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Benefits of an Individualized Education Plan (IEP)

Who Qualifies and What Services Are Provided

What Is an IEP?

• Who Qualifies
• What Is Involved
• Implementation
• Legal Rights
• IEP vs. 504 Plan

An Individualized Education Plan (IEP) helps children with disabilities receive personalized educational assistance. It is a written plan with specific goals in which special resources are delivered to a child for free to help them succeed at school.

After an IEP referral is made, an evaluation is performed to assess multiple factors, such as the child's schoolwork and ability to pay attention. Once a child qualifies, a plan is developed and shared among a team of providers, including school officials, counselors, therapists, and the parents or guardians. 

This article explains who qualifies for an IEP, how the evaluation is performed, and how (and which) services are provided. It also describes the legal right of parents to not only access IEP services but also direct how those services are delivered.

Fat Camera / Getty Images

An Individualized Education Program (IEP) is a legal document provided under Federal law that is used for children in public schools who need special education. It is developed with the child's parents and members of the school system who are trained to administer IEP according to the law.

An IEP is intended for children with disability. An eligible student is any child in public school between the ages of 3 and 21 with a specific learning disability.

The IEP is based on an evaluation of the child describing their current levels of performance, strengths, and needs. Based on the evaluation, a written document is prepared outlining:

• The goals of the plan
• What special accommodations and services are needed
• Who will provide these services
• When and how progress is measured

The IEP is reviewed every year to assess the child's current level of performance, whether goals have been met, and what, if any, modifications are needed to improve performance.

Who Qualifies for an IEP?

A child is eligible for an IEP if they have a qualifying disability that requires special education. Under the definitions outlined in the Individuals with Disabilities Education (IDEA), the disability must have a negative impact on the child's academic performance. 

There are 12 categories of qualifying disabilities:

• Intellectual disability
• Hearing impairment
• Speech or language impairment
• Visual impairment
• Emotional disturbance
• Orthopedic impairment
• Autism spectrum disorder (ASD)
• Traumatic brain injury
• Specific learning disability (such as dyslexia )
• Deaf-blindness
• Multiple disabilities
• Any other health impairment affecting strength, energy, or alertness (such as asthma, ADHD, diabetes, or sickle cell anemia)

In addition, IEPs may be available (in many but not all states) for "gifted students," meaning those who are academically advanced compared to their peer group. This is often referred to as a "Gifted IEP" and exists to meet the academic and social-emotional needs of these unique students.

Who Is Involved in the IEP Evaluation Process?

Depending on the child’s specific needs, the team members involved in the evaluations may include the parents and guardians, along with:

• Counselors or psychologists
• Healthcare providers
• Hearing specialists
• Occupational therapists
• Speech therapists
• Teachers or special education educators
• Physical therapists
• Vision specialists

Implementing the IEP

The implementation process starts with the referral of a child for evaluation and continues until the IEP is reevaluated.

The IEP process can be described in the following 10 steps:

• "Child Find" : This is the system the state uses to identify and locate children with disabilities, called "Child Find." Parents may be contacted and asked if their child should be evaluated, or parents can call the "Child Find" system and ask for their child to be evaluated.
• Evaluation : The evaluation by members of the school system and others assess the child in all areas related to the suspected disability.
• Decision : A group of qualified professionals along with the parents review the evaluation and decide if the child has a disability as defined by the IDEA Act.
• Eligibility for services : After a child is determined eligible, the IEP team has 30 calendar days to schedule a meeting and start drafting the IEP.
• Meeting with stakeholders : The IEP meeting is conducted with all participants, including the parents, teachers, school counselor, school administrator, and any healthcare providers or therapists.
• Formulating the IEP : The IEP is written, providing details about which services are needed and how the program goals are to be measured.
• Delivery of services : The services and accommodations are rolled out in the manner described in the IEP.
• Progress report : The parents are updated as to how their child is progressing. Written progress reports are mandated per the terms of the IEP.
• Annual review : A review is conducted by the IEP team at least once yearly or more often if the parents or school ask for it.
• Reevaluation : This evaluation, called a "triennial," is performed every three years to determine if the child still has a "disability" as defined by the IDEA Act and what ongoing services, if any, are needed.

Your Legal Rights for IEP

Under Federal Law, every child with a disability in public school is entitled to receive a "Free Appropriate Public Education" (FAPE) in the "Least Restrictive Environment" (LRE). This includes the right to special education at no cost when deemed necessary.

There are also legal guidelines, called procedural safeguards, that outline the rights of parents throughout the IEP process.

These include:

• The right to an Independent Educational Evaluation (IEE) if the initial evaluation deems your child is ineligible for IEP
• The right to a first IEP meeting within 30 days of a child being deemed eligible
• The right to give or deny consent to every facet of the IEP
• The right to request an independent mediator if an impasse with the IEP plan is not found

What IEP Services Are Available?

IEP services are the resources available to support a child with disabilities. Sometimes they involve assistance with traveling to and from school or mobility at school. Other children may need counseling or occupational therapy. While this is not a complete list, the following are common examples of IEP services.

Audiology Services

Audiology involves helping children with hearing loss. Services might include identifying a child with hearing problems, evaluating the level of hearing loss, speech and language therapy, and choosing the right hearing aid if appropriate.

Occupational therapists work with children to help them improve, develop, or restore skills or function. Examples of the types of skills occupational therapists can help children with include:

• Activities of daily living : for example, bathing, feeding, and dressing
• Play and social interaction : conversation, sharing, taking turns
• Sensory regulation : controlling stimulation levels by wearing headphones or sunglasses, using fidget toys, calming exercises
• Executive function : using organization and memory aids
• Academic skills : handwriting, coloring, drawing
• Transition to adulthood : shopping, laundry, and cooking, preparing for employment

Parent Counseling and Training

Sometimes parents need help understanding their child's unique needs or their disability. In this case, parent counseling and training may be part of an IEP plan. 

Training can range from information about how to help a child with anger management to exercises to perform at home.

Psychological Services

Psychological services are frequently provided by or coordinated by the school counselor. The counselor or other trained mental health professional can assist in identifying special needs. They might also develop strategies to help with outbursts, behavior modification, emotional coping skills, and more.

These services help children with disabilities learn how to use their recreation and leisure time in a way that is beneficial to them. Recreation services may include after-school or community youth programs. Learning to use leisure time constructively can help improve skills related to the following:

• Physical functioning 
• Attention span
• Decision making 
• Problem-solving
• Team-building
• Anger management
• Stress management

School Health Services

Children with disabilities often require help from school health services for support, such as medication administration, special feedings, managing a tracheostomy , and chronic illness management.

Additional IEP Services

Additional IEP services include:

• Early identification of disabilities
• Interpreting
• Medical assistance
• Physical therapy
• Rehabilitation counseling
• Social work
• Speech-language pathology

Differences Between the IEP and 504 Plan

The IEP and 504 Plan both support children with disabilities at no cost to families. The IEP was created under the Individuals with Disabilities Education (IDEA) Act of 1990, while the 504 Plan was enacted under an anti-discrimination law called the Rehabilitation Act of 1973.

The 504 covers a broader range of disabilities than the IEP and is available for kids with disabilities who don’t qualify for the IEP. Although these children may have a disability that needs assistance, they are not struggling to keep up with their learning or schoolwork.

A few other key differences between the IEP and 504 Plan include:

• Consent : Both require permission from a parent or guardian before evaluation, but the IEP requires written consent.
• Eligibility : An IEP is more appropriate for a child who is falling behind academically while a 504 provides a child with disabilities accommodations. 
• Evaluation : The IEP evaluation process is more formal and lengthy than the 504.
• Family notification : Both plans require notice to parents or guardians before a change, meeting, or evaluation. However, the IEP notification must be in writing.
• Review : An IEP has to be reviewed yearly and reevaluated every three years. Typically states follow these guidelines for the 504, but it can vary.
• Document type : An IEP must be a written document while the 504 does not.
• Who creates it : The IEP is more strict about team members than the 504. 
• What’s in it: An IEP is specific about a child’s performance, goals, and timing of services provided. The 504 states who will provide services and who makes sure the plan is done.

While a child could have both an IEP and a 504, it’s unusual for them to have both. In general, an IEP plan is for a child who is falling behind academically.

An Individualized Education Plan (IEP) helps children with disabilities by providing personalized resources to help them be more successful in school. Once a child is referred, an evaluation period helps determine a child’s eligibility for an IEP.

The school typically schedules an IEP team meeting within 30 days of eligibility. Schools invite parents or guardians to the meeting where the plan is written. They review the plan at least once a year and evaluate eligibility every three years.

Services vary based on a child’s individual needs. Examples include physical therapy, occupational therapy, anger management, speech-language therapy, and more.

Kurth JA, Lockman-Turner E, Burke K, Ruppar AL. Curricular philosophies reflected in individualized education program goals for students with complex support needs .  Intellect Dev Disabil . 2021;59(4):283-294. doi:10.1352/1934-9556-59.4.283

Department of Education. Sec. 300.8 Child with a disability .

National Special Education Advocacy Institute. Gifted IEP .

U.S. Department of Education. A guide to the Individualized Education Program .

Chen HC, Wang NM, Chiu WC, et al. A test protocol for assessing the hearing status of students with special needs . Int J Pediatr Otorhinolaryngol . 2014;78(10):1677-1685. doi:10.1016/j.ijporl.2014.07.018

Institute for Quality and Efficiency in Health Care, What is occupational therapy?

Center for Parent Information and Resources. Specifying related services in the IEP .

Cystic Fibrosis Foundation. Individualized Education Programs (IEPs) and 504 plans .

By Brandi Jones, MSN-ED RN-BC Jones is a registered nurse and freelance health writer with more than two decades of healthcare experience.

What Is an IEP? Individualized Education Programs, Explained

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Over the past decade, the number of students with disabilities has been increasing , and there’s also a special education teacher shortage.

That has made individualized education programs, which special education students rely on, all the more important, according to experts. All special education students rely on these programs, called IEPs, which allow them to receive educational services tailored to their needs.

In the 2021-22 school year, 14.7 percent of all students nationwide were special education students, reaching an all-time high in 46 years, according to National Center for Education Statistics data.

Even with special education staffing shortages increasing along with special education student numbers, districts are still required to meet the individual needs of these students, according to the U.S. Department of Education.

The Individuals with Disabilities Education Act , or IDEA, is the federal law that mandates special education teachers be appropriately trained and have the knowledge and skills to serve children with disabilities, and that all special education students receive a “free appropriate public education.”

Some states and districts may be skirting the law, the U.S. Department of Education said last year in a letter to state directors of special education. Valerie Williams, the director of the office of special education programs at the education department, warned state directors of special education in a letter that they are still required to meet those requirements.

“In light of a teacher shortage when we are seeing an increase in students with very specific needs, how individualized can we be?” said Brandi Smith, adjunct instructor in the school of education at American University, and a special education teacher.

