Simple IEP Guide
Parts of an IEP
Demographic Information Name, address, and parental contact information
Eligibility Information Eligibility area(s) your child meets according to the state
GA eligibility areas: Autism, Intellectual Disabilities, Other Health Impairment (including ADHD), Specific Learning Disability, Significant Developmental Delay, Speech Language Impairment, Traumatic Brain Injury, Orthopedic Impairment, Emotional & Behavioral Disorder, Deaf & Hard of Hearing, Visual Impairment & Blindness, Deaf/Blind
PRESENT LEVELS+
+Testing Information Test scores from evaluations and recent state testing (if applicable)
+Strengths Everything your child is doing well! The progress they have made, what they enjoy about school, what motivates them, what supports they respond to best, etc.
+Needs Academic, developmental and functional targets that your child is still working to master or gain independence on
+Parental Concerns This is the section that includes your additional concerns or input. Indicate additional strengths and needs you see at home, progress you have noticed and any areas you want to see improvement on.
Impact of Disability This is a statement indicating how your child’s disability impacts their participation and access to general education. Basically, why is this IEP in place?
Goals Typically broken down by subject area. May also include adaptive, and functional goals. Goals are derived from the NEEDS section and are written for the duration of the IEP (typically 1 year). May include objectives or parts to breakdown and “grow with” the student.
Special Factors The team discusses if any unidentified special factors (behavior, limited English proficiency, communication, blindness, deafness, assistive technology needs, alternative instructional format (i.e., Braille)) is reason for the identified needs.
-Behavior Intervention Plan Behavior intervention plans are put in place to support students with behaviors that impede their or their peers learning. This includes a plan for how to prevent behaviors and how to respond to behaviors. Parent input here is KEY. What triggers are you aware of? What signs do you look for? If you know that your child always repeats a phrase or action when disregulated, let the team know. A procedure can be put in place (i.e., when student is rocking and repeating “no”, reduce stimulation (turn off lights, remove from classroom, etc.) to help co-regulate.) to support your child to regulate and avoid harmful behaviors.
Accommodations Classroom instruction, supplemental aids, personnel, and testing supports that your child requires to participate in class and comprehend curriculum
Assessment Determination This includes what test your child will take (state testing or alternative assessment) and what accommodations (extra time, breaks, etc.) will be given
Services Specifics about what services your child will get throughout the week. This includes WHO is providing the service, for HOW LONG, and in what SETTING as well as the FREQUENCY.
Questions to ask before or during the IEP meeting
How is my child supported when in the general education setting? Your child may be in the general education setting all day or for part of the day. Find out how they are supported? Is there a certified special education teacher co-teaching the class? Maybe a para-professional joins them during large group lessons or specials to offer modifications and supports. Ensure you understand who is with your child and what their role in supporting them is. Are they sitting side-by-side offering support every step of the way? Are they supporting the whole class and keeping an eye on your child to step in as needed?
What is our plan for independence in the area of (specific target goal)? Ensure you understand the long term goal for independence. As stated above, we often start with offering choices and work toward open ended questions with independent responses (i.e., what letter is this?). It is important for parents to understand what the expectations are and what the planned trajectory is. Some goals (brand new skills) may rely on errorless learning. This provides only one choice or offers supports to ensure the child gets it right to build confidence and reinforce the correct answer. These goals would need supports to be faded in order to reach independence. Other goals independence is implemented from the start and the expectations are raised as the child progresses.
What strategies are you using to support these goals? Find out how each goal is being supported. Working on identifying letters, great! Are they using a curriculum? Are they targeting letters in child’s name first? Are they offering a multi-sensory approach (writing letter, building letter, drawing letter, songs & movements, etc.)? Are they starting by matching with 4 choices and then increasing to less supports?
How can we help at home to support the same or similar goals? Understanding all of the above will help you to support at home, but find out if there are any specific ways you can offer support. Keeping consistent practices and supports across settings will help to meet goals, make progress and ensure carryover.
Suggestions to offer
Remember, YOU are the expert of your child. Share what you have found to be motivating to them at home. Share your expectations for communication from them and your goals for your child in school. Are you wanting your child to become more independent? Are you wanting to see more active participation? Do you want them to participate with typical peers? Reach grade level standards? Remember to let them know how you feel your child learns best, what interventions have worked, and what you expect from your child.
