All About the IEP
Students who qualify for special education receive an Individualized Education Plan (IEP) which details their academic skill level, overall needs, and programs or services that they would benefit from. The IEP is a collaborative document created by all the adults who support a student in class. It can be thought of as being a road map to guide the students academic experience throughout a school year. IEPs and the students' goals are reviewed annually to monitor student progress and development.
Quality IEPs allows one educator to pick up where the last one left off, which sets students up for success as they transition to higher grades and different schools. Each section of the IEP speaks to a specific component of the students current performance level and ability. It allows educators to consider the student from multiple perspectives and inform the creation of the most appropriate supports and accommodations.
To learn more about how a student qualifies for special education, be sure to check out our previous blog on Specific Learning Disabilities. But if you are already up to date, keep reading to dive into each component and what it details.
At the start of every IEP, you will find the students' disability classification and the compliance deadline date for their next meeting. As a school leader and special education teacher, not only does this inform meeting scheduling, but it also allows me to identify high level supports and classroom placements that a student may need. Thereafter, the IEP is broken down into different sections.
Present Levels of Academic Achievement and Functional Performance (PLAAFP): A comprehensive overview of the student's current academic and functional performance, including strengths, weaknesses, and how the disability affects progress in the general education curriculum. This section sets the baseline for setting goals.
Annual Goals: Specific, measurable, achievable, relevant, and time-bound (SMART) goals that the student should achieve within the year. Goals focus on academic, behavioral, and functional areas.
Accommodations and Modifications: Lists the accommodations (changes in how the student learns) and modifications (changes in what the student learns) necessary for the student to access the general education curriculum and assessments.
Services and Programs: Details the special education services, related services (such as speech therapy, occupational therapy, counseling), and supplementary aids and services the student will receive. It specifies the frequency, location, and duration of these services.
Participation with Non-Disabled Peers: Explains the extent to which the student will participate in regular education classes and activities with non-disabled peers. It includes justifications for any time spent outside the general education setting, and explains the rationale for the student's educational placement, emphasizing the importance of being educated with non-disabled peers to the greatest extent appropriate.
Assessment Participation: Specifies whether the student will participate in standard state and district-wide assessments or if alternative assessments are needed. It outlines any necessary accommodations or modifications for testing.
Transition Planning: For students aged 16 and older (or younger if appropriate), this section includes post-secondary goals and the transition services needed to help the student move from school to post-school activities, including higher education, employment, and independent living.
Behavioral Intervention Plan (BIP): If behavior impedes learning, a BIP is included. It outlines strategies and supports to address specific behavioral challenges, based on a functional behavior assessment (FBA).
Extended School Year (ESY) Services: Determines whether the student requires services beyond the regular school year to prevent significant regression in skills.
Progress Reporting: Details how the student's progress toward meeting annual goals will be measured and how often parents will be informed of this progress (e.g., quarterly reports).
Assistive Technology: Identifies any assistive technology devices and services the student requires to benefit from education.
Parental Input: Incorporates the concerns and insights of parents or guardians regarding their child’s education and the IEP process.
Signatures and Consent: Includes signatures from the IEP team members, indicating their participation in the meeting and agreement with the IEP. Parental consent is often required for initial services.
Be on the lookout for more information and tips on writing effective IEPs in the coming months.