• Autism spectrum disorder
• Deaf-Blindness , or simultaneous hearing and visual impairments
• Deafness , including total or partial deafness
• Developmental delay , which means delays in communication, motor skills, or cognitive abilities
• Emotional disturbances , such as anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression
• Hearing impairments , including partial or temporary hearing loss, which aren’t identified under the “deafness” category
• Intellectual disability , such as Down syndrome
• Orthopedic impairment , such as cerebral palsy
• Other health impairments , which can include conditions such as ADHD
• Specific learning disability , such as any condition impacting a child’s ability to read (Dyslexia), write (dysgraphia), or do math ( Dyscalculia)
• Speech or language impairment , such as stuttering or difficulty with articulation
• Traumatic brain injury  caused by an accident
• Visual impairment,  including partial and total blindness

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What is an IEP?

by: Jan Baumel MS | Updated: December 19, 2023

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You asked to have your child evaluated for special education services. Now it’s time for the IEP meeting, but you’re not sure what to expect. What’s in an IEP? How can you prepare for the meeting?

The IEP, Individualized Education Program, is a written document that’s developed for each public school child who is eligible for special education . The IEP is created through a team effort and reviewed at least once a year.

Before an IEP can be written, your child must be eligible for special education. By federal law, a multidisciplinary team must determine that (1) she’s a child with a disability and (2) she requires special education and related services to benefit from the general education program.

The Individuals with Disabilities Education Act (IDEA), a federal law, requires certain information to be included in the IEP but doesn’t specify how the IEP should look. Because states and local school systems may include additional information, forms differ from state to state and may vary between school systems within a state.

IEP team members

The members of the multidisciplinary team who write your child’s IEP include:

• You, the parents, who have valuable insights and information about his strengths and needs and ideas for enhancing his education
• General education teacher(s) who can share information about classroom expectations and your child’s performance
• A special education teacher who has training and experience in educating children with disabilities and in working with other educators to plan accommodations
• An individual who can interpret the results of your child’s evaluation and use results to help plan an appropriate instructional program
• A representative of the school system who knows about special education services and has the authority to commit resources
• Individuals with knowledge or special expertise about your child that are invited by you and/or the school district
• Representatives from transition services agencies, when such services are being discussed
• Your child, when appropriate, and whenever transition is discussed

Contents of the IEP

The IEP is a document that is designed to meet your child’s unique educational needs. It’s not a contract, but it does guarantee the necessary supports and services that are agreed upon and written for your child. At the least, the IEP must contain these pieces of information:

Present levels of educational performance

Information about your child’s strengths and needs is presented by teachers, parents, and the school staff who evaluated her. Comments will be made about how your child is doing in the classroom. Observations and results of state and district-wide tests and the special education evaluation, including individually administered standardized tests, are reviewed. Besides academic needs, any other areas of concern that have been identified, such as behavior, limited proficiency in English, blindness or visual impairment, deafness or hardness of hearing, a need for assistive technology or services, should be discussed, as well.

The next step is to write measurable goals that he can reasonably accomplish in one year. Goals are based on what was discussed and documented in present levels of educational performance and focus on his needs that result from the disability. Goals should help him be involved and progress in the general curriculum and may be academic, social, behavioral, self-help, or address other educational needs. Goals are not written to maintain skills or help him achieve above grade level.

The requirement for objectives and benchmarks — with which to measure progress toward goals — was eliminated from IEP requirements with the 2004 reauthorization of IDEA. However, the law now states that the child’s IEP must include “a description of how the child’s progress toward the annual goals … will be measured and when periodic reports on the progress the child is making toward annual goals will be provided” — for example, at the same time report cards are issued for all students.

This chart from Understood.org , a comprehensive resource for parents of kids with learning and attention issues, will help you tell if your child’s IEP goals are “SMART.”

Special education and related services

Once the IEP is written, the team has to decide how to put it into action. The school district is obligated to provide a free appropriate public education ( FAPE ) in the least restrictive environment (LRE). So the IEP team considers the way — to the maximum extent appropriate for both — to educate your child alongside kids without a disability. Special education is a set of services, rather than a specific place for your child to go. The services your child needs to reach the goals and objectives and how they’ll be delivered are identified. For most kids, the general education classroom will be the preferred setting, but a range of options is available, including special day classes. In addition to the above, the following are part of the IEP:

• Information explaining the child’s current educational performance. This includes grades and observations made by teachers and other school staff.
• When services will begin, where and how often they’ll be provided, and how long they’ll last
• The extent, if any, to which your child will not participate with nondisabled kids in the regular class and other school activities
• An explanation of how student progress will be measured and how parents will be told of the progress.
• Beginning when the child is age 14 (or younger, if appropriate), the IEP must list the courses they need to take to reach their post-school goals.
• Necessary transition services (age 16 or the first IEP that will be in effect when the child turns 16) that are needed to help the child prepare for leaving school.

These special factors will be considered and addressed in the IEP, depending on your child’s needs:

• Supports and strategies for behavior management, if behavior interferes with her learning or the learning of others
• Language needs as related to the IEP if he has limited mastery, or proficiency, in English
• Communication needs
• Assistive technology devices or s   ervices required in order to receive FAPE
• Necessary accommodations in the general education classroom

To see what an IEP looks like, visit Understood.org .

Your role at the meeting

Parents often feel overwhelmed when they attend an IEP meeting because so many people are there. The time goes by quickly, and you may feel rushed. Education jargon can be hard to understand, yet you’re supposed to be a full participant in the meeting. Here are some ideas that may help to reduce your anxiety, increase your participation, and facilitate the process.

• Communicate regularly with school staff so that you’ll have an idea of what the teachers may say at the meeting.
• Prepare your thoughts before the meeting by writing down the important points you want to make about your child. If you’d like, ask to have your information included in your child’s IEP.
• Take someone with you to serve as your support system. If a spouse or family member can’t attend, ask a trusted friend to go with you. If you decide to bring a friend or advocate, you should inform the school so they are aware of whom you’re bringing. Be prepared for them to question who the person is and why you have decided to include them in the meeting. The school should tell you if they have a specific policy on other attendees at the IEP meeting.
• Ask questions if you don’t understand the terms being used. If necessary, arrange to meet with individuals after the meeting to review their statements or reports.
• Try to stay focused and positive. If anyone becomes frustrated or angry, ask to have the meeting continued at another date. It’s hard to develop an IEP when emotions have taken over the process.
• Remember that you can sign to show you participated in the meeting, but you don’t have to agree to the goals or services at the meeting. You can take the IEP home to review, get input, and return later.

What happens next

Written parent permission is necessary before the IEP can go into effect. If you agree with only parts of the IEP, let the school know so services can begin for your child. Once you sign the first IEP, you have granted your permission for the school to provide ongoing special education services for your child.

Although you may change your mind after signing the IEP and withdraw your permission, you should be aware that this action may have legal implications. (Consult with an advocate before taking this action.) Write a letter to the school that tells why you’ve changed your mind and which parts of the IEP you disagree with. Most likely, the school will want to hold another IEP meeting to discuss your concerns.

The IEP is reviewed at least once a year. However, if you or the teacher believe that your child isn’t learning or making progress or has achieved the goals sooner than expected, a meeting may be scheduled to revise the IEP. If you feel that an IEP review meeting is needed, put your request in writing and send it to the school and/or district administrator. If you don’t agree with school officials on how to accommodate your child’s needs, you can ask for mediation services to resolve the dispute, if that is an option.

Work collaboratively with the staff responsible for your child’s IEP. Ask what you can do to reinforce skills at home.

Visit Understood.org for a collection of resources on how to make sure your child’s IEP is working .

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Quick Guides

Parents’ guide to 504 plans and IEPs: What they are and how they’re different

Carolyn Jones

March 29, 2022.

Each year, a greater percentage of students in California qualify for special education. Last year, about 13% of students in California’s K-12 public schools received individualized services for special needs, up from about 10% in the early 2000s. Navigating the special education landscape can be daunting for parents trying to get the best education for their children. Here’s a guide to Individualized Education Programs, 504 plans and other aspects of special education.

What is an IEP?

An IEP is an individualized education program , an educational road map for children with disabilities. Required by the federal Individuals with Disabilities Education Act , an IEP is a regularly updated document that outlines goals and milestones for students based on their unique abilities. IEPs are created by teachers, parents, school administrators, other school staff such as psychologists, and sometimes students themselves. All students in special education have IEPs.

In California, about 800,000 students, or 13%, have IEPs. Students with IEPs can have autism, intellectual disabilities, orthopedic impairments, brain injuries, deafness, vision impairments, speech or language impairments or other disabilities that require specialized help with school.

What is a 504 plan?

“504 plan” refers to section 504 of the U.S. Rehabilitation Act of 1973 , which states that any organization, including a school, that receives federal money cannot discriminate against people with disabilities. At schools, this can mean that students with learning disabilities, for example, can get extra time to take tests or finish homework, sit near the front of the classroom, or use textbooks in formats they can understand, such as audiobooks. A team of teachers, specialists and parents determines what accommodations a student receives under their 504 plan.

In general, the goal of a 504 plan is to accommodate students with disabilities in general education classrooms. About 85,100 students in California, or about 1.5%, have 504 plans, according to the Department of Education’s Office of Civil Rights .

What’s the difference?

A 504 plan is geared toward ensuring a student has equitable access to a learning environment. An IEP focuses on educational benefits, and often includes direct services such as speech or occupational therapy. Both are free. Some students have both, and some just have one or the other. 504 plans are typically available to students with a broader range of disabilities, including attention deficit disorders. IEPs are available to students with one 13 specific criteria such as orthopedic impairments or intellectual disabilities.

What’s the advantage to having a 504 or IEP?

IEPs or 504 plans can help a student with disabilities – from minor learning disabilities to profound physical, emotional or intellectual impairments – succeed in school and beyond.

Special education services can include physical, occupational, speech or behavioral therapy; one-on-one help from a tutor or aide; or instruction from special education teachers who are trained to work with students with unique needs.

Students in special education may spend the majority of their day in general education classrooms and can receive their specialized services there, or they may spend their entire day in a special ed classroom, depending on their needs. Most school districts try to include disabled students in classes with their nondisabled peers as much as possible, in accordance with federal law.

A 504 plan can help a student thrive in a general education classroom with minimal disruption in their education, and it can be tailored to each education environment, such as art class or P.E., that the student experiences throughout the day.

How do I know if my child needs a 504 or IEP?

Schools will evaluate a student to determine whether they qualify for an IEP or 504 plan. Parents can pay for private evaluations, although schools aren’t required to adopt recommendations that come from private reports.

To get an IEP plan, a student’s disability must interfere with their ability to fully benefit from the general education curriculum, meaning that they need specialized instruction. To get a 504 plan, a student’s disability must hinder their ability to learn in a general education classroom without accommodations.

What if I disagree with the school’s decision?

If a school decides a child is not eligible for an IEP plan but parents believe the child should have one, or if a parent disagrees with the services a school is providing, there are many options to resolve disagreements. Special Education Local Plan Areas have staff specially trained to resolve disputes and help families communicate with schools. Parents can also talk to an advocacy group such as Support for Families of Children with Disabilities , Disability Rights Education and Defense Fund , Fiesta Educativa or other groups that help parents navigate the special education system in California.

