So you have to write your first IEP. Do you know what an IEP should legally include? Learn about the legal IEP parts below and make sure your students’ IEPs have all of the necessary components!
What is an IEP?
An IEP or Individualized Education Program is required by law for students who qualify for special education services. The written IEP is a legally binding document that is held to high standards through the Individuals with Disabilities Education Act (IDEA). Each IEP written must conform to the standards set forth by IDEA and contain a specific set of parts to be legally compliant.
Legally Required Parts of an IEP
According to the IDEA, an IEP must contain:
1 – The Student’s Current Educational Status
A record of the student’s current levels of academic and functional performance must be included as one of the first components in the IEP. It should address how the student’s disability is hindering his progress and growth in the general education curriculum. When including this in an IEP, it should be placed in the Present Levels of Academic Achievement and Functional Performance (acronyms are PLOP, PLEP, PLAAFP, and probably others) section.
2 – Measurable Annual Goals
According to the IDEA, the goals included in an IEP must:
- “(aa) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and
- (bb) meet each of the child’s other educational needs that result from the child’s disability;”
However, as many teachers know, crafting goals that are specific, measurable, attainable, relevant, and time-bound (SMART) can be challenging. Doing that for every academic and functional need can also be exceptionally time-consuming.
3- A Description of How the Child’s Progress on Annual Goals Will Be Measured
This section of the IEP should include the specifics of how and how often progress will be monitored on a student’s progress toward the goals outlined in the document. It should include how, how often/when, and how that progress will be reported to the parent/guardian. Typically, this reporting is sent to parents each quarter or semester.
4 – A Statement of the Special Education and Related Services and Supplementary Aids and Services
Related services, accommodations, modifications, and service times are typically included in this section of the IEP. According to the IDEA, these related services and aids should be based on research and move the child toward meeting their annual goals. The services and accommodations should also help the student participate with other children with and without disabilities.
5 – An Explanation of the Extent to Which the Child Will Not Participate with Non-disabled Children in the Regular Class or Activities
In other words, this part of the IEP explains how much time the student will receive services throughout the course of the time period and how much time will be spent in a general education classroom setting.
6 – The Start Date of Services
As IEPs are very time-sensitive, this section of the document states the date upon which services will begin and the IEP will go into effect. According to the IDEA law, it should also detail “the anticipated frequency, location, and duration of those services and modifications.”
7 – Transition Services
This section of the IEP goes into effect when the child turns 16 (and in some states it might be earlier than age 16). It should include postsecondary goals and transition services that may be needed to help the student reach those goals.
8 – The Instructional Setting or Placement
The recommended learning placement for the child should be included in the IEP at this point. It may include the general education classroom, the special education classroom, a combination of both, or another appropriate learning environment.
Additional Legal IEP Considerations
In addition to the components above, all IEPs must also consider:
- Instruction in Braille for blind and visually impaired students (unless deemed not appropriate). – 20 U.S.C.§1414 (d)(3)(B)(iii)
- Strategies to address the needs of children with behavioral difficulties. – 20 U.S.C.§1414(d)(3)(B)(i)
- Specific language needs of ESL/ELL children. – 20 U.S.C.§1414 (d)(3)(B)(ii)
- The communication needs of deaf and hard of hearing children. – 20 U.S.C.§1414(d)(3)(B)(iv)
It can be challenging to keep all of the legally required parts of the IEP in order when creating IEPs. That is why so many veteran special education teachers use templates to create the documents they need. Not only do templates make it faster to write an IEP, but they also ensure that none of the important and legal parts are overlooked. The IEP Toolkit has all of the templates you need to create the most effective IEPs for your students!
Writing IEPs doesn’t have to be overwhelming! The Intentional IEP gives you the tools, training, and resources to turn IEP chaos into clarity. With access to 10,000+ data-backed, standards-aligned goals, expert-led trainings, and ready-to-use data collection tools, you’ll save time, reduce stress, and feel confident in every IEP you write. Join today and transform your IEP process!