Special Education in Joplin Schools
Individualized Education Program
IEP Process
Every child who is determined eligible for special education and related services must have an annual IEP.
What's an IEP?
The IEP, or Individualized Education Program, is a written plan for the special education of a child with a disability. It describes your child's present levels of performance, current strengths and weaknesses, and determines what you and the school will do to provide the assistance needed for educational success.
Before the Conference
Parents can be active participants in the development of the IEP. Before the conference you should look over any information you already have about your child's academic history and performance. Make a list of questions you want to ask during the conference. You will be encouraged to describe how your child performs at home, and to discuss his or her interests. It may be helpful to share information about things that work well with your child, and how he or she learns best. You may bring a spouse, a relative, an educational advocate, or a friend with you to the IEP meeting.
Eligibility Determination
If your child has recently received a multidisciplinary evaluation, the school will contact you to schedule a conference to discuss the test results. The conference should be scheduled at a time that is convenient for both you and the school. The regular classroom teacher, a special educator, an administrative representative, and the evaluator(s), should be present to discuss the test results and what they mean for your child. It is important to remember that the test results only present a partial picture of your child's abilities. Be sure to ask questions and offer information about your child's abilities at home. At the conclusion of the conference, the entire team will consider the Missouri state guidelines for special education, and determine if your child has a disability that qualifies for special services. You will be asked to sign an eligibility form and indicate if you agree or disagree with the team's recommendations. You may ask for a copy of the evaluation results.
IEP Conference
The IEP Conference
An initial IEP conference can be held immediately following the eligibility determination meeting. The entire educational team should be present to discuss your child's educational needs. The team members should include the parents, a regular classroom teacher, a special education teacher, an administrative representative, and any related service providers. If appropriate, the student may also attend the IEP meeting. There are many different types of information that will be discussed during the IEP meeting (see IEP Definitions in the next column.)
At the end of the conference, you will be asked if you have any questions or if you would like to add any comments to the IEP. If you agree with the plan, you will be asked to sign forms to give consent for your child's placement. You will receive a copy of Parents Rights in Special Education, as well as a copy of the IEP.
If you disagree with the proposed IEP, you should express your concerns to the school team. If you cannot come to an agreement, the school may schedule another conference with an area coordinator to answer any questions and address your concerns.
Visit the Parent's Guide to Special Education
Learn More about Procedural Safeguards
IEP Definitions
Present Levels of Performance
Objective statements which describe the effects of the child's disability on his or her educational performance. Information should include how the disability affects involvement and progress in the classroom. May include current test or evaluation results.
Strengths and Educational Needs
Lists some of the student's strengths and the anticipated effects on participation in the general curriculum. Also lists the educational needs resulting from the disability which requires special education, related services, supplementary aids, supports for personnel, and/or modifications.
Annual Goals and Short-term Objectives
Lists the measurable annual goals and short term objectives which will enable the student to progress in the educational environment, and to meet other academic needs that result from the disability. These goals and objectives are short statements which specify the behaviors or skills the student will learn during the next year.
Type of Service
Indicates the amount of time in special education and the service delivery model needed. Also lists any related services needed as a result of the disability. Supplementary aids and services are also indicated here.
Transition Services
Beginning at age 14, students must have a plan to assist with vocational transition. The student's post-school preferences, interests, and further educational plans should be indicated.
Least Restrictive Environment (LRE)
Documents the least restrictive placement options considered by the team and reasons they were determined to be appropriate, or not appropriate. Also considers potential harmful effects of the recommended placement.
Least Restrictive Environment and the Law
The Individuals with Disabilities Education Act reauthorized in 1997, states in section 612(a)(5), that "In general. - To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily."
Ok...so what does LRE mean?
This means that to the maximum extent possible, students with disabilities must be educated with non-disabled kids. The IEP team, which includes the parents, must carefully consider all of the placement options for a student with disabilities. They must choose the least restrictive setting in which the student can be educated, while still making sure that the he or she has the opportunity to interact with students who do not have disabilities.
So how do we decide what the best placement should be?
Placement in the regular education classroom must always be the first option considered by the IEP Team. Look at the student's strengths, educational needs, and academic requirements. Consider what supplementary aids and services could be provided to allow the student to be educated satisfactorily in the regular classroom. Also consider any possible harmful effects of a more restrictive placement. The IEP team must clearly document that a variety of options have been considered, and must base the decision solely on the needs of the student. Administrative factors, such as availability of programs, category of disability or availability of service providers should not be a determining factor. If it is determined that the student cannot be educated in the regular classroom environment with supplementary aids and services, then alternative service delivery models may be considered.
Child Find Public Notice
All responsible public agencies are required to locate, evaluate, and identify children with disabilities who are under the jurisdiction of the agency, regardless of the severity of the disability, including children attending private schools, children who live outside the district but are attending a private school within the district, highly mobile children, such as migrant and homeless children, children who are wards of the state, and children who are suspected of having a disability and in need of special education even though they are advancing from grade to grade. Joplin Schools assures that it will provide a free, appropriate public education (FAPE) to all eligible children with disabilities between the ages of 3 and 21 under its jurisdiction. Disabilities include autism, deaf/blind, emotional disturbance, hearing impairment/deafness, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, learning disability, language impairment, sound system disorder, speech/fluency, speech/voice, traumatic brain injury, vision impairment, and young child with developmental delay.
Joplin Schools assures that it will provide information and referral services necessary to assist the State in the implementation of early intervention services for infants and toddlers eligible for the Missouri First Steps program.
Joplin Schools assures that personally identifiable information collected, used, or maintained by the agency for the purposes of identification, evaluation, placement or provision of FAPE of children with disabilities may be inspected and/or reviewed by their parents/guardians. Parent/guardians may request amendment to the educational record if the parent/guardian believes the record is inaccurate, misleading, or violates the privacy or other rights of their child. Parents have the right to file complaints with the U.S. Department of Education or the Missouri Department of Elementary and Secondary Education concerning alleged failures by the district to meet the requirements of the Family Education Rights and Privacy Act (FERPA).
Joplin Schools has developed a Local Compliance Plan for the implementation of State Regulations for the Individuals with Disabilities Education Act (IDEA). This plan contains the agency’s policies and procedures regarding storage, disclosure to third parties, retention and destruction of personally identifiable information and the agency’s assurances that services are provided in compliance with the General Education Provision Act (GEPA). This plan may be reviewed at 825 S. Pearl Ave, Joplin, MO 64801 between the hours of 8:00 and 4:30. Please contact Stacey Tracy, Director of Special Education.
Notice of Public/Private School Planning Meeting
Topic: Joplin Schools Public/Private Meeting
Time: October 14, 2026 at 2:00 pm to 2:30 pm
Location: 825 South Pearl Avenue, Joplin, MO 64801
This meeting is being held to plan for the provision of services to children with disabilities who are residing in our district and are being educated in religious, private, or home school settings. This meeting is not for students that are receiving virtual education. If you are a representative of a private school or a parent who is homeschooling a child with a disability and cannot attend this meeting, the district welcomes your input. Please contact the district and consult with us regarding the development of our district plans.
Contact Person:
Julie Jasper
Director of Special Education
Joplin Schools
825 South Pearl Avenue, Joplin MO 64801