How can I learn more?

The California Department of Education’s special education division includes information about parents’ rights, data collection, policies and other information for families, teachers and students. School districts, county offices of education and Special Education Local Area Plans , which oversee special education in multiple school districts, can also provide help for parents. The California Department of Developmental Services and the California Department of Health Care Services , both state agencies, and Disability Rights California , a nonprofit advocacy group, also have resources for children, families and adults with disabilities. The SELPA Administrators of California also offers a host of resources for parents.

To get more reports like this one, click here to sign up for EdSource’s no-cost daily email on latest developments in education.

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Deanna Keith 7 months ago 7 months ago

Hello, per my Childs IEP part of the accomidations are to re-take a test. However, his school is saying that it is up to the teachers choice to allow a re-test and they are protected by: California Ed Code law 49066. However, this code does not mention children with IEPs.

Bob Virden 11 months ago 11 months ago

Can a special education student be suspended without an I.E.P.?

Michelle Harris 1 year ago 1 year ago

PASEN is a nonprofit that helps parents who are lost and struggling in the special education system. We have run a national FB group, IEP/504 Support &Assistance, for over 6 years assisting parents. We have over 20k members. People are welcome to join for free advice and guidance.

Alicia Clemente 2 years ago 2 years ago

Thank you for your story. My grandson was recently removed from his IEP because according to the school he has met all his educational goals (Kinder student) but my daughter has shared in the past meetings that he clearly needs support with emotional and social skills. My grandson has been bullied since school started. He tries to make friends but it's very difficult because he knows he is different and so do the … Read More

Thank you for your story. My grandson was recently removed from his IEP because according to the school he has met all his educational goals (Kinder student) but my daughter has shared in the past meetings that he clearly needs support with emotional and social skills. My grandson has been bullied since school started. He tries to make friends but it’s very difficult because he knows he is different and so do the other students. The incidents will make you cry.

The 504 plan was discussed in Feb. 2022 but it hasn’t begun and her request to be put back on the IEP March 2022 was declined. Is this legal?

Beth 2 years ago 2 years ago

Hi Alicia. I don’t know the answer to your question. I do know that schools will try to get away with whatever they can if you don’t know the EdCode. I went through this too. This site and their books helped me calmly “fight back” by simply stating the laws they were violating. After that, they didn’t want to mess with me. https://www.wrightslaw.com/ Good Luck!

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What is an IEP?

Here’s what to expect if your child needs an Individualized Education Program.

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The purpose of an IEP depends on a student’s needs. Experts in special-education diagnosis will typically test a child’s IQ as well as motor skills, language and behavior.

This year, some parents will learn their child needs an Individualized Education Program, commonly known as an IEP. It might be because they severely disrupted the classroom more than once. It could be that they aren’t keeping up academically, even with extra help. It could be a physical disability unknown to parents. The reasons are as varied as children are different.

Whatever the reason for an IEP, experts and advocates say parents will have to educate themselves and get their questions answered.

“The IEP process is so confusing for parents,” says Brendan Wolff, head of school at Achievement Unlocked, a school for children with unique learning needs in New York. “They don’t know what their rights are. They don’t know what the supports are. It’s not quite labyrinthine, but trying to do it properly can get that way.”

Understanding the IEP Process

Lawrence M. Siegel, author of “The Complete IEP Guide: How to Advocate for Your Special Ed Child,” describes the creation of an Individualized Education Program as a process. It starts with a meeting with school officials to determine whether a child is eligible for special education. If they qualify, parents and educators meet for an annual IEP meeting to develop a plan. The result of the meeting is a detailed written description of a child’s educational program.

The IEP process is based on eligibility requirements established by the Individuals with Disabilities Education Act , commonly known as IDEA. To be eligible, a child must fit under at least one of 13 disability categories listed in the act . A disability must significantly and adversely affect a child’s ability to demonstrate academic achievement.

In the 2019-20 school year, about 7.3 million students ages 3 through 21, or 14% of all public school students, received special education services under IDEA, according to the National Center for Education Statistics. Among these students, roughly one in three suffered from specific learning disabilities, such as dyslexia. Roughly one in five showed speech or language impairments. Less frequent disabilities included health impairments, such as heart conditions, epilepsy or diabetes (15%), autism (11%), developmental delays (7%), intellectual disabilities (6%), emotional disturbances (5%), multiple disabilities (2%), hearing impairments (1%) and orthopedic impairments (1%).

Understanding the Law

IDEA protects the rights of students with disabilities to receive a public education. The most important element of this law is the right students have to a “free and appropriate education” in the least restrictive environment. So, if a child can make academic progress in a general education setting with support, they can’t be forced into a special education classroom. Each state also has its own guidelines.

The part of the law that is often most confusing to parents is what makes education “appropriate.” The term is open to interpretation and does not always fit a parent’s definition of “best.”

“There’s a misconception out there that it’s the parents against the school,” says Kathleen Davis VanTol, a professor specializing in special education at Dordt University in Iowa. “But teachers are teaching because they want to help kids. (Teachers) find kids who are struggling and want to find ways to help them do better.”

Other important parts of IDEA, according to Siegel’s book, set out rules that govern monitoring students and giving parents rights. For example, all students are entitled to:

• A comprehensive evaluation of needs, which requires parental approval.
• A written IEP developed by an entire team every year that contains measurable goals.
• “Related services” that will help students benefit from special education.
• Placement in a private school, paid by the government if the school district cannot provide an appropriate placement.
• Education as close to home as possible.

Parents can ask for mediation and a hearing before an impartial third party if they don’t agree with any component of an IEP. This includes whether a child is eligible for special education. Also, school officials cannot change a student’s IEP without parental agreement.

Creating an IEP

The purpose of an IEP depends on a student’s needs. Experts in special-education diagnosis will typically test a child’s IQ as well as motor skills, language and behavior. When they have the diagnosis and more information, they can begin to put supports into place.

“Schools don’t wait for a kid to get way behind,” VanTol says. “We start to identify kids as soon as they are not meeting (academic and behavioral) benchmarks and put in place a plan to try teaching them in a different way. And that’s all before a kid gets an IEP.”

For students who are high functioning, an IEP’s purpose is to integrate – or reintegrate – the student into the general education classroom, Brianna Leonhard, a special education teacher in Georgia, wrote in an email. “What prevents them from being successful in a large group? Let’s target those skills and see if we can catch up, because we are always working towards the ‘least restrictive environment.’”

For students with more severe challenges, “an IEP should work to promote as much independence as possible,” Leonhard says. “When they age out of public school, they have a set of skills that can help them be in the least-restrictive care setting possible.”

As the document is being created, parents and teachers will discuss the child's strengths, health and current performance. Goals will be established, as will any need for assistive technology or accommodations, including supports for teachers and assessments to track everything.

Accommodations are often an important part of the conversation, and there are many adjustments teachers can make to help students learn. They range from providing notes so students can skip notetaking and focus on the content to sending home curriculum maps so parents can provide more specific help.

Advocate, But Be Realistic

Experts recommend that parents prepare for a collaborative process and be realistic about their expectations, about both the content of the IEP and the results it will produce. They also say there is much that parents can do to ensure the best outcome. If the IEP document has been drafted by the school district, parents should try to read a copy before meeting with teachers to finalize the document. Siegel’s book recommends that parents create an IEP blueprint – that is as specific as possible – before meeting with school officials. For instance, it might include requests about class size, age range and staffing by a teacher and an aide. Ultimately, the IEP document is created by a team that includes school officials, teachers, parents and others who can speak about the student. This could include family, friends, a translator, advocate or specialist. “You’re allowed to bring whoever you want to that meeting, and that right is very rarely invoked,” Wolff says. “The better meetings I attend, it’s a team effort.” Experts also recommend bringing a framed photo of your child and putting it in the middle of the conference room table to keep the meeting focused on who matters most in the discussion.

Whatever accommodations are made because of an IEP, school officials caution that parents must have realistic expectations.

“An IEP is not a cure all,” says Michelle Person, former principal of Mills Lawn Elementary School in Ohio. “It is an extremely time-intensive document that is only created when other types of intervention have been attempted unsuccessfully.”

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Teach. Learn. Grow.

Teach. learn. grow. the education blog.

How to write an effective IEP

Writing quality individual education plans (IEPs) that give a clear view of a student’s strengths and needs is such an important part of a special education teacher’s job. For all other teachers, IEP best practices can help support student learning during COVID-19 and as we begin to move past the restrictions of the pandemic.

I spent the first 13 years of my K–2 teaching career performing academic testing for eligibility for special education services and then writing eligibility determination paperwork and IEPs for my students. It has been almost nine years since I wrote a plan (I left the workforce for a few years after the birth of my third child), but once a teacher, always a teacher. Since leaving the classroom, I have volunteered as an advocate for families as they navigate the evaluation and IEP process in their school.

A lot has changed in the last decade. Many states now require dyslexia screening of young students, for example, which leads to earlier identification and earlier access to services. But one thing has stayed the same: a well-written IEP that is read and understood by all members of a learning team is imperative to student success.

Spring is IEP season, and as you begin the work of updating IEP goals and amending plans for transitions from one grade to the next, it will be important to pay close attention to how pandemic and post-pandemic learning needs impacted children with special needs. COVID-19 changed everything, including how students with disabilities access instruction and make progress on their IEP goals. Here are some things to consider as we learn and grow after this unprecedented time.  

Step 1: Define the learning team

When the pandemic started, many annual IEP review meetings happened late and/or virtually instead of in person in many areas of the country. This may still be the case for some teachers, students, or caregivers who have compromised immune systems. Whether these meetings happen in person or remotely, it is important for each member of the learning team be present to ensure their communication with students and families is clear and that they check frequently for understanding.

Each member of a learning team is important and needs to understand both their role and the information in the IEP.

• Student: The student is the most important member of any learning team! Student participation throughout the process, including in meetings, will ensure they have a voice in their education. I have had children as young as nine attend their IEP meetings, and although it is not necessary that early on, if a student is interested, be sure to include them. As a student gets older, they should have increased responsibility in the meetings. Be sure to ask them questions and give them plenty of time to speak, too; they will have the most valuable, up-to-date information regarding what they need to meet their goals, especially as they travel from class to class and teacher to teacher.
• Family: A student’s at-home support system is invaluable. Be mindful of relationships because not all parents live in the same household and some kids may be cared for by a grandparent, adult sibling, or other guardian. Be sure to include everyone and be prepared to make duplicate copies of correspondence so family can stay informed. Be proactive and find out if a translator is needed (request them ahead of time if there’s a need). Sometimes, parents have family or others they trust for translating and they should be invited as well. But ensure the school also provides a translator who is well versed in the type of information being presented so the family does not miss anything important. Finally, someone on the school team should take the role of advocating for families to ensure they understand everything that is being discussed.
• Teachers: While a student’s classroom teacher and special education teacher are usually the only ones at an IEP meeting, all teachers who work with a student should be familiar with the IEP. Teachers who teach classes covered by goal areas and teachers who teach classes that may be covered in accommodations only should have access to the IEP, read it thoroughly, and ask questions if anything is unclear. The IEP manager should ensure all teachers who have a role in implementing IEP goals or accommodations are clear on what they need to do to support the student.
• Specialists: Speech language pathologists, occupational therapists, school psychologists, social workers, physical therapists, school nurses, work transition specialists, guidance counselors, education specialists, and any other education professionals who work with a student or are in charge of coordinating paperwork must be a part of the learning team. It is really important that any professional who is communicating information about a student presents that information in a positive, factual manner. Be mindful of any jargon and make sure that students, their families, and other teachers understand what is being said. It can be tempting to hide behind jargon when presenting delicate information. Be mindful of this and ensure the family understands the information being presented.

