Which document is typically created and implemented by a local education agency to provide special education services?

Which document is typically created and implemented by a local education agency to provide special education services?

• A. IFSP
• B. RtI
• C. FAPE
• D. IEP

Answer: (D)

An Individualized Education Program (IEP) is the plan created by and implemented by the local education agency to provide specialized instruction and related services for a student with a disability. It is developed by a team that includes the student’s parents, teachers, a school psychologist, and other service providers, and it is tailored to the student’s present levels of performance. The IEP lays out measurable annual goals, the specific services and supports the student will receive (including where and how often), accommodations and modifications, assistive technology if needed, and how progress toward goals will be measured. It also addresses the student’s placement in the least restrictive environment and, when appropriate, transition services. This document is a core requirement under IDEA for eligible school-age students and is actively implemented by the LEA. The other options serve different purposes. An IFSP is for infants and toddlers and their families under Part C of IDEA, not typically used for school-age services. RtI is a process for screening and providing tiered interventions and progress monitoring; it guides supports but does not by itself constitute the formal service plan for a student. FAPE is the guarantee of appropriate education, not a specific document detailing services.

An Individualized Education Program (IEP) is the plan created by and implemented by the local education agency to provide specialized instruction and related services for a student with a disability. It is developed by a team that includes the student’s parents, teachers, a school psychologist, and other service providers, and it is tailored to the student’s present levels of performance. The IEP lays out measurable annual goals, the specific services and supports the student will receive (including where and how often), accommodations and modifications, assistive technology if needed, and how progress toward goals will be measured. It also addresses the student’s placement in the least restrictive environment and, when appropriate, transition services. This document is a core requirement under IDEA for eligible school-age students and is actively implemented by the LEA.

The other options serve different purposes. An IFSP is for infants and toddlers and their families under Part C of IDEA, not typically used for school-age services. RtI is a process for screening and providing tiered interventions and progress monitoring; it guides supports but does not by itself constitute the formal service plan for a student. FAPE is the guarantee of appropriate education, not a specific document detailing services.