Components of a quality IEP
The IEP answers the following questions:
View a sample IEP (PDF)
- What is the vision for this child?
- What does the student know and do well?
- What will be this year’s annual goals and objectives?
- What services will be provided?
- How will services be provided?
Present Level of Academic Achievement and Functional Performance (PLAAFP)
This section includes the following information:
Special Considerations: Federal and State Requirements
- How the child’s disability affects his or her involvement and progress in the general education curriculum; or for preschool children, participation in age-appropriate activities
- The child’s strengths, as noted by school staff, the parent and the child (if present); for students with transition plans, this information will relate to the child’s post-secondary goals
- Concerns of the parent or guardian for enhancing the education of the child; for students with transition plans, this area will include parent or guardian expectations for the child after he or she leaves high school
- Changes in current functioning of the child since the initial or prior IEP; for students with transition plans, consider how changes in the child’s current functioning will impact the child’s ability to reach his or her post-secondary goals
- A summary of the most recent evaluation or re-evaluation results
- A summary of the results of the child’s performance on any general state and district-wide assessments
The IEP development process is contains specific considerations that are federal and state requirements, which need to be addressed to produce the written IEP document. All of these items must be considered annually:
IEP Goal(s) with Objectives/Benchmarks
- Needs of students who are blind or visually impaired
- Needs of students who are deaf or hearing impaired
- Needs of students who exhibit behaviors that impede learning or the learning of others
- Needs of students with limited English proficiency
- Needs of students with communication difficulties
- Student's need for assistive technology devices and/or services
- Whether the student is eligible for Extended School Year (ESY)
- Whether post-secondary transition services for students 16 and older are required
- Whether notification of the Transfer of Rights must be given (notice must be given one year before the student's 18th birthday informing him or her of the rights under the Individuals with Disabilities Education Act that will transfer to the student upon reaching the age of majority)
- Whether state assessments are administered for the student's age or grade level
- Whether district-wide assessments are administered for the student's age or grade level
Annual goals are the targets toward which your child's special education program is directed. They describe what he or she can be expected to accomplish within an academic year. They are written to increase your child's successful participation in the regular education curriculum, include appropriate activities and allow for inclusion in the regular education environment to the maximum extent appropriate. A well-written goal is meaningful, measurable, able to be monitored, useful in making decisions, and aligned with Grade Level Expectations (GLE).
This section notes how often progress will be reported to parents.
This section outlines the details of anything that is needed to fulfill the IEP goals. It includes the minutes, frequency and location of special education services, as well as the beginning and ending dates of services.
This section also includes information about any related services, supplementary aids, program modifications and accommodations that are required to accomplish the IEP goals and objectives. The Services Summary also includes any supports school personnel may need to carry out the IEP.