The information from Minnesota's special education laws: 

1. The IEP must be in writing. Parents should be given a copy.
2. The IEP must contain annual goals and short-term objectives for your child's progress in school with a timetable for reaching each objective.
3. The IEP must be based on the needs of your child, as determined by a formal assessment conducted at least every three years.
4. The IEP should be developed by a team representing various viewpoints and areas of expertise. The team should involve school personnel who work with your child directly (classroom teachers, tutors, other support personnel). Parents can request additional persons to serve on the team. These persons should be knowledgeable about the disability of your child or the child's racial or cultural background. The additional team members can be professionals, a friend or an advisor, etc. When appropriate, the student should be included. If the IEP meeting involves a small group, the FOUR people who must be present are:
1. a regular classroom teacher,
2. the special education teacher,
3. the parent(s), and
4. a representative of the school district. If transition needs are being considered, (age 14 or grade 9 through 21), the student must be invited.
5. Parents must be invited to attend the IEP team meetings, which are held at a time and place agreeable to both school and parents.
6. The IEP should define:
1. What should be taught, and how (for example, a plan of your child's program, showing how each goal or objective will be worked on). The amount of time in special education services must be noted.
2. Who will provide the services (teacher, Speech/Language Pathologist, etc).
3. Where it will be taught. If changes in school buildings are needed, the plan should note the location of services.
4. When the program will begin, how long it will be provided, and when it will be reviewed. A schedule for review of the IEP (at least once a year) must be included in the plan.
5. How much time your child will spend with children who do not have disabilities.
6. Why the plan is needed, based on the assessment of the student's needs.
7. The IEP should include:
1. A justification of the proposed plan in accordance with the "least restrictive environment" principle
2. A plan and date for periodic review of the student's program.
3. A plan for meeting the physical education needs of the student.
4. A plan for meeting the transitional needs of the student, if age 14 or in 9th grade.
5. Special education and related services to be provided for your child.
6. Modifications and accommodations needed in regular education settings.
7. Behavior plan, with goals and objectives, should be part of the IEP if the child's behavior is identified as a concern by the team.
8. The school is required to seek parent consent for the IEP and give parents the opportunity to disapprove the plan.
1. If the parent agrees with the IEP, the plan goes into effect.
2. If the parent does not respond, the plan goes into effect if it is not the initial IEP. (If this is your child's first IEP, the school must wait for your written consent before starting the program.)
3. If the parent disagrees with the plan, he/she is entitled to a conciliation conference with school personnel.