jersey Specific Guidance for Schools and Districts
Guidance on the Delivery of Extended School Year (ESY) Services to Students with Disabilities – June 2020
Frequently Asked Questions (FAQ): Providing a Free Appropriate Public Education (FAPE) through a Distance Learning Platform during a Closure to Normal School Operations due to the Coronavirus (COVID-19) Pandemic 2020
Recovering, Rebuilding, and Renewing: The Spirit of New York’s Schools Reopening Guide
Memo: Emergency Regulations for the Provision of Special Education Programs and Services and Due Process Procedures in Response to the Novel Coronavirus (COVID-19) Outbreak in New York State
Provision of Services to Children with Disabilities During Statewide School Closures Due to Novel Coronavirus (COVID-19) Outbreak in New York State
Supplement #1 – Provision of Services to Students with Disabilities During Statewide School Closures Due To Novel Coronavirus (COVID-19) Outbreak in New York State
Supplement #2 – Provision of Services to Students with Disabilities During Statewide School Closures Due To Novel Coronavirus (COVID-19) Outbreak in New York State
Supplement #3 – Provision of Services to Students with Disabilities During Statewide School Closures Due To Novel Coronavirus (COVID-19) Outbreak in New York State
Additional Considerations for Special Education
Considerations for Students with Disabilities During Ohio’s Ordered School-Building Closure
Reset and Restart of the 2020-2021 School Year: Meeting the Needs of Students Who Receive Special Education Services in K-12
Planning for Virtual or Distance Learning Services and Developing a Contingency Plan in OK ED Plan
Special Education and Related Services During the 2020-21 School Year
Coronavirus/ COVID19 FAQs for Oklahoma Public Schools
Special Education Guidance
VDOE Special Education and Student Services Frequently Asked Questions
Virtual IEP Meeting Tip Sheets
What Families of Students with Disabilities Need to Know During COVID-19 School Closure
VDOE Considerations for COVID Recovery Services for Students with Disabilities
Special Education Students After COVID-19 Key Considerations
Professional Development Opportunities for Supporting Students with Disabilities
Special Education Planning Guide for Reopening Washington Schools 2020
Reopening WashingtonSchools 2020: Special Education Guidance
Guidance for Families on Special Education Services During COVID-19
Questions and Answers:Provision of Services to Students with Disabilities During School Facility Closures for COVID-19
Continuous Learning Plan
Questions and Answers: Provision of Services to Students with Disabilities
During COVID-19 in Fall 2020
Special Education Reopening Guidance: Least Restrictive
Environment (LRE) Case Studies
West Virginia Remote Learning Framework for the COVID-19 Emergency
Re-entry Guidance for the Education of Students with Exceptionalities
Providing a Free Appropriate Public Education (FAPE) during School Closure Due to the COVID-19 Pandemic through Distance Learning, Frequently Asked Questions
Supporting Continuity of Teaching and Learning for Students with Disabilities During an Extended School Closure
What Families Need to Know about Additional Services Due to Extended School Closure
Extended School Closure due to COVID-19 Special Education Question and Answer Document
COVID-19 Special Education Question and Answer Document