Step 2: Present levels of academic achievement, functional performance, strengths, and needs

When discussing the IEP, it is important to accentuate the positive but not minimize the areas of need. Keep the focus on the goals and the plan that is in place to ensure the student can achieve them. The staff member acting as an advocate for the family may need to pre-meet with them to go over anything that may contain difficult to understand or potentially upsetting information.  Again, avoid relying on educational jargon only in this space, as non-educators may not understand fully and may be afraid to ask.

A well-written IEP that is read and understood by all members of a learning team is imperative to student success.

The strengths and needs portion of the IEP will have come from the eligibility conference and doesn’t change until the re-evaluation. The needs are used to drive the goals (which, in turn, drive services), and the strengths are used to determine the areas to highlight when teaching, writing accommodations, and motivating the student.

“Present levels of academic achievement and functional performance” ( formerly known as “Present levels of performance” ) indicate where the student is currently performing in each developmental area. This portion of the IEP serves as a narrative, but it also contains qualitative or quantitative information about the student’s achievement and performance. The focus here is on where the student is currently compared to how far the student may need to go and what, if anything, needs to happen to bridge the gap.

Educators or family members should have a clear grasp of what the student can do by reading this portion of the IEP. It sets the stage for the goals that are written for any need-based area. It is also a great place to highlight strengths a student has, both in need-based areas and in areas where there will be no goal written.

Step 3: Set goals

The pandemic really made a mess of achieving and updating IEP goals set for previous school years. It was not realistic to expect students to achieve goals amid so much chaos, including school closures, remote instruction, increased absences, and physical barriers (such as masks or shields), and frequent changes in instructional methods. As you begin working on IEPs for next year, please don’t ignore the existing IEP or carry over the same goals and present levels. Be honest with yourself and the rest of the learning team as you look at the existing IEP and write a comprehensive update. Rely on your student’s strengths and areas of growth and really capitalize on those in the goal-setting process.

As I mentioned earlier, goals are written to address each area of need identified during a student’s eligibility conference. If there are four areas of need identified, then there should be (at least) four goals written to cover the areas of need. The goals should be:

• Succinct. Aim for one to two sentences.
• SMART.  “SMART” stands for specific, measurable, attainable, relevant, and timely.
• Ambitious. Keep the bar high for each and every student. The point of an IEP is to help a student close a gap, so goals should be written to allow them to achieve more in the school year than the average student. This is how we close the gap.

Student and family input for this portion is imperative. Involve them in meetings and discussions prior to writing the goals.

Step 4: Understand “accommodations” and “modifications,” and decide how to use them

Some people say the “Present levels of academic achievement and functional performance” is their favorite section of the IEP. I think mine is the accommodations section.

The International Dyslexia Association has a great definition for “accommodation” that makes it easier to differentiate between an accommodation and a modification. They say, “Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured (e.g., providing text in audio-format when academic knowledge [e.g., history, biology, literature] is the target skill being measured).” They go on to explain that giving a student a needed accommodation to help them access curriculum or show what they learned is not giving them an “unfair advantage” or changing the scope of what they have to do; it is leveling the playing field for the student with a disability. To further drive this point home, I love this popular visual published on diffen.com . It is a great visual to show just how important this part of the IEP really is.

Modifications are different in that they are changes to work expectations (e.g., only doing the even numbers in an assignment instead of all of them) or changes to content. I believe modifications can be really beneficial when setting work expectations, but they should be used sparingly because most content modifications lower grade-level expectations. This does not allow a student to access grade-level curriculum, which does not help them close the gap in their learning.

Choosing accommodations or modifications for a student should be purposeful and thought driven. As a student ages and becomes more involved in their education, they should be an active participant in this portion of the process as well. Keep the strengths and needs along with the goals handy as this portion of the IEP is completed.

Ensure IEP success

There’s no denying that COVID-19 has made it more difficult to identify and meet the needs of students with disabilities. But there’s light at the end of the tunnel as vaccinations are widely available, the virus has changed, and response to treatments have improved. Most schools have been open for five-day in-person instruction with lessened to no physical barriers since the fall.

Keeping the obstacles of the last few years top of mind when working on IEPs this spring can help students—and their teams—succeed next year. An IEP is a legal document written to ensure success, as well as an equitable learning experience. It needs to be reflective of the student’s strengths and need areas, with goals that set high expectations and allow for appropriate accommodations and modifications.

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An In-Depth Guide To Individualized Education Plans

Find out how individualized education plans work and how parents and teachers can maximize their efficacy.

Then a psychologist was invited to observe me. For decades I kept the report, which described antics like cheating, turning around in my chair, talking during instruction time, and failing to focus or do my work.

This became in part a reason for my interest in education, and later writing a book on the subject of learning.

My experience of having an individual education plan (IEP) and special education dates from the 1980s. While many students with disabilities are better served today given the push for more evidence-based services in inclusive environments, struggles remain. Individualized plans and programs are highly confusing, for one. For another, there are a growing number of lawsuits concerning how schools deem a child eligible for special education, and what services students receive as part of their IEPs.

Complaints over eligibility and IEPs are increasingly frequent, partly because the raw number of kids being identified as in need of individualized education programs has soared. In the last several years there have been notable lawsuits in Florida, Michigan, Iowa, and Oklahoma, but cases occur in every state. Van Duyn v. Baker, for instance, a notable case from 2009, addresses the failure of school districts to offer adequate IEPs. The basis of these complaints is often inadequate interventions, either to help students access grade level standards or to create inclusive settings.

Almost every school district in the country has at least one student who receives special education, and 14 percent of the population aged six to twenty-one were served under IDEA in 2019. The vast majority of special education students, however, have mild to moderate learning disabilities, as opposed to more severe handicaps.

When it comes to behavioral rather than academic issues, a plan focused on preventing outbursts is preferable to one which calls for action after an incident. 

In practical terms, this could refer to any student with a discrepancy between his or her achievement and intellectual ability, or a student’s inadequate response to a teacher’s first attempts at intervention. Dyslexia, dyscalculia, and dysgraphia each fall under this umbrella. Students with specific learning disabilities typically spend most of their day in general education classrooms, and eventually may no longer need special education in later grades.​

The second largest group in special education is made up of students with speech or language impairments, i.e. speech delay, stuttering, and impaired articulation. Around 19 percent of students who receive special services fall into this category. These students also spend most of their time in general education classrooms, and may exit special education after receiving successful intervention. ​ This guide aims to clear up misconceptions about IEPs in U.S. special education, and how these plans function.

While we’re getting technical, please note that IEPs actually refers to ‘individual education programs’ not plans. Since almost everyone continues to call them plans, we decided to go with the most common phrasing.

For a parent, if a child has an IEP, the best time to check in with the school is at each quarterly report card, and quarterly IEP progress report. 

What Exactly Is An ‘individualized Education Program’ Or IEP?

Special education includes any specialized academic program or initiative aimed at serving students with mental, physical, or emotional disabilities.

If a student has difficulty in the classroom, there are a variety of approaches that can be taken by a teacher or the school. IEPs are frequently mentioned in the same breath as 504 plans. 504s are a similar measure meant to address special needs when they arise – but different in scale and effect.

Section 504 of the Rehabilitation Act of 1973 was created for students who don’t meet the criteria for special education, but still need accommodations. 504 plans offer support or changes to the classroom environment to make it possible for the student to learn alongside peers.

IEPs are in general more comprehensive, and governed by federal special education law. This legislation, the Individuals with Disabilities Education Act (IDEA) , guarantees rights to students with disabilities, and their families.

Congress first passed this legislation in 1975 and reauthorized the law multiple times since then. The goal of this legislation was to ensure all students with disabilities receive a free and appropriate education tailored to their individual needs.

Under IDEA, public schools are required to provide special education services for all children with disabilities, aged three to twenty-one, at no cost.

The “specialized education” these children receive aims to help them achieve not only in school, but in work and other life settings.

Even if the achievement gap for students with disabilities has been narrowing, it remains concerningly large. Far fewer students with disabilities test at grade level in mathematics (in comparison to their peers.) 

Who Gets An Individual Education Program? Why Are They Important?

Students with IEPs – but without more severe disabilities – experts argue should be able to perform at grade level, and graduate from high school with a regular diploma. 

Keep in mind, the number of students who receive special education services is also rapidly growing. In 1990, 4.7 million public school students were administered to by the Individuals with Disabilities Education Act (IDEA). By 2019, that number had expanded to 7.1 million. The accountability measures required by No Child Left Behind (NCLB) also pushed schools to consider how to better identify and serve students with disabilities. Thus, in part the major increase is rooted in more careful monitoring and identification of students who could benefit from additional services. 

On the other hand, and more worryingly, the intensification of vigilance and concern with student behavior and learning progress, both from parents and educators some consider overkill. Certain education specialists believe this combination of factors has led to over-identification of disorders and various disabilities. 

To be eligible for special education, a team of qualified professionals must determine that a student has one of the following thirteen disability categories and would benefit from specialized instruction. Though special education recognizes every student’s ability level is particular – IDEA groups students broadly into thirteen disability categories. ​ These categories include:   1. Specific learning disability (SLD) 

• Include: Dyslexia, Dysgraphia, Dyscalculia, Auditory processing disorder, and nonverbal learning disability
• Generally involves difficulties with reading, writing, listening, speaking, reasoning, or doing math
• The largest category of disability covered by IDEA

2.   Other health impairment 

• Refers to any condition which negatively affects a child’s strength, energy, or alertness
• ADHD is included under this category

3. Autism spectrum disorder (ASD) 

• Wide variety of symptoms (social, communication, overall behavior)

4. Emotional disturbance 

• Mental health issues, such as: anxiety , schizophrenia, bipolar disorder, OCD, and childhood depression

5. Speech or language impairment 

• Stuttering, or difficulty understanding words or speaking

​6.  Visual impairment including blindness 

• Only includes vision problems that cannot be corrected by glasses

7. Deafness

• Student cannot hear sounds, even with the help of hearing aids

​8.   Hearing impairment 

• Any hearing difficulty not covered by deafness; not problems with auditory or language processing

​9.  Deaf-blindness

• Severe hearing and vision loss

10. Orthopedic impairment 

• Difficulty with physical or bodily functions as with cerebral palsy

11. Intellectual disability 

• Below-average intellectual ability (i.e. down syndrome)

12. Traumatic brain injury 

• Only includes injuries caused by an accident or force

13. Multiple disabilities 

• More than one of the described categories

Under IDEA, in addition to an IEP, or separately, states and schools have the possibility to categorize students as experiencing developmental delay until the age of 8.

