Section 5-E3007. INDIVIDUALIZED EDUCATION PROGRAM (IEP) DEVELOPMENT

 

3007.1The IEP team shall meet and develop an IEP for a child with a disability within thirty days of a determination that a child needs special education and related services.

 

3007.2In developing an IEP for a child with a disability, the IEP team shall consider and document:

 

(a)Strengths of the child;

 

(b)Concerns of the parent for enhancing the education of the child;

 

(c)Results of the initial or most recent evaluation; and

 

(d)As appropriate, the results of the child's performance on any District-wide assessment programs.

 

3007.3If a child's behavior impedes the child's learning or the learning of others, the IEP team shall consider strategies, including positive behavioral intervention, strategies, and supports, to address that behavior. An individual behavior plan shall be developed and incorporated into the IEP. A copy of that individual behavior plan shall be provided to the child's parents and to each teacher and service provider.

 

3007.4If a child has limited English proficiency, the IEP team shall consider the language needs of the child as those needs relate to the child's IEP.

 

3007.5If a child is blind or visually impaired, the IEP team shall provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child.

 

3007.6The IEP team shall consider the communication needs of the child and, if a child is deaf or hard of hearing, the IEP team shall consider the child's language and communication needs, opportunities for direct communication with peers and professional personnel in the child's language and mode of communication, academic level, and full range of needs, including opportunities for direct instruction in the child's language and mode of communication.

 

3007.7The IEP team shall consider whether the child requires assistive technology devices and services.

 

3007.8When considering the factors as described in this section, if the IEP team determines that a child with a disability needs a particular device or service, including intervention, assessment, accommodations, or other program modifications, to receive FAPE, the child's IEP shall include a statement to that effect.

 

source

Final Rulemaking published at 30 DCR 2972, 2976 (June 17, 1983); as amended by Final Rulemaking published at 37 DCR 6809 (October 26, 1990); and by Final Rulemaking published at 42 DCR 1956 (April 28, 1995); as amended by Final Rulemaking published at 50 DCR 1854 (February 28, 2003).