This video reviews the Individualized Education Program (IEP) Student Record System (SRS) form. This form is used at IEP meetings to document special education services.
After some initial information (Dates, names, ages and schools), the first page of the form lists everyone in attendance at the meeting, including the mandatory participants (the parent, the student if applicable, and the teachers, school representatives), and discretionary participants (outside and nonpublic agency representatives). You can then sign off on any extra participants you’d like to have at the meeting, as well as on whether you understand the proceedings of the meeting and that you’ve received the IEP at no cost.
The second page lists a number of things that should be discussed at the meeting. This includes your child’s strengths, your concerns regarding your child’s education, the results of the initial or a recent evaluation (including test scores and explanations of evaluations decisions), the results of your child’s performance on any general state and district-wide assessments, any behavior the child exhibits that might impede their learning and how said behavior may be addressed, and any considerations for language, hearing, visual, or communicative needs (such as assistive technology). Finally, the second page will have a more in-depth evaluation of the child’s current level of academic and functional performance.
The next page starts by listing the IEP’s measurable annual goal. The annual goal should project where you’d like your child to be in several areas within the next year. The form will have the short-term objectives and benchmarks that you and other members of the IEP team have created to check in on the child’s progress towards the annual goal periodically, the tools the teachers will use to have the child complete these benchmarks, and how your child’s progress will be reported to you. There will usually be more than one annual goal, so keep that in mind as you talk about measuring your child’s progress.
If the child is over 16 years old, the IEP form will also have your child’s transition plan on a separate page. For more information, please see the section on transition plans.
There will also be a page dedicated to listing all of the special education services your child will receive as part of their IEP. The page will list the service, when, where, how often and for how long each service will be administered. Services can be administered anywhere from once a month to multiple times per day, and there will be a spot on the form indicating whether a service will follow along with the school year. Finally, you’ll see what percentage of time your child will spend in the regular classroom versus services in a seperate setting.
The final page lists a few specific details of your child’s IEP: whether your child qualifies for special education transportation, why they qualify and how this transportation will be carried out, whether your child will participate in district-wide assessments with accommodations or in an alternative assessment (as well as the reasons why), and whether they will have extended school year services (if they are falling behind on their education or need to retain certain material for next year).
That concludes our look at the IEP SRS form. If you have any questions, make sure to contact your school or IEP team, or you can contact us (Legal Aid) if you have any other questions.