Brewster 1

Megan Brewster

Professor Ward

ENG 200

10 May 2018

An In-Depth Explanation of the IEP Document

How many people actual know what an Individualized Educational Program (IEP) is?

How are they used? Why are they helpful? Why are they so important in the education of

children with exceptionalities1? The only way to understand why this document is so important

is by understanding exactly what it is and what each section is responsible for. Many parents

may be confused as to why their child is in need of this document and sometimes the jargon of

the official document can cause further confusion. In simple terms, an IEP is a legal,

confidential, and intensive document that when taken word for word should allow you to

program for that specific child without ever meeting them (Peterman).

They are a kind of blueprint for the education of children with disabilities (“Contents of

the IEP”). “The IEP has two general purposes: (1) to establish measurable annual goals for the

child; (2) to state the special education and related services and supplementary aids and services

that the public agency will provide to, or on behalf of, the child” (“Contents of the IEP”).

The most important thing when understanding an IEP is understanding each of the

sections within the document itself. These include: “Planning and Placement Team Cover

Page”; “Prior Written Notice”; “Present Levels of Academic Achievement and Functional

Performance”; “Transition Planning”; “Measurable Annual Goal and Short Term Objectives”;
 Brewster 2

“Program Modifications and Accommodations”; “State and District Testing and

Accommodations”; “Special Factors, Progress Reporting, and Exit Criteria”; “Special Education,

Related Services, and Regular Education”; and “Required Data Collection” (IEP Direct). Each

of these sections contributes greatly to the entire document and they allow the person

programming for the student to do so effectively.

Many teachers use the website IEPdirect.com to create their IEPs. Thanks to Mary

Peterman, the Special Education Teacher interviewed for a previous assignment, there is a blank

copy of an IEP form from the website to use as a visual and guide throughout the explanation of

each section.

The first page of the IEP is the “Planning and Placement Team (PPT) Cover Page” which

is the simplest part of the IEP but also still very important (IEP Direct). At the top of this page

which is marked as Figure 1.1 the information shown will include: the student’s name, date of

birth, school district, and the PPT meeting date which are at the top of every page of the IEP

(IEP Direct). The second sections (Figure 1.2) is a more in depth look at the student’s

information. This includes primary and instructional language, most recent and next evaluation

date, most recent and next annual review date, case manager name, and parent information (IEP

Direct). The third section (Figure 1.3) states the reason the PPT is meeting (IEP Direct). The

next section (Figure 1.4) states the student’s primary disability which can be any number of the

options listed including “To be Determined” if it is the first PPT meeting to occur (IEP Direct).

The fifth section (Figure 1.5) states when the next projected PPT meeting is, if the child is

eligible for Special Education, and also if this IEP is an amendment of a prior IEP (IEP Direct).

The sixth section on the PPT Cover Page (Figure 1.6) is the list of team members present at the

meeting (IEP Direct). The seventh and eighth sections (Figure 2.1 and 2.2) are found on the
 Brewster 3

second page. Figure 2.1 is the list of PPT recommendations which should include all

modifications and services included in the IEP (Arney). Figure 2.2 is the PPT Summary which is

an optional portion of the IEP (IEP Direct).

The third page of the IEP is the “Prior Written Notice” page. The sections on this page

are marked Figures 3.1 to Figure 3.11. The first two sections are the Actions Proposed and the

Reasons for the Actions (IEP Direct). These tell the reader of which changes to the current IEP

the PPT is proposing and why these changes should be put in place; whether it be because the

student is not meeting the current goals set for them or because they have met the Exit Criteria of

their previous IEP. The next section is the Evaluation Procedure behind these changes (IEP

Direct). Multiple forms of evaluation can be used and each form used must be marked and dated

accordingly. Figure 3.4 is the section that tells the reader the date that the proposed actions will

be implemented. Next is the actions refused section (IEP Direct). This explained what proposed

actions were denied. Figure 3.6 is similar to figure 3.2 because it is the reasons why those

specific actions were refused (IEP Direct). The next section again is similar to the one above it.

It explains what evaluation procedures were used to decide the refusal (IEP Direct). Figures 3.8

to 3.10 explain any other options that the PPT “considered and rejected in favor of the proposed

actions” and the reason behind the rejection (IEP Direct). Any time the parent(s) feel that any

reason for any action proposed or refused “is incorrect or misleading they have the right to

request in writing that the IEP be amended” (Arney). The last section on this page is the Exit

Information (IEP Direct).

