Break Down an IEP

Sometimes the IEP (Individualized Education Program) writing process can feel like a daunting task but we are here to help! We will break down the IEP and discuss what to include in each section. 

IEP Profile Page (Cover Page) 

This is the first page of the IEP. Everything one would need to know about the student will be included here. We want to know where the student is, how they are performing, their strengths and weaknesses. 

Strengths of the student – What are the students strengths in academic and functional areas? 

One thing I often see is listing the students age here: “Student is a 15 year old student at XYZ school.” This is not a strength. The IEP team knows how old the student is, they don’t need it written out for them. The school the student attends is not a strength. 

We want to include any academic, functional, and behavioral strengths of the student. Do they have strengths in reading comprehension? Measuring? Word problems? Communicating using their AAC device? List it here! 

I like to write as many strengths as possible and make this as beefy as possible because there can be a lot of weaknesses/areas of concern to discuss, we also want to hear some prositives to balance it out. Knowing the strengths of your students can help plan independent work with mastered concepts. 

Parental concerns for enhancing the education – What concerns do the parents have regarding enhancing the education for their child?

If you don’t already have a parent input form, there are tons of options on Teachers Pay Teachers or you can check out one of ours! I have a blanket form I use and just update before sending to parents to include specific areas related to their child. I like to include areas like social interactions, behavior, goals for the school year (or IEP period), strengths, and greatest needs. 

Student preferences and/or interests – What are the students preferences and interests?

This section features information from the student, parents, service providers, and teachers. If the student receives transition services, include the transition information. 

Results of the most recent evaluations – What evaluations has the student recently had?

List any and all evaluation results in meaningful terms that the entire IEP team has a clear understanding of the results. Be sure to include evaluation results from service providers such as speech, occupational therapy, and physical therapy if applicable. 

If the student recieves transition services, don’t forget to include transition assessments! 

The academic, developmental, and functional needs of the student – How does the student’s disability affect his/her involvement and progress in the general education curriculum?

For example, when a student receives all services in the self contained setting, I need to give a statement on WHY this is the least restrictive environment.

IEP – Student Profile

This section is pretty straight forward. You have your special education factors where you will check yes/no. If checked “yes” the items will be addressed in the IEP through goals and services. 

The transportation section is where you will determine the student’s mode of transportation and if transportation is required as a related service. 

The last two sections deal with answering if the student will have opportunities to participate in nonacademic/extracurricular activities with non-disabled peers and the method/frequency for reporting progress of attaining goals to parents. 

IEP – Transition

Students 16 and older MUST have transition services and goals listed in their IEP. The IEP team must determine the high school diploma pathway the student is on. 

When completing the Present Levels of Academic Achievement and Functional Performance for the transition goals, only include information that is related to the area of transition. Include a postseconday education/training goal, employment/occupation/career goal, and community/independent living goal. 

Academic areas can be embedded within transition goals. 

IEP – Annual Goals

Annual goals should target the students individual needs resulting from the student’s disability and how the disability affects his/her involvement and progress in the general education curriculum. Goals should describe what the student can reasonably be expected to achieve within the IEP period. 

When writing annual goals, you should include what the student will do, in what setting they will do it, what accuracy they will meet, and any support they will need. You might have two students that are working on the same skill, but individualize the goals. Do not copy and paste the same goal in for multiple students, this is not individualized!

Example: By January 2022, [student] will increase his counting skills to include counting given objects with 1:1 correspondence and counting out objects from a larger set on 80% of opportunities across four consecutive school days.

For more information on writing goals, check out our goal page with TONS of goals available! 

IEP – Services

On the services page, you will include any and all special education services, related services, supplementary aids and services, program modifications, accommodations needed for assessments, assistive technology, and support for personnel. 

You must have a service area included for every goal area (i.e. if a student has a behavior goal, they must have behavior services listed). 

Make sure to give yourself credit for everything you are doing! If you are using choices, positive reinforcement, providing picture cues, then go ahead and list them! If you collaborate with the general education teachers or other service providers, then list that under support for personnel. Another example is if you have a nonverbal student who does not have an AAC device, but you use PECs symbols, then list this under assistive technology. 

One final note…DO NOT copy and paste information from the student’s last IEP. I see this a lot. Teachers will copy and paste the profile page, present levels, and then just add in new goals. Take time to get to know the student, their new strengths, their new interests and preferences and add these. Don’t make the IEP look the same as it did during the previous year.