Special Education

IEP Implementation


The IEP must be implemented as soon as possible following the meeting in which the IEP is developed.  There may be no delay in the implementation of a student’s IEP, including any case in which the payment source for providing or paying for special education services for the student is being determined.  The school district must ensure that each student with a disability has an IEP in effect at the beginning of each school year.

Preschool Student

The board of education must arrange for the preschool student with a disability to receive his or her special education programs and services as recommended in the IEP commencing with the July, September or January starting date for the approved program.

If the IEP is developed less than 30 school days before or after the appropriate starting date selected for the student, the IEP must be implemented no later than 30 school days of the date the IEP was developed (i.e., the date of the CPSE meeting at which the recommendation was developed).

School-age Student

The IEP of a school-age student must be implemented within 60 school days of:

  • the receipt of consent to evaluate a student not previously identified as a student with a disability; or
  • referral for review of the student with a disability for a student previously identified as a student with a disability; except:
  • for students recommended for placement in an approved in-state or out-of-state private school, the board must arrange for such programs and services within 30 school days of the board’s receipt of the recommendation of the Committee.

What steps must be taken to ensure IEP implementation?

The school must take steps to ensure a student's IEP is implemented as recommended by the Committee, including but not limited to:

  • providing copies of the student's IEP, as appropriate; and
  • informing each individual of his or her IEP implementation responsibilities.

For a student who needs his/her instructional materials in an alternative format, the materials must be made available to the student at the same time that such materials are available to non-disabled students.

It is recommended that the Committee meeting include discussion and documentation of the steps necessary to ensure implementation of the student’s IEP, including, but not limited to:

  • identifying staff who will be responsible to provide the recommended services, accommodations, program modifications and supports in accordance with the IEP;
  • determining how and by whom the student's teachers, related service providers and other service providers will be provided copies of the student's IEP;
  • designating an individual who is knowledgeable about the student's disability and program to inform staff of their IEP responsibilities;
  • planning how resources and materials necessary to implement the IEP will be obtained (e.g., instructional materials in alternative formats; assistive technology devices ordered);
  • arranging, as appropriate, for testing accommodations; and
  • determining how coordination with other agencies, if appropriate, will occur.
Last Updated: June 30, 2010