What is an IEP The IEP is focused on the child, and it is

designed to be a targeted plan to help the

An IEP is a written document that describes child achieve as much independence as
the ways that an individual child learns best, possible - functionally and academically.
the measures and assessments that are most The IEP has goals that are directly
appropriate to document that child’s learning,
correlated with the Present Levels of
and the supports and special educational
services that the child needs in order to learn
Performance (PLOP). It is not a complete
most successfully. educational plan, but it shows the targets
Legal Requirements Of The IEP of achievable skills for the child. One of
Present Levels of Performance (PLOP): A the required elements of the IEP is an
statement of the child’s strengths and area that describes what accommodations
level of academic achievement and the child can receive in the classroom.
functional performance, including how the
disability affects involvement and
progress in the general education
curriculum.
Disability: Identification of the child’s
disability and how it may interfere with
the child’s learning.
Measurable Annual Goals and Short- term
Objectives: A statement of measurable
goals based on the child’s strengths and
levels of performance. The goals must
include academic and functional goals.
Short term objectives for meeting the
annual goals are required if the child has
significant cognitive delays.
A statement of the specific special
education and related services and
supplementary aids to be provided to the
child.
A statement of the program modifications
and supports for school personnel that will

ALL
be provided.
An explanation of the extent, if any, that
the child will not participate with
nondisabled children in the regular class
ABOUT
IEP’S
The projected dates for initiation of
services and the anticipated frequency,
location, and duration of services
The appropriate objective criteria and
evaluation procedures to measure progress
toward the annual goals
Specific plans for provision of smooth
transition into kindergarten
Explanation of how families will be
involved and the type and frequency of
communication regarding the child’s
progress. Progress must be reported at
least four times a year"
Accommodations
Accommodations change how the child is
learning
They allow a student to complete the same
tasks as their peers but with some
variation in time, format, setting, and/or
presentation.
They are divided into four categories:
• Variations in time: adapting the
time allotted for learning, task
completion, or testing
• Variation of input: adapting the
way instruction is delivered
• Variation of output: adapting how a
student can respond to instruction
• Variation of size: adapting the
number of items the student is
expected to complete
Least Restrictive
Environment
LRE means that a child with a disability
must be educated within the same
classroom as typical mainstreamed non-
disabled peers to the fullest extent
possible
• General education classroom
with supports. Your child spends
the entire day in a general Modifications
education class. He receives
supports and services like a tutor Modifications change what the child is
or aide, assistive technology, learning.
related services, accommodations,
modifications, or any other They are changes in what the students are
combination of these. expected to learn, based on their individual
• Partial mainstream/inclusion levels of ability.
classroom. Your child spends part
of the day in a general education This may look like rewording with simpler
class. He gets some individual or language, using alternative materials (book
small-group instruction in a special level, numerical values, etc.), or even
education class or is pulled out of giving the student daily feedback in
class for some services. particular areas when you don't do the
• Special education class. This is same for other students.
a program with specialized
instruction for kids with similar
learning needs.
• Specialized program outside of
your school district. This
includes private schools,
residential programs, and hospital
programs
Meeting Attendance
One or both of the child’s parents
At least one general education teacher if
the child is participating in a general
education program
At least one special education teacher or,
where appropriate, at least one special
education provider of such child
Any member of the school staff, other than
the child’s teacher, who is “qualified to
provide, or supervise the provision of,
specially designed instruction to meet the
unique needs of children with disabilities;
is knowledgeable about the general
education curriculum; and is
knowledgeable about the availability of
resources of the local education agency”
An individual who can interpret the
instructional implications of evaluation
results
An administrator who has the authority to
make commitments on behalf of the school
district
If a child has received early intervention
services under Part C, the parent has the
right to request that the Part C
coordinator or representative be invited to
the initial IEP meeting
Other individuals whose expertise may be
desired by the parent or school
Team Approach
Each member of the team plays a very
important role. These individuals
combine their knowledge, experience, and
commitment to design an educational
program that must help the child to be
involved in, and progress in, the general
education curriculum — that is, the same
curriculum as for children without
disabilities.
Concerns
The parental concerns section is one of the
most important parts of a child’s IEP. This
is where parents are able to share what
they believe are the major concerns related
to their child’s academic, functional,
developmental and or behavioral needs.
It is important to know what you want to
say before you attend the meeting to draft
the IEP. It is a good idea to write out your
parental concerns and ask that they be
incorporated into the IEP document as you
have written them.
Write your parental concerns in bullet
format and as a narrative.
Ask the school division to incorporate your
exact narrative comments and use the
bulleted list as your talking points for the
meeting.
Topics
Areas of need that the school identified
that you agree with.
Areas of need not identified, that you wish
to include or ask for an evaluation
Strategies that are working and strategies
that are not working
Behavior concerns
Food/medical concerns
Having a child that has an IEP can be
stressful
 Additional Resources to Better Understand

Parent Alliance
https://www.paparentandfamilyalliance.org/

Parents helping parents. Family Support Partners (FSP's) are highly trained professionals and equally
important, they are parents themselves. All Family Support Partners share the lived experience of navigating
their child’s mental health challenge.

Exceptional Lives
https://www.exceptionallives.org/

Resources to use at home with kids with special needs

This page includes tips and ideas for fun things to do at home with kids,
plus, educational resources to address learning loss for children with disabilities.

National PTA
https://www.pta.org/home/family-resources/

PTA's mission is to make every child’s potential a reality by engaging and empowering families and
communities to advocate for all children.

Education Law Center

http://www.elc-pa.org/

The Education Law Center is a nonprofit legal advocacy and educational organization, dedicated to ensuring
that all of Pennsylvania’s children have access to a quality public education.