Anatomy of an IEP

An IEP is an Individualized Educational Plan that is developed for a student with special education needs. The Individuals with Disabilities Education Act (IDEA) states that every person with a disability has the right to a "free appropriate public education". The regulations in the IDEA require that public schools provide special instruction for children who struggle to progress academically in standard, general education environments.

The Individualized Educational Plan is developed by a team that includes parents and educators, and the process is described in greater detail in the article "Developing Educational Plans". The purpose of this article is to detail the components of an IEP.

The specifics of an IEP will vary by state and sometimes even by school district, but the following 8 items are required by the IDEA:

1. An evaluation of your child's current level of academic performance
   This is commonly called the Present Level of Educational Performance (PLOP) Statement. The PLOP is only required to address the areas in which the student will need special help. So if he struggles in math but isn't having any trouble with reading, reading will not be mentioned in his performance statement.
   
   Though the purpose of the performance statement is to give a starting point for an educational plan, it is not limited to areas of academia. Topics like behavioral and social skills can be included as well.
   
   
2. Goals and Objectives
   Once current performance levels are determined, annual goals are set for each area in which the student needs special support. Again, information in this section is not limited to academic issues. If a student is hearing impaired and needs to learn sign language, it will be included in his goals and objectives.
   
   The goals are longer term (typically a year), while the objectives are small accomplishments a student can aim for along the way.
   
   
3. Progress Reports
   A student's IEP must include a section that details how and when progress will be measured, and how you – as the parent – will be notified of your child's progress. It should also include the level of performance required by the student in order to reach the objectives. It should describe what "success" looks like for the student's short and long-term goals.
   
   
4. Programs and Services
   This statement outlines the programs and services that will be made available to the student to enable him to reach his goals and objectives. The programs and services must help the student:
   • Reach his goals and objectives
   • Participate successfully in the general curriculum
   • Participate in extracurricular activities
   • Participate in educational and extracurricular activities with children who don't have disabilities
   The statement must also outline when the services will begin and end, where and when they will be provided, and the duration. (Note: "duration" refers to the length of each individual occurrence. If, for example, behavioral therapy services will be offered, "duration" will detail how long each therapy session will last.)
   
   
5. Time Spent in General Education
   The IDEA prefers that children with disabilities spend a little time as possible outside the general curriculum classes. This section of the IEP details the type of support a student will need in order to participate in general education classes as much as possible. Any time the student spends outside general classes must be explained in the IEP.
   
   
6. Modifications and Accommodations - Classroom
   The IEP team may determine that a child's disability requires modifications or accommodations in class work, tests, or routine. A modification is a slight change to what's being taught or expected – i.e. making homework assignments shorter for a student with ADHD. An accommodation, however, helps a student complete the same task as the other students, despite his disability – i.e. letting him take a test orally is he is dyslexic.
   
   
7. Modifications and Accommodations – State/District Tests
   Students who participate in general education curriculum are required to take state and district assessments. This includes children with disabilities. Modifications or accommodations that are required in order for the student to take these assessments must be explained. In addition, if the IEP team determines a student should not take a particular assessment, it must explain why and offer suggestions for alternative assessments.
   
   
8. Transition
   For students who are – or will be turning – 16, the IDEA requires that their IEP include plans for life beyond high school. At this point, it would be appropriate to have the student begin participating in the IEP team meetings, if he hasn't been already. He should have the opportunity to determine the direction of his future.

IDEA requires a statement which details whether the student will continue on to a postsecondary education or seek employment. If the student intends to continue his education, postsecondary goals will be developed.

Again, this is just an overview of the Federal IDEA requirements. Your state or school district will have additional requirements with which you'll need to become familiar. The more you know about the rights, services and programs available to people with learning disabilities the more capable you will be of advocating for your child's education.