The IEP, regardless of the student’s disability, should be specifically tailored to the student, and research-based. 

What Is The Parent’s Role In An Individualized Education Program (IEP)?

For that reason, they are required to be a part of the Individualized Education Program (IEP) team that evaluates for special education and writes the IEP, if necessary. 

The IEP Team should legally be made up of one or both parents, general education teacher (at least one), a special education teacher (at least one), a school district representative, and an expert to interpret the special education diagnosis and plan. The expert could be the special education teacher, or a school psychologist.

As a parent, there is also a possibility to include a parent advocate, or a friend.

The team determines the type and level of services to be offered, based upon the student’s needs. Support and accommodations are meant to be tailored to a child’s specific level of disability. 

Kalman “Buzzy” Hettleman is the author of Mislabeled as Disabled, a prominent book on oversights in U.S. special education. I interviewed him on how parents can make the best of their child’s IEP. He argues parents can use the IEP to hold the school accountable, and make sure their child makes sufficient progress. 

Parents should ask lots of questions. According to Hettleman, a good set of questions would include: 

• “Exactly what kind and how much ‘specially designed instruction’ is my child getting?”
• “What is the teacher-student ratio?”
• “Is an evidence-based program being used in this school district?”
• “Does my child need more intensive instruction (or behavioral supports) to make sufficient progress?”

For a parent, if a child has an IEP, the best time to check in with the school is at each quarterly report card, and quarterly IEP progress report. Students with IEPs should be making annual progress, meaning equivalent to one year’s progress, Hettleman says.

If that progress is not being made, do not wait for the next annual IEP review meeting. Ask for an immediate meeting with the child’s team to review and revise the IEP as necessary.  ​

Nearly 40 percent of all students receiving special services under IDEA are classified as having “specific learning disabilities.”

Are There Better (And Worse) IEPs? How Can Parents Use An IEP To Help Their Child?

This is largely due to different methods to determine eligibility due to a specific learning disability across states and districts. 

Under the law, a team of  qualified professionals, including a child’s parents, must conduct a full evaluation of a child, and decide jointly if the child meets their criteria for one of the disability categories and would benefit from specialized instruction. Educators and parents in some places are more aggressive about classifying students as disabled than in others. ​ Once in place, the IEP is a plan of action. Plans of action can be more or less effective– unfortunately, it often falls back upon the parent to advocate for the best possible plan for their child. That may be different for different students.

Back in 2017, the Supreme Court made a significant ruling ( Endrew F. vs. Douglas County School District ) in favor of school districts’ responsibility to provide interventions that allow students with disabilities to make meaningful academic progress. . Nevertheless, it often falls to parents to demand services which result in this level of progress. The IEP, regardless of the student’s disability, should be specifically tailored to the student, and research-based.

If a student is struggling academically, it may, for instance, be advisable for parents to ask that the child not be pulled from usual core classes, like math and reading, says Nathan Levenson. Instead, extra time can be offered as an accommodation, alongside core educational requirements.

When it comes to behavioral rather than academic issues, a plan focused on preventing outbursts is preferable to one which calls for action after an incident.

The particular individual offering services in special education matters at least as much as what service it is, or how often it’s provided. Staff (either teachers or teacher assistants) who are trained in the particular recommended intervention, should provide support. This is far more likely to be effective, than service from an untrained provider.

Fighting for academic support from a non-trained, non-professional individual makes it difficult to achieve necessary results. It is more crucial to have the support of a certified, trained teacher.

“The IEP should spell out in detail the child’s needs, and how the school district will meet those needs so the child can succeed academically. Parents need to understand most of all that their children are entitled to the services they need… not the services that the school feels it can afford with its present staff,” says Kalman Hettleman.

If necessary, the parent should insist the school reach out to the central school district office for additional funds or staff. To the greatest extent possible, the parent should insist that the IEP be clear about their child’s progress or lack of progress: there should be data, not just the teacher’s general opinion. The data should be comprehensible, so the parent can understand. ​ A few well-directed questions can lead to a wholly different, and better IEP.

Nathan Levenson, a special education expert, suggests questions, like:

• In simple English, why is my child struggling?
• What one or two areas are most important to address first? (Less is more. Other areas can be addressed in the future.)
• For each service provided, what will my child miss? Remember every pullout session is at the expense of time in the classroom.
• How much extra instruction will my child receive each day? Push in and co-teaching isn’t extra time, its extra attention.
• Who will provide the service? What is their training and background in the subject matter. (Keep in mind: Not every special educator is strong in teaching reading, math etc. Only a skilled teacher will be able to catch a student up in all subjects.)

If a paraprofessional is being considered for offering the services, Levenson suggests:

• Why is this option better than a certified teacher?
• When will my child no longer need help from a paraprofessional? (Note: Independence should also be a goal.)

Almost every school district in the country has at least one student who receives special education, and 14 percent of the population aged six to twenty-one were served under IDEA in 2019. 

What Level Of Achievement Might Be Expected From A Student With An IEP?

Many in the special education community even argue that the majority of these students can be expected to perform as well as general education classmates. The National Center for Learning Disabilities argues that approximately 8 out of 10 students who receive services under IDEA could be expected to perform just as well as their non-disabled counterparts.

The 2017 Supreme Court Endrews decision was definitive in placing the responsibility on school districts: to provide support that ensures students make meaningful academic progress.

“Simply put, the vast majority of students receiving special education in our nation’s schools […] are found eligible under a disability category that in no way precludes them from—with appropriate services and supports—functioning at or above grade level or from achieving proficiency on a state’s academic content standards in reading and math,” a report on this debate concluded.

Even if the achievement gap for students with disabilities has been narrowing, it remains concerningly large . Far fewer students with disabilities test at grade level in mathematics (in comparison to their peers.)

From year to year the National Assessment of Educational Progress publishes reading and math scores, in which students with disabilities often score 30 to 40 points below peers. This is equivalent to as much as four years of learning progress. Graduation rates demonstrate the same problem.

Students with disabilities continue to graduate at far lower rates than their counterparts. More than a quarter of students who receive special education services drop out before ever receiving a diploma. As might be expected, students with disability categories that acknowledge diminished mental capacities have some of the lowest graduation rates.

What is more troubling is that students in categories that do not imply mental disability, such as emotional disturbance, post rates almost as low. Students who do have significant cognitive disabilities are capable of achieving much more.

This is what makes the question of what kind of IEP and services a student receives so important.

“Most parents don’t understand that the great majority of students with IEPs don’t have significant cognitive disabilities that prevent them from achieving at grade level if they get the right instruction.“ Kalman Hettleman further suggested in his interview. To state the most obvious example, just because a student is blind doesn’t mean there’s anything wrong with that student’s brain. Other definitions, too, (most notably “specific learning disability”) make no mention of diminished mental capacity. As explained previously, “specific learning disability” is defined as a gap between ability and achievement, not a deficit in ability.

At the Learning Agency, we have been working on this issue, helping families navigate these topics. Please reach out if you’re looking for support and email [email protected] .

Because if the potential of the majority of special education students matches the same range as general education students, why not expect the same ability to learn?

–Ulrich Boser ​

3 thoughts on “An In-Depth Guide To Individualized Education Plans”

learning difficulties are really a very bad thing face by a child or an adult. It cause so many regular life difficulties. One of my friend has the same issue, but now she is good. Thanks for sharing this information article on it, subscribed your blog

I had an individualized education plan for years.

In practical terms, this could refer to any student with a discrepancy between his or her achievement and intellectual ability

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Special Education Guide

The IEP Process Explained

Origins and purpose.

Although the legal precedence for inclusion can be traced to the Supreme Court decision in the case of Brown v. Board of Education, it was really the parents of children with disabilities that encouraged legislators to adopt the Education for All Handicapped Children Act (EAHCA) in 1975. This legislation required school districts to include and educate students with special needs and to create specialized academic plans for them. In 1990, EAHCA was renamed The Individuals with Disabilities Education Act (IDEA).

With such honorable beginnings, it makes sense that the individualized education program (IEP), or sometimes called individual education plan, process was intended to be centered on the student. Whatever the IEP includes, its purpose is always the same: to tailor an educational plan for the child so that he or she can reach his or her full potential.

The First Step: Determining Eligibility for Services

Who qualifies.

Before a student can receive special education services, he or she must be evaluated for eligibility. Under IDEA, there are currently 13 categories under which a child can receive these services:

• Deaf-blindness
• Emotional disturbance
• Hearing impairment
• Intellectual disability *
• Multiple disabilities
• Orthopedic impairment
• Other health impairment
• Specific learning disability
• Speech or language impairment
• Traumatic brain injury
• Visual impairment

*ID has also been referred to as “Mental Retardation” (MR) in the past, and the term and its acronym may be used colloquially or in older documentation. It is not, however, a currently accepted practice to refer to individuals with intellectual disabilities as mentally retarded.

How Can I Have My Child/Student Evaluated for Eligibility?

As a parent, it is very simple. If you think that your child may qualify for special education services, you need only to request an evaluation. You can do this by contacting you child’s teacher, the school psychologist or the school principal. A group of qualified personnel will decide whether to evaluate or not and create a plan for the evaluation. The district has 60 days from the date of your giving permission to evaluate to complete the evaluation. Some states have administrative code that defines the length of time the team has to decide how and whether to evaluate, but not all do so. Any and all decisions regarding evaluation require the school district to inform and invite the parent to be a participant. There should be no decisions about whether or how to evaluate without the parent being a part of the team’s discussion.

Teachers can also refer students for evaluation, but this should happen after attempts have been made to remedy problems without special education services.  If such attempts have been made, and the child continues to struggle, while varied from school to school, the next step may be initiating an intervention under RTI, or convening the school’s student services team (SST) to discuss the student’s performance. At this meeting, the general education teacher should bring work samples and other data such as reading and math scores, behavioral charts and writing samples. The evaluation team can then decide whether to refer the child for an evaluation, or suggest that the child continue without special education services.

If the team suspects that a child has a learning or behavioral impairment, it will work together to determine what tests and data will be gathered.  This can include a variety of performance-based tests, such as the Woodcock Johnson, Third Edition (WJIII) or the Wechsler Individual Achievement Test (WIAT), as well as cognitive and behavioral functioning tests. It’s important to note that NO testing can begin until the parent consent by giving written permission to evaluate.

Following the testing and gathering of existing data, the evaluation team will meet again to discuss the results. Any time the decisions are made regarding evaluation, the parent is invited to participate. Each of the 13 categories of disability included in IDEA has unique qualification requirements.  However, the most common disability (roughly half of those evaluated) are in the category of specific learning disability (SLD).  Under the SLD category, if the discrepancy between achievement and ability (measured by the discrepancy between IQ and academic test results) is large enough, the child will qualify for services.

