The professionals working with individualized plans must have legal liability and good faith. If a student does not achieve the goals that have been set every year in the IEP, these professionals must make good-faith efforts to help students master the IEP goals and objectives. Good faith occurs when members of the team follow exactly IDEA's provisions governing the process for developing an IEP. Professionals must also document parent participation. In addition, there are required components. The IEP must have the statements of: the student's strengths and the parents' concerns, the student's performance on the prereferral interventions, the results of the student's performance on general state or district-wide assessments, and statements concerning each factor in figure 10.1. Next, there are certain required participants: the student's parents, no less than one general education teacher with expertise related to the student's educational performance, not less than one special education teacher, a representative of the local educational agency, an individual who can interpret the instructional implications of the student evaluation results, at the discretion of the parent or agency, other individuals with expertise regarding the student's educational needs including related service personnel as appropriate, and the student, when appropriate.
Part C authorizes federal assistance to state and local education agencies so they may achieve four outcomes: enhance the infants' and toddlers' development and minimize their potential for developmental delays, reduce the costs of special education by minimizing the need for that service, minimize the need for institutionalization of people with disabilities and maximize their potential for independent living, and enhance the capacity of state and local agencies to meet the needs of underrepresented populations, particularly minority, low-income, inner-city, and rural populations. Part C provides for an individualized family service plan (IFSP) which describes the process that families and professionals will follow as they seek to achieve those outcomes. There are some things that are required for an IFSP. To begin, timing matters. The initial meeting to develop the IFSP must take place within 45 days after the child or family is referred for early intervention services. Next, pre-evaluation services can start before the child has been fully evaluated if the family agrees to it. Parents consent is a must for evaluation and service. The IFSP uses the word family, whereas the IEP uses the term parent. The people who are required to be in the initial and each yearly IFSP meeting are the child's parent or parents and professionals from more than one discipline.
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