Pages four and five of the IEP document explains the “Present Levels of Academic

Achievement and Functional Performance” in all areas (IEP Direct). Section 4.1 is the “Parent

and Student input and concerns” Section (IEP Direct). Section 4.2 is where the reader would find
 Brewster 4

the current performance in each area. These areas include: Academic/Cognitive (A/C):

Language Arts, A/C: Math, Other Academic/Nonacademic Areas, Behavioral/Social/Emotional,

Communication, Vocational/Transition, Health and Development including Vision and Hearing,

Fine and Gross Motor, Activities of Daily Living, and Other. This also includes a box that can

be checked off by a teacher that says the student is currently “Age Appropriate” in that area (IEP

Direct). Within this section the writers of the IEP must indicate “where the student currently

performs given his/her peer-level expectations” (Arney). Section 4.2 is the student’s strengths in

each of these areas while Section 4.3 is the concerns/needs that require specialized instruction

(IEP Direct). These concerns must correspond with the goals and objectives for the student

listed on page 7. The final section on the Present Levels of Academic Achievement and

Functional Performance pages is Figure 4.4 which states what impact the student’s disability has

on each area (IEP Direct). Arney states that for this section, “It may be helpful to think in terms

of ‘if-then’ statements” (Arney). All of the information throughout the rest of the IEP should

align with the statements of the student’s performance found on these two pages (Arney).

The next page of the IEP document is the Transition Planning Page (IEP Direct). The

first box in figure 5.1 is either marked off or not depending on the child’s age. If the child is

fifteen years old transition planning is not required or can be inappropriate at the time (IEP

Direct). The second box is again either marked off or not and states that it is the first IEP or that

the child is sixteen years or older and transition planning is required (IEP Direct). Figure 5.2 is

about the student’s preferences and interests regarding transition planning. “This section is

included to ensure the students’ interests, preferences & strengths are assessed on an on-going

basis. Results are used to develop & identify appropriate measurable IEP goals and objectives.

Results of these assessments should be reported on Present Levels of Performance, page 5”

 Brewster 5

(Arney). It asks if the student was invited to the PPT meeting, if they attended, “how were their

preferences/interests as they relate to transition services”, and a summary of their

preferences/interests as they relate to transition services (IEP Direct). Depending on the child’s

age they may or may not be invited to the PPT meeting so in some cases this section may be

unnecessary. Figure 5.3 states what “Age Appropriate Transition Assessment(s)” were

performed and they must be dated accordingly (IEP Direct). The next section (Figure 5.4)

discusses any outside agency participation in the PPT meeting (IEP Direct). Outside agency

participation can include: board certified behavioral analysist, outside therapists, outside speech-

language pathologist, etc. Any outside agency involvement must have parent/guardian consent

(Arney).

Figure 5.5 is the “Post-Outcome Goal Statements”. An IEP must have at least two goal

statements and related annual goals in the area of transition; the three “options” for written goal

statements can be about (1) postsecondary education, (2) Employment, or (3) Independent Living

Skills (Arney). These statements refer to any goals that student wants to achieve after leaving

secondary school (Arney). The next section (Figure 5.6) is whether the student must still meet

academic requirements to reach their transition goals or if they have completed the academic

requirement and the IEP is only transition goals and services needed (IEP Direct). The next

section (Figure 5.7) is another self-explanatory one. It states whether the student will or will not

be eighteen years old within the next year or not and if they have been informed of the IDEA

rights that will transfer at that age (IEP Direct). The final section (Figure 5.8) on this page asks

for the date if applicable that the student’s eligibility for Special Education will be terminated

and their “Summary of Performance” will be completed (Arney).

 Brewster 6

Page 7 of the IEP document is the “Measurable Annual Goal and Short Term Objectives”

page (IEP Direct). This page is comprised of five sections which will be referred to as Figures

6.1 to 6.6. This page can be multiple pages in a student’s personal IEP document depending on

which areas he/she needs services in as shown at the bottom of the page which says “Page ___ of

___ Goal Pages” (IEP Direct). Figure 6.1 when filled out will state what area the goals and

objectives on the specific page are in reference to (i.e. Academic/Cognitive, Social/Behavioral,

Communication, etc.) (IEP Direct). Section two of this page first asks if the student is sixteen or

older (IEP Direct). This is because if the box is check page 6 must be completed with

corresponding transition goals and objectives (Arney).