A note about the discrepancy method and SLD: As a part of the 2004 reauthorization of IDEA, school districts were asked not to rely solely upon the discrepancy method for identifying SLD, because it makes it very difficult to identify any child who is younger than the third grade age level. Nonetheless, a large number of school districts still rely upon the so-called discrepancy model for SLD, when in reality they can acquire enough pre-existing data with RTI to document eligibility.  The other 12 categories have varying requirements, but none are similar at all to those required for SLD.  Parents should be careful to observe when SLD standards are being applied to other categories, such as Other Health Impairments, when there is no legal provision to do so.

Also, keep in mind that there are some diagnoses that teachers and school psychologists are not qualified to make. Attention deficit hyperactive disorder (ADHD), autism, and most physical and developmental delays require medical diagnoses. If you suspect that a student has one of these impairments, it is vital to include a medical professional (such as the child’s pediatrician) in the evaluation process. Also, children with developmental delays or physical impairments who receive routine medical care will most likely be diagnosed in the pediatrician’s office and will begin receiving services early in life. Children under age three can  receive  early intervention  services through school districts (depending on the state of residence) or other state-funded programs.

The bottom line is that in each category of disability there must be an impact on the student’s education caused by the disability, and the student must be deemed in need of specially designed instruction. After all, not all children with a disability require special education services.

Step Two: The IEP

If your student or child is diagnosed with a disability, the next step will be to design a program for him or her that will address his or her unique needs. This program will be laid out in a very specific, very long document called the individualized education program (IEP) that will be reviewed annually in the IEP meeting. Annual is defined as no more than 365 days; meetings held after this date are considered non-compliant. An initial IEP (the first one) must be in place within 30 days of the evaluation meeting determining eligibility.

Special education teachers often use the term “IEP” interchangeably to mean the formal document and the meeting in which it is discussed. To avoid confusion, you should refer to the document as the “IEP,” and the meeting as the “IEP Meeting” or “annual review.”

Who attends the IEP meeting?

Every IEP meeting must have in attendance the special education teacher, district representative (often an administrator, but not required to be), someone to interpret test data, and a general education teacher; the is parent invited and encouraged to attend. Also commonly seen in IEP meetings are the student (who are required to attend from the age of 16 years on), school psychologist, adaptive physical education teacher and service providers such as speech and language specialists and occupational therapists.

While all five member roles are required, it is possible for one member to serve more than one role. For example, a special education teacher is typically trained to interpret test data, so he or she can play the role of that position as well as the special education teacher.  Each person on the team has a unique role.  The special education teacher knows what forms of specially designed instruction can be easily done in that school; the general education teacher is an expert in the general education curriculum of the grade in which the student is current placed; the district representative ensures that the IEP is legally compliant and all the stipulations of the IEP can be put in place; the interpreter of test data helps the team to understand the testing information. Finally, the parent, is not mandated to attend, has the unique role of understanding the child from birth and outside of a school setting.

What Goes into the IEP?

Everything but the kitchen sink! All levity aside, a good IEP is a long and very specific IEP. It is important to remember that the IEP is a binding document for the provision of services between the district and the parents . This means that if a district does not provide services that are promised in the IEP, it is non-compliant with the IEP and the law. It does not mean that if a child has not made as much progress as the team would like to see, that the teacher or district should be sued; it also doesn’t mean that anyone will go to jail.

Inside the IEP, you should expect to find all of the following:

• Present Levels: This is a snapshot of who the child is and how he is doing right now. This should include eligibility information, contact information for the parents and a summary of current work. This summary should include data such as reading and math test results, current grades, observed skills, behavioral referrals and records of work habits. In short, it should be specific. Teachers should avoid writing generalities or subjective comments such as “Johnny is a well-behaved boy.” Space should be provided for family and parental input. In essence, the present levels of academic achievement and functional performance (PLAAFP) should state the students strengths and weaknesses, classroom performance, and provide measurable baseline data from which goals are created.
• Offer of Free and Appropriate Public Education (FAPE): This is commonly referred to as “placement” and/or “services.” This is the binding part of the contract, in which the district offers classroom and/or ancillary services such as speech therapy or adaptive physical education. It should specify how often (number of days in the school year) the child will receive these services and the duration of the services (how many minutes per session). This section cannot use variable terms, such as “as needed,” rather should spell out the minimum number and times for provision of services.
• Goals: Goals are written to provide measures of progress. Goals can be academic, behavioral, social or transition-based, and should always be written for recognized areas of need. For example, if a student is far behind peers in math, he or she should have a math goal. Goals should be achievable (the team should agree that the student could reasonably meet the goal in one year) and measurable (the teacher must feel that he or she can provide hard data and work samples to show progress toward the goal).
• Accommodations and Modifications: Accommodations and modifications are changes to the classroom environment that may be necessary to assist the student. Teachers and parents are often unclear about the difference between an accommodation and a modification. The general rule is this: if it helps the student to complete the same work at the same level as his peers, it is an accommodation; if it changes the work, or the work is completed at a different level, it is a modification. For example, allowing a child to type his notes rather than hand write them is an accommodation. An adult typing them for him is a modification.
• Transition Plan: Recent legislation requires that students who will turn 16 within the life of the IEP must have a transition goal and plan.
• Signature Page and Meeting Notes: Each member of the IEP team typically signs, indicating that he or she was present at the meeting and approves the notes from the meeting. In addition, the parent must consent to the accommodations, modifications and placement (offer of FAPE) from the district for the initial IEP to be implemented.

What Happens at the IEP Meeting?

Every year, the IEP team convenes for the annual review (AR). The AR is designed to gather all the IEP team members in one location to update one another on the student’s needs and performance by reviewing progress toward goals and looking at new data like work samples and recent testing. Every three years, the team will also meet to discuss the student’s continuing eligibility for services. This meeting is called the triennial review (Tri) and is usually combined with the AR.

Many new teachers are under the impression that the entire IEP should be written during these meetings. While some of the writing does happen there, the team should come to the meeting with a first draft of goals, present levels, suggested accommodations and modifications and an offer of FAPE. If every member came to the table with nothing prepared, the IEP meeting would last for hours and hours. More suggestions on how to write the IEP can be found in The Collaborative IEP: How Parents and Teachers can Work Together .

Step Three: Follow Up

The IEP meeting should not be the only time that teachers, parents and other service providers discuss a child’s progress. Remember that the IEP is a working document and can be modified and changed as needed throughout the school year. It is important to keep the line of communication open between team members and to continuously work together to best meet the needs of each student.

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8 Basic Components of an Individualized Education Program

An individualized education program (IEP) is a plan that teachers and parents develop to help a child with learning disorders and other types of disabilities succeed in school. Think of it like a road map: It establishes where your child is in their learning journey, where you'd like them to end up at the end of a school year, and steps to help them get there.

The Individuals with Disabilities Education Act (IDEA), the federal law governing special education, ensures that every child receives an evaluation of whether they qualify for extra school support, and if they do, entitles them to an IEP specially designed just for them. This federal law also requires that an IEP contains a minimum set of components, or parts, that convey key information about your child and details about when and how the plan will be implemented. You can familiarize yourself with the eight key components of an IEP here.

Current Skill Level

Every IEP must include a description of your child's current performance and skills in all areas of concern. It should explain how their disability affects their progress in the general education curriculum. It will also assess their "functional performance" in non-academic areas like motor skills, behavior, and interpersonal relationships.

IEP teams typically use formal assessments to determine how your child is doing and establish a baseline of performance. The team may also use anecdotal information and feedback from teachers to further describe their skills.

Annual Goals

The IEP must contain information about your child's goals, which need to be updated at least once a year. Depending on what challenges your child faces, goals can relate to academic performance, behavior, improving their physical mobility in navigating between classes, and more.

Each objective should be measurable. With the help of regular evaluations, teachers and parents should be able to see how close a child has come to reaching their goals by the end of a school year.

Progress Tracking

The IEP must explain exactly how progress toward your child's goals will be measured, whether it's regular testing or feedback reports from teachers. This gives you a clear idea of how your child is being evaluated throughout the year, and also provides reassurance that you will be kept in the loop about your child's achievements and setbacks.

Special Education Services

The IEP must clearly describe the student's special education program and how it's been designed to suit their particular needs. This provides details like separate instruction time, the use of one-on-one aides, and even special faculty training to help teachers learn more about how to best support your child.

Duration of Services

The IEP must include a projected beginning and end date of any services the IEP team proposes. This includes details on the frequency of the services and where they will be delivered. The intent is to ensure that everyone understands exactly when and where your child's individual program will take place.

Participation in Mainstream Classrooms

This section ensures that supportive staff and faculty are doing all they can to keep your child in the "least restrictive environment" as possible. With an aim of inclusion , this part of the IEP will detail how the child can join the general, mainstream classroom environment whenever it's appropriate.

The IEP must specify the amount of time a student will participate in these mainstream classes. It will also explain the rationale for that decision.

An IEP is a team effort: Several people need to collaborate to write it and then implement it. The team includes teachers, the specialist who evaluated your child, a representative of the school system (usually a special education coordinator or a principal), and you and your co-parent (if applicable).

Testing Adaptations

The IEP must explain if your child will participate in state and local achievement tests that other kids at their school take. If they will, it's important that the IEP specifies what types of testing accommodations  will be used for them. Testing accommodations might include extra time, distraction-free rooms, and wheelchair-accessible tests.

If you and teachers decide it's best that your child take modified or different tests to assess achievement, the rationale for that decision must be included in the IEP.

Transitional Goals and Services

An IEP is designed to help your child succeed in the here and now, but also prepare them for the next phase of their education. For that reason, starting around a child's 14th birthday, an IEP must include plans for transitioning a child beyond grade school.

Transitional goals and services focus on instruction and support services needed to help your child move from the school environment and into a job, vocational program, or another program designed to promote independent living. If your child aspires to go to college, the IEP should also include steps to help prepare them for advocating themselves in that environment.

Frequently Asked Questions

What is the difference between a 504 plan and an iep.

For kids with mental or physical impairments, a 504 plan provides modifications that allow them to learn in mainstream classroom settings. For example, a child with vision or hearing problems might receive preferential seating closer to the front of the classroom. An IEP plan grants accommodations for children both in the general classroom as well as special services beyond it, such as extra tutoring. By law, parents or legal guardians need to be involved in creating an IEP but their input is not necessary for a 504 plan.

How are IEP goals written?

IEP goals are discussed and set during a collaborative planning meeting between parents, teachers, a specialist who has evaluated the child, and a representative of the school system (usually a special education coordinator or a principal).

What is the purpose of an IEP?

An IEP gives a child with a learning disorder or other disability the tools they need to succeed at school. The plan is different for every child and may include one-on-one classroom aides, individualized tutoring sessions, special classroom materials, or a modified schedule.

