This brief paper presents guidelines for creating useful Individualized Education Programs (IEPs) as required under the Individuals with Disabilities Education Act. It lists 10 items of information that the law requires be included in an IEP such as current levels of educational performance and measurable goals and objectives. The importance of connecting the IEP with classroom instruction is stressed as is the requirement that the IEP be reviewed at least annually. Participants in the IEP process are identified and they are urged to view it as a dynamic process wherein professionals, parents, and students can plan for an instructional future that is truly responsive to the student's unique individual needs. (DB)