The third section states the student’s “Measureable Annual Goal” which must be linked

to their present levels of performance stated on pages four and five (IEP Direct). Within this part

of the section it asks for Evaluation Procedure, Perfection Criteria, the percent, and trials done

(IEP Direct). It also asks for “Report Progress” which is stated using the reporting key (Figure

6.7) at the bottom of the page (IEP Direct). “Documentation of progress should be clearly

understood by both Parent/Guardians and Professionals (Arney). The fourth section of page

seven (Figure 6.4) is the student’s short term objectives sections (IEP Direct). These objectives

should be clearly linked to the student’s annual goal (IEP Direct). Also within the objectives

section is the same three sub-sections as in the annual goal. The evaluation procedure is filled

out using Figure 6.5 and the performance criteria is filled out using Figure 6.6 (IEP Direct).

The next page is the “Program Accommodations and Modifications page (IEP Direct).

Mary Peterman believes that this is the most important part of the entire IEP document

(Peterman). “‘Accommodations’ are changes to the instruction (such as materials, content,

enhancements and tasks) that address how the student will learn” (Arney). “‘Modifications’ are
 Brewster 7

changes to the content or delivery, which will affect what the student will learns” (Arney). This

page of the IEP has only three sections; referred to as Figures 7.1, 7.2, and 7.3. Figure 7.1 is the

modifications or accommodations that the student will receive for each of the specified areas.

Writers of the IEP can consult page sixteen of the IEP manual for frequently used options

(Arney). The second section of this page (Figure 7.2) is where it will state in what areas or

activities these accommodations and modifications will be appropriate. Mary says that for

preschool normally it would state “in all areas for the duration of the IEP” whereas for school

age it would state “in all reading activities or in all math activities” (Peterman). Figure 7.3 states

what personnel the staff may need to carry out the student’s IEP (Arney).

The next page of the IEP is the “State and District Testing and Accommodations” page.

Figure 8.1 states what grade the student will be in when a specific Statewide Assessment will be

given within the duration of the IEP (IEP Direct). Figure 8.2 States what grade the student will

be in when a specific Districtwide Assessment will be given within the duration of the IEP (IEP

Direct). The first part of the next section (Figure 8.3) states which statewide exam the student

will be participating in. The second part of this section checks off if the student it participating

in wither the Smarter Balanced Test and “requires designated supports and/or accommodations”

or “the Connecticut SAT and will request accommodations” (IEP Direct). The first part of figure

8.4 gives 2 options to choose from: (1) “N/A – No districtwide assessment is schedule during the

term of this IEP” or (2) “Alternate Assessments” (IEP Direct). If the second option is chosen

then in the second part of this section it must be indicated if: (1) “No accommodations will be

provided”, (2) “Accommodations will be provided as specified on Page 8”, or (3)

“Accommodations will be provided as specified below” (IEP Direct). This is important so that
 Brewster 8

when the student is being tested they will be given the accommodation they need to be able to be

successful in the test.

The tenth page of the IEP document is the “Special Factors, Progress Reporting, and Exit

Criteria” page (IEP Direct). Figure 9.1 is a series of questions that must be answered relating to

the disability that child is diagnosed with (IEP Direct). The next section (Figure 9.2) is the

progress reporting section which “requires PPT to determine when periodic progress reports will

be provided (Arney). Mary says that normally IEPs are “graded” at the same time as report cards

(Peterman). This means that if a student gets three report cards during the duration of the IEP

then their IEP will also be graded at the same three times (Peterman). Figure 9.3 is the Exit

Criteria section which states when they student will be exited from Special Education (IEP

Direct). It gives the following options: (1) “Ability to succeed in Regular Education without

Special Education Support”, (2) “Graduation”, (3) “Age 21”, or (4) “Other: (specify)” (IEP

Direct). The final section of this page (Figure 9.4) is the Information on IEPs and Secondary

Transition section (IEP Direct). This section states whether the parent/guardians and the student

have been provided with information about IEPs and also if they have been given the transition

Bill of Rights to ensure that PPT discusses transition services (IEP Direct).