Who writes an IEP?

While deciding on the details of an IEP is a collaborative effort between parents and school personnel, your child's main special education teacher is usually the one to put the plan in writing. Parents sign off on the final draft of the IEP before it's implemented.

How long is an IEP good for?

IEP plans are typically reviewed once a year. Parents who believe their child's IEP needs to be changed can request a special meeting before the annual review, which may lead to an IEP being revised.

What are the legal requirements of an IEP?

By law, an IEP needs to contain the following: a current assessment of your child; annual goals; special services your child needs; mainstream classroom participation targets; and any testing plans. It will detail when and where your child will receive special services, a system for charting progress, and any transition support they might need when they age out of the public grade school system.

A Word From Verywell

For a child who learns differently or has a disability, navigating just a single school day, much less an entire year, can be overwhelming. But a well-designed IEP can identify manageable goals that can reassure and motivate a child.

An IEP is an integral part of the special education process and should be written with care. If an IEP is required for your child, be sure you understand what it should include and why. Ask questions of the IEP team and don't be afraid to hold educators accountable for closely monitoring your child's progress and keeping you posted about it. In many ways, you captain the IEP process, and your attention to detail can be key to the plan's—and your child's—success.

U.S. Department of Education. A guide to the individualized education program .

KidsHealth. 504 education plans .

Office of Special Education and Rehabilitation Services. A transition guide to postsecondary education and employment for students and youth with disabilities . U.S. Department of Education.

By Ann Logsdon Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities. 

A Complete Guide to Individual Education Plans

If your child has a learning disability or special needs, having an Individual Education Plan (IEP) can help ensure their academic success. We’ll break down common questions you might have about IEPs so you can support your child with the resources they need to thrive at school.

What is an Individualized Education Plan (IEP)?

An Individual or Individualized Education Plan is a support document developed for a student with identified special needs. It outlines the goals, objectives, and services the school will provide to help them succeed in an inclusive educational environment.

Creating a customized and comprehensive IEP requires collaboration between parents, teachers, administrators, and specialists who work with the student to help them find academic and behavioral success.

What does an IEP include?

An IEP is an extensive document (sometimes 20 pages or more) that includes everything from assessment data and observation notes to growth goals and subject-specific classroom accommodations.

For example, most Individual Education Plans include:

• Notes on the student’s academic strengths, weaknesses, and interests
• A description of the student’s disability and the educational impact of the disability
• Special services, curriculum modifications, or classroom accommodations necessary to help the student achieve their goals
• Goals and objectives the student should achieve within a given time period
• Historical and current data about the student’s progress and how their case manager will monitor growth
• A plan for transitioning to life after high school

What’s the purpose of an IEP in special education?

IEPs outline the services and support a school must provide for a student with a disability. They help specialists, administrators, teachers, and parents understand the specific instructional adjustments or modifications your student should receive throughout the school day.

For instance, if your child has a Specific Learning Disability (SLD) in reading, their IEP may guarantee preferential seating and extra time on tests in English class. Their teacher must provide any documented accommodations for your student as part of their IEP.

IEPs also help keep track of valuable assessment data so specialists can evaluate the efficacy of specific accommodations and interventions. IEP goals are revisited and adjusted as your student progresses, so accommodations may be changed or removed entirely as your student progresses academically.

Who’s eligible for an Individualized Education Program?

Any student with a documented disability affecting their learning ability may be eligible for an IEP in special education.

This includes students who have:

• Specific learning disabilities
• Intellectual disabilities
• Emotional disabilities
• Auditory or language processing disorder

Do IEP requirements differ by state?

Yes, each state has its own set of requirements for IEPs. For example, some states may require an Individualized Transition Plan (ITP) as part of the IEP process, while others may require an Assistive Technology Assessment or Functional Behavioral Assessment. It’s essential to be familiar with your state’s specific requirements.

What’s the difference between a 504 plan and an IEP in special education?

A 504 plan is a document to ensure that students with disabilities have access to the same educational opportunities as their peers. It outlines accommodations or modifications similar to an IEP, such as extended time on tests, preferential seating, or assistive technology.

An IEP, however, is more comprehensive and includes goals and objectives for the student to achieve. It also often includes direct services like speech therapy.

What happens after an IEP is created?

Once the plan has been developed and approved, it’s time to put it into action. Caseworkers should monitor progress regularly so the IEP team can suggest adjustments as needed. Parents and teachers should also stay in communication to ensure the plan is working and any concerns are addressed. The IEP should be reviewed at least once a year to ensure it meets the student’s needs.

How do I advocate for my child’s IEP needs?

Advocating for your child’s Individual Education Plan is essential to make sure they receive the best education possible. Here are a few tips to help you effectively advocate for your child’s Individualized Education Plan:

• Know your rights. Be aware of the laws and regulations that govern IEPs so you can know what your child is entitled to regarding services, accommodations, and resources.
• Prepare for IEP meetings. Before attending the meeting, make sure you have a plan and write down your questions so you can advocate effectively in the moment.
• Communicate your concerns. Let school administrators and teachers know what your child needs and why they need it. Make sure to communicate any concerns about their progress or lack thereof.
• Follow up. After the IEP meeting, check that the services outlined in the plan are being provided and follow up if they aren’t.

Knowledge Is Power When It Comes to Your Child’s Individual Education Plan

Creating a successful Individualized Education Plan for your child ensures they get the best education possible. By understanding what should be included in an IEP, advocating for your child’s needs, and staying involved in their progress, you can guarantee that all their educational goals and objectives are met.

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What Is an IEP: Individualized Education Program?

IEP stands for Individualized Education Program . Alternative definitions also exist, which I’ll get to in a moment.

In essence, an IEP is a document developed for students with disabilities. It’s meant for those who are eligible for special education services under the Individuals with Disabilities Education Act (IDEA). The document identifies special ed and related services to help the student progress in school.

Let’s explore more about what an IEP is. We’ll look at the purpose, who qualifies, and the benefits for a child with a disability.

What Is an IEP at a Glance?

An IEP, or Individualized Education Program, is a document that outlines the specific education plan for a student with a disability. The student must also be eligible for special education services under the Individuals with Disabilities Education Act (IDEA) .

The IEP includes information about the student’s strengths, needs, and goals. Importantly, the document identifies the special education and related services to be provided to help the student make progress in school.

Depending on the needs of the particular student, the kinds of services available are: adaptive physical education, assistive technology, behavioral support, counseling, occupational therapy, specialized instruction, speech and language therapy, and transportation.

The IEP is created by a team that includes the student’s parents, teachers, and other professionals who work with the student. The IEP is reviewed and updated on an annual basis at an IEP meeting, or more frequently if needed.

If your child attends a private school, note that private schools are not legally obligated to provide special education support services, unlike public schools. However, you can still reach out to your school district to initiate the IEP process. Some school districts may have limited funds designated to support services to private school students, but this availability is not guaranteed.

Other Things “IEP” Stands For

Variations of the term Individualized Education Program (IEP) are used depending on the context or jurisdiction.

Individualized Education Plan (IEP) , Individual Education Plan (IEP) and Individual Education Program (IEP) are alternative terms that are used to refer to the same document we’ve been discussing. In some cases, the acronym “IEP” is also used by itself to refer to the document and the process.

504 plan is another term that may be used to refer to accommodations for students with disabilities under the Rehabilitation Act of 1973 . This is a federal law that predates the IDEA and applies to schools that receive federal funding.

Personalized Learning Plan (PLP) is another term used in some cases to refer to individualized education programs for students with disabilities. In some countries, Individualized Program Plan (IPP) is used instead.

Regardless of the term used, the purpose and intent of the plan should be the same. The goal is to provide a child with a disability an individualized education to address their unique needs.

Purpose and Benefits of an IEP

The purpose of an IEP is simply to help a student with disability do better at school by providing them with extra support. We want students with special education needs to do better on multiple fronts, such as improving their:

• ability to access the curriculum and participate in school activities
• ability to communicate and interact with their peers and adults
• ability to function in other areas of their life like physical and occupational therapy goals
• behavior and ability to follow classroom rules and expectations
• grades in specific subjects or overall
• progress towards graduation, or other academic or career goals
• reading and writing skills.

The IEP includes an assessment of the student’s position and has specific actionable goals. It’s reviewed and updated on an annual basis, or more frequently if needed, to ensure the child’s needs are being met and that they’re making progress towards their goals.

Key Elements

In an IEP document, you will typically find each one of these key elements.

• Student’s current strengths, needs and level of performance . A detailed assessment of the child’s current abilities, including their academic, social, and behavioral strengths and needs.
• Measurable annual goals . Specific, measurable and time-bound annual goals that are aligned with the student’s needs and that will help them make progress in school.
• Special education and related services . The special education and related services to be provided to the student, including the type and frequency of services, the location where services will be provided, and the expected outcomes of the services.
• Accommodations and modifications . Any accommodations or modifications that the child may need in order to access the curriculum and participate in school activities.
• Transition plan . If the student is 14 years or older, the IEP should include a transition plan that outlines the steps the child and the school will take to prepare the student for life after high school, including post-secondary education, employment, and independent living.
• Parental involvement . A statement of how the parents will be involved in the child’s education, as well as their rights under the IDEA.
• Regular review and updates . A schedule for regular review and updates, typically at least once a year, or more frequently as needed.

The elements of an IEP may vary depending on the jurisdiction or the specific needs of the student. But these are the key elements that are commonly included in IEPs.

Who Qualifies for an IEP?

A student qualifies for an IEP if they have a disability and need special education and related services for school. Eligibility is determined by a team that includes the student’s parents, teachers, and other professionals who work with them.

The team will evaluate the student to determine if they have a disability that affects their ability to learn, and if they need relevant support services.

The Individuals with Disabilities Education Act (IDEA) is the federal law that defines the categories of disabilities that qualify for special education and related services. These categories include:

• Deaf-blindness
• Developmental delay
• Emotional disturbance
• Hearing impairment
• Intellectual disability
• Multiple disabilities
• Orthopedic impairment
• Other health impairment
• Specific learning disability
• Speech or language impairment
• Traumatic brain injury
• Visual impairment, including blindness

Eligibility criteria and the process for determining if a student qualifies varies depending on the state or jurisdiction. However, the goal is to identify students who have a disability that affects their ability to learn, and who need special education and related services to make progress in school.

Both an Individualized Education Program (IEP) and a 504 plan are designed to provide accommodations and support for students with disabilities. But they’re different types of plans that serve different purposes and are governed by different laws.

An IEP is a legally binding document developed for a student with a disability who is eligible for special education services under the Individuals with Disabilities Education Act (IDEA).

A 504 plan is for a student needing help but who doesn’t technically qualify for special ed services. The plan is developed for a child with a disability who does not meet the criteria for special education help under IDEA but still needs accommodations to participate in school.

The plan is created under Section 504 of the Rehabilitation Act of 1973 ; a federal law that prohibits discrimination against individuals with disabilities by any program or activity that receives federal funding. It is funded by the federal government, while IEPs are funded by the school district.

