IEP
An Individual Education Plan is an individualized education plan for children, adolescents, or adults if enrolled in a Special Education Program. An IEP is an important legally binding document—parents/guardians should pay close attention to its development and implementation.
IEPs and ETRs go hand in hand. The IEP is based on the ETR. Our goal is to help families understand special education. We’ll begin with two important documents – the Evaluation Team Report (ETR) and the Individualized Education Program (IEP). These documents should clearly outline your child’s educational background, needs, and goals.
The Evaluation Team Report (ETR), also known as a Multifactored Evaluation (MFE), is a thorough document created by the education team in response to a parent/guardian’s request. It encompasses input and assessments from special education teachers, physical/occupational/speech therapists, school psychologists, and other professionals.
Who qualifies for an IEP?
It should be noted that not all students with a learning disability will receive special education services with an individualized education program (IEP). There are 13 conditions that are covered by the IDEA Individuals with Disabilities Education Act:
- Specific learning disability (such as dyslexia)
- Other health impairments (such as Attention Deficit Hyperactivity Disorder)
- Autism Spectrum Disorder (ASD)
- Emotional disturbance (such as depression)
- Speech or language impairment
- Visual impairment, including blindness
- Deafness
- Hearing impairment
- Deaf-blindness
- Orthopedic impairment (such as cerebral palsy)
- Intellectual disability
- Traumatic brain injury
- Multiple disabilities
Key Components of an IEP
Key components include:
- Present Levels of Academic Achievement and Functional Performance (PLAAFP): Describes the child’s current abilities.
- Annual Goals: Measurable academic and functional objectives.
- Special Education and Related Services: Specific services provided to the child.
- Participation with Non-Disabled Children: Extent of inclusion in regular education settings.
- Participation in State and District-Wide Tests: Accommodations or alternate assessments.
- Dates and Places: When services begin, frequency, location, and duration.
- Transition Services: For students aged 16 and above, planning for post-secondary goals.
IEP Team Composition
The development of an Individualized Education Program (IEP) is a collaborative effort designed to ensure that every child with a disability receives the appropriate support and services to thrive in their educational environment. The IEP Team plays a crucial role in this process, and its composition is both strategic and mandated under the Individuals with Disabilities Education Act (IDEA).Typically, the team includes:
- The child’s parents or guardians.
Parents are considered equal partners in the IEP process. Their insights about their child’s strengths, challenges, history, and personality are invaluable in shaping a program that reflects both academic and personal growth goals. They help ensure the IEP aligns with family priorities and expectations. - At least one general education teacher.
If the child is (or may be) participating in the general education classroom, at least one of their general ed teachers must be part of the team. This teacher helps the team understand how the child will engage with standard curriculum and what supports might be needed to ensure success in that environment. - At least one special education teacher.
This educator offers a deep understanding of how to tailor teaching methods to support the student’s unique learning needs. They play a lead role in developing the IEP goals and identifying the special education services that will be provided. - A school district representative.
Often a principal or special education coordinator, this person is qualified to provide or supervise the provision of special education services. They also ensure the IEP aligns with district resources and policies. - An individual who can interpret evaluation results.
This person may be a school psychologist, diagnostician, or another qualified professional. They help the team understand what the test results mean for the student’s academic performance and needs, providing a foundation for creating measurable goals. - Others with knowledge or expertise about the child, as invited by the parent (School Advocate) or school (Optional).
At the discretion of the parents or school, others may be invited to join the team. These might include a therapist, private tutor, behavioral specialist, or a school advocate — someone who helps parents navigate the IEP process and ensures the child’s rights are protected. - The child, when appropriate.
Especially for older students (typically 14+), participating in their own IEP meeting fosters self-advocacy and independence. Their voice can inform goals related to career readiness, transition planning, or specific supports they feel they need.
The IEP process is built on the principle that no single individual has all the answers. Bringing together professionals, parents, and even the student ensures a 360° understanding of the child and creates a plan that is both educationally sound and personally meaningful. Collaboration leads to stronger support, better communication, and ultimately, better outcomes for the student.
IEP Development Process
A step-by-step overview of how an IEP is created and implemented:
- Referral: A request for evaluation is made.
- Evaluation: Assessments determine eligibility.
- Eligibility Determination: The team decides if the child qualifies for special education.
- IEP Meeting: The team develops the IEP.
- Implementation: Services outlined in the IEP begin.
- Review and Revision: The IEP is reviewed at least annually and revised as needed.
How often are changes made to an IEP?
The school must review your child’s IEP on a yearly basis to discuss goals, programs, and services. Parents can also request a progress meeting before the yearly review if they have any concerns. Re-evaluation for special education eligibility must be considered by the IEP team every three years.
LeafWing can help identify the essential services needed for your child’s IEP Plan to ensure success in a school setting. Please consult your BCBA for assistance. Additionally, LeafWing Center can provide guidance in achieving the goals outlined in the IEP.
Key points to remember about the IEP
- After the ETR is finished, the IEP team creates a written document called the IEP within 30 days. This document is specifically tailored to address the educational needs of a student with disabilities.
- The IEP serves as a program that outlines the child’s current strengths, needs, present levels, goals, and services.
- Parent/guardian input is gathered when creating the IEP. Other IEP team members include intervention specialists, general education teacher(s), and therapist(s).
- Intervention specialists in the child’s public school district must annually write, present, and finalize IEPs for all qualifying students.
- If your child has an Individualized Education Program (IEP), they also have an Evaluation Team Report (ETR). To obtain a copy of either document, don’t hesitate to get in touch with your local school district and request one. Both the IEP and ETR must be provided to the parent/guardian.