The second to last page of the IEP is the “Special Education, Related Services, and

Regular Education” page (IEP Direct). Figure 10.1 shows the Special Education services, goals,

frequency of services, service implementer, start and end date, site, and description of

instructional service delivery (i.e. small group, team taught classes, etc.) (IEP Direct). The next

section (Figure 10.2) is the same information as figure 10.1 but in relation to related services

(IEP Direct). The next section (Figure 10.3) is the options of sites that can be used in figures

10.1 and 10.2 (IEP Direct). This section also has a box for “Description of Participation in
 Brewster 9

General Education” (IEP Direct). This box states which parts of general education the student

can and will participate in (Arney). Figure 10.4 is types of modifications and accommodations

that the student needs and also the length of school days, number of days per week, length of

school year, and the number of hours per week that will be spent in Special Education and

General Education (IEP Direct). This section also asks if since the last annual review the student

has participated in any school sponsored extracurricular activities; if they have any extended

school year services; or if they will not be participating in classes or extracurricular including

lunch, recess, transportation, etc. with students that do not have disabilities (IEP Direct).

The final page of the IEP document is the “Required Data Collection” page (IEP Direct).

This page must be updated at every PPT meeting that takes place (IEP Direct). Figure 11.1

concerns children three years old only. This section asks if the child was receiving a “Free

Appropriate Public Education (FAPE) by age 3” (IEP Direct). This term is means that every

school-age child with a disability will be educated at public expense within the public school

system with an education that is tailored to them and their needs (Latham). If the answer was no,

the IEP then requires a reason as to why they were not receiving it (IEP Direct). Section two

(Figure 11.2) relates to “Early Childhood Placement Settings (children 5 or younger OR grade is

preschool)” (IEP Direct). This section asks how many hours the child spends in an Early

Childhood program that is not a part of their IEP (IEP Direct). It then asks for specification on in

what setting the child spends the majority of their week; this could mean at home, regular

preschool or kindergarten, or a type of special education program (IEP Direct). The final section

of the IEP document (Figure 11.3) is about the child’s education placement from ages 3 to 21

(IEP Direct). This actually is asking if the child is living in any of the following locations during

this time (1) None of the following (which could mean at home with parents or other relatives),
 Brewster 10

(2) Temporary Housing (which refers to any housing that is subsidized by any state agency), (3)

In a hospital setting, or (4) in a private residential facility (IEP Direct).

Going step-by-step through each section of the IEP document helps to break down what

exactly all of the information in the document means and is used for. Because it is a legal

document it can entail vocabulary that some parents do not understand as well which can make it

confusing for them. This document can also entail court in some cases if the parents, teacher, or

school system do not all agree on what is best for that child. It can mean going back to PPT

multiple times before the IEP is officially started which can also have a negative impact on the

child. Mary says that the only thing she wishes could be changed about the IEP document is the

time it takes for service delivery (Peterman). It can take fifteen days or longer for the child to

receive services from their IEP (Peterman). This is because once PPT has met and everyone

agrees on the IEP the parents get five days’ notice and then an additional ten days to decide if

they want the IEP put in place or even the changes made to their child’s IEP put in place

(Peterman). This process while originally done to ensure the child was receiving an appropriate

program is now actually just delaying that child what they need to succeed in school (Peterman).

IEPs are a vital document for children with special needs and other exceptionalities. The

better understood they are; the better these children will be helped which will help them succeed

earlier in school and later in life.

 Brewster 11

Works Cited

Arney, David, et al. “IEP Guide Page by Page.” Ct.gov, 13 Aug. 2009,

www.ct.gov/ctcdd/lib/ctcdd/iepguideeng.pdf.

“Contents of the IEP.” Center for Parent Information and Resources, Center for Parent

Information and Resources, 9 Nov. 2017, www.parentcenterhub.org/iepcontents/.

Department of Education. “Education and Early Childhood Development.” Kindergarten to

Grade 12/Maternelle à 12 | Education and Early Childhood Development, 28 Feb. 2018,

www.ed.gov.nl.ca/edu/k12/studentsupportservices/exceptionalities.html.

“IEP Direct - Centris Group.” IEP Direct - Proven Leader in State-Specific Special Education

Management and IEP Software, www.iepdirect.com/iepdotnet/hub/index.html?20160801.

Latham, Patricia H. “At a Glance: Free and Appropriate Public Education (FAPE).”

Understood.org, www.understood.org/en/school-learning/your-childs-rights/basics-about-

childs-rights/at-a-glance-free-and-appropriate-public-education.

Peterman, Mary. Personal Interview. 2 May 2018.