A 504 plan may require a less in-depth evaluation and assessment of the student’s abilities and needs compared to an IEP.

A 504 plan provides accommodations to help the student access the curriculum and participate in school activities, which are generally less intensive compared to the special education and related services provided under an IEP.

The plan is reviewed and updated periodically, but not as frequently as an IEP which is reviewed and updated annually or more frequently if needed. And it is not a legally binding document. The school is assigned federal funding but is not required to provide the accommodations outlined in the plan, unlike an IEP which is legally binding.

Services Available

Special education and related services that may be provided to a student as part of their IEP include:

• Adaptive physical education. PE instruction adapted to meet the student’s physical needs or abilities.
• Assistive technology. Devices or software that can help the student with communication, organization, or other tasks.
• Behavioral support. Strategies or interventions to help the student manage their behavior and improve their social skills.
• Counseling. Talk sessions to help the child with emotional or social issues.
• Occupational therapy. Physical therapy to help the student improve their fine motor skills, self-care skills, or sensory processing.
• Specialized instruction . One-on-one or small group instruction, or instruction that is adapted to meet the student’s specific needs.
• Speech and language therapy. Therapy to help the student improve their communication skills or address speech or language disorders.
• Transportation. Transport to and from school or to and from related services.

The IDEA does not specify a funding limit on support services in an IEP. However, it does require the services be sufficient to provide a meaningful educational benefit, and that they’re provided at no cost to parents. Funding for special education and related services is typically limited by the budget allocated to the school district.

The IEP includes appropriate strategies, including positive behavioral interventions, strategies, and supports, to address behaviors that interfere with the child’s learning or that of others. Tim Weiss

It’s important to note that the specific services provided to a student will depend on their individual needs and goals as outlined in their IEP.

Curriculum Adjustments

To help a student with a disability access the curriculum and participate in school activities, accommodations and modifications to the curriculum may be made. These could include things like:

• Adapt testing. Give the test in an alternative format, such as an audio or Braille version, or allow extra time to complete the test.
• Adapt the curriculum. Simplify the language or concepts used in the curriculum, or provide alternative materials that are more accessible to the student.
• Additional support. Provide a tutor, a note-taker, or other support services to help the student succeed.
• Modify teaching methods. Use hands-on materials, visual aids, or other strategies to help the student understand the material.
• Provide extra time. Give the student extra time to complete assignments, tests, or other activities.

The specific accommodations and modifications will depend on the student’s needs and goals as outlined in their IEP. The list is not exhaustive and could be very different depending on the child’s individual requirements.

For Parents: The IEP Process

The process for starting an IEP varies depending on the state or jurisdiction. But, generally, the process involves the following steps, beginning with a referral for an evaluation.

• Referral. A referral for an evaluation for special education services can come from a parent, teacher, or other school staff member. The referral should include information about the student’s strengths and needs, as well as any concerns about the student’s performance in school.
• Evaluation. Once a referral is received, the school district will conduct an evaluation to determine if the student has a disability and if they need special ed services to make progress in school. The evaluation will include assessments in areas such as academics, behavior, and any other areas that are related to the student’s suspected disability.
• Eligibility determination. After the evaluation is completed, the school district will determine if the student is eligible for special education services. If the student is found eligible, the school district will develop an IEP.
• IEP team meeting. The school district will schedule an IEP meeting to develop the program. The team will include the student’s parents, teachers, and other professionals who work with the student. They’ll review the results of the evaluation and determine the student’s strengths, needs, goals, and the special education and related services that will be provided to the student to help them make progress in school.
• Implementation. After the program is developed, the school district will implement it and provide the student with the special education and related services. The school district will also provide the student’s parents with a copy of the document.
• Review and update. The IEP will be reviewed and updated on an annual basis, or more frequently if needed, to ensure that the student’s needs are being met and that they are making progress towards their goals. The IEP team, which includes the student’s parents, teachers, and other professionals, will review the student’s progress and make any necessary changes.

Hope you find this information useful. The whole point of an IEP is to make school life, and therefore life in general, better for a child with a disability. Take advantage of the process to support children in need.

2 thoughts on “ What Is an IEP: Individualized Education Program? ”

I really enjoyed reading this information. It has really helped me to understand the whole concept of IEP.

The goals outlined in an IEP are determined by the student’s present levels of educational performance and the specific needs resulting from their disability. These aims are meant to help the child participate and make progress in the general curriculum, spanning academics, social skills, behavior, self-help, and any other educational needs.

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IEP - Individual Education Program

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Definition: The Individual Education Program Plan (IEP) is a written plan/program developed by the schools special education team with input from the parents and specifies the student's academic goals and the method to obtain these goals.The law (IDEA) prescribes that school districts bring together parents, students, general educators , and special educators to make important educational decisions with consensus from the team for students with disabilities, and those decisions will be reflected in the IEP.

The IEP is required by the IDEIA (Individuals With Disabilities Education Improvement Act, 20014) the federal law designed to carry out the due process rights guaranteed by PL94-142. It is intended to spell out how the local education authority (LEA, usually the school district) will address each of the deficits or needs that have been identified in the Evaluation Report (ER). It lays out how the student's program will be provided, who will provide services, and where those services will be provided, designated to provide education in the Least Restrictive Environment (LRE).

The IEP will also identify adaptations that will be provided to help the student succeed in the general education curriculum. It may also identify modifications , if the child needs to have the curriculum significantly changed or modified in order to guarantee success and that the student's educational needs are addressed. It will designate which services (i.e. speech pathology, physical therapy, and/or occupational therapy) the child's ER designates as needs. The plan also identifies the student's transition plan when the student becomes sixteen. 

The IEP is meant to be a collaborative effort, written by the whole IEP team, which includes the special education teacher, a representative of the district (LEA) , a general education teacher , and the psychologist and/or any specialists who provide services, such as the speech language pathologist. Often the IEP is written before the meeting and provided to the parent at least a week before the meeting so the parent can request any changes before the meeting. At the meeting the IEP team is encouraged to modify, add or subtract any parts of the plan they feel together are necessary.

The IEP will focus only on the areas that are affected by the disability(ies). The IEP will provide a focus for the student’s learning and designate the time for the student to successfully complete the benchmark objectives on the way to mastering the IEP Goal. The IEP should reflect as much as possible what the student’s peers are learning, which provides an age-appropriate approximation of the general education curriculum. The IEP will identify supports and services the student needs for success.

Also Known As: Individual Education Program or Individual Education Plan and is sometimes referred to as the Individual Education Program Plan.

• IEP - Writing an IEP
• Physical Education Adaptations for Students with Disabilities
• What is an IEP? A Student Individual Program-Plan
• What Belongs in an Individual Education Program?
• How to Write IEP Goals
• What is Special Education?
• A Guide to Specially Designed Instruction for Children
• Behavior and Classroom Management in Special Education
• A Comprehensive Breakdown of the Roles of School Personnel
• BIP: The Behavior Intervention Plan
• Writing Lesson Plans in the Self-Contained Classroom
• Introduction to Special Education Resource Rooms
• What Is Inclusion?
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The Individualized Education Program (IEP) is a written statement of our plan to provide your child with a Free and Appropriate Public Education (FAPE) in their Least Restrictive Environment (LRE).

Please speak with your IEP team if you would like an interpreter at your child's IEP meeting, or if you would like a translation of your child's IEP, assessments, or notices.

Least Restrictive Environment (LRE)

• This means that your child will be in schools and classrooms with non-disabled peers for as much of the day as appropriate. This is important because more time with non-disabled peers' results in Higher scores on math and reading tests;
• Fewer absences from school;
• Fewer referrals for disruptive behavior; and
• Better outcomes after high school.

Eligibility

The IEP team, which includes you the parent, will determine if your child is eligible for special education services and requires an IEP.

Eligibility for Preschool-Age Children (Age 3-5)

• Read Preschool Students
• Eligibility for School-Age Children (School-Age (Age 5-21)
• Your child meets the criteria for one or more of the 13 disability classifications as defined by the New York State Education Department’s Regulations of the Commissioner of Education: Part 200 ; and
• The disability affects your child’s performance in school and/or ability to benefit from the general education curriculum.

If your child is not eligible, an IEP will not be developed. Instead, information from the evaluation will be given to the principal of your child’s school. The principal can work with staff to help your child.

Disability Classifications

Students must be eligible for one of the 13 disability classifications as defined by the New York State Education Department’s Regulations of the Commissioner of Education: Part 200 .

Contents of the IEP

Your child’s IEP includes information about your child, and the unique strengths and needs that are considered to develop a plan of the appropriate special education supports and services that will allow your child to access, participate and progress in the general education curriculum. For reference only: an example of a blank IEP . The following are major sections of the IEP:

Present Levels of Performance

A description of how your child is currently doing in school. This includes:

• Evaluation results
• Academic achievement
• Social development
• Physical development
• Management needs

If your child requires an accessible school building this will also be noted in this section. Find out more about the accessibility of DOE buildings .

Measurable Annual Goals

Academic, social, behavioral, and/or physical goals that can be reasonably met in a school year.

Progress Reports

A description of when you will receive updates on your child’s progress.

Recommended Special Education Programs and Services

A list of the programs and services your child requires in order to access, participate and progress in the general education curriculum. This includes the date the programs and services will begin, how often they will be provided, where they will be provided (in the classroom or another school location), and the length of each session.

Participation with Students without Disabilities

The extent to which your child will participate in general education classes and other school activities with his/her non-disabled peers.

Participation in State and District-Wide Assessment

This section identifies if your child will participate in the same State and district-wide assessments that are given to general education students or if your child will participate in alternate assessments for students with severe cognitive disabilities. Regardless of the type of assessment in which your child participates, s/he may have testing accommodations.

Find out More

• Other Special Education Services
• Related Services

Consenting to Services

After the IEP is developed, the IEP team will ask you for written permission to start services. We will not arrange for any services to be provided until we receive your informed consent to do so.

You can withdraw your consent for special education services at any time. After withdrawing consent, you have the right to change your mind. If you later decide you want your child to be evaluated for special education services, you must write a new letter and give it to the school,  CPSE , or  CSE .

A reevaluation can also be requested by you or school staff but will not take place more than once a year unless you and the DOE agree otherwise in writing.

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Handbook on Inclusive Education

Chapter five: individual education plans (ieps), advocacy resources, employment resources, submissions, reports, and briefs, inclusive education, past email newsletters.

Table of contents > Chapter Five: Individual Education Plans (IEPs)

< Back to Chapter 4

In this chapter:   

• Parent/Caregiver Consultation a. Resources
• The IEP Process a. Developing an IEP b. The IEP Meeting c. Tips for preparing a parent/student report for an IEP meeting d. Reviewing the IEP e. Coordinating Other Student Plans with the IEP   e. Including Transitions in the IEP f. After the IEP Meeting g. Questions to ask about the IEP h. IEPs and SMART goals i. Implementing and evaluating the IEP 
• Reporting on student progress   
• Student Learning Plan (or Student Support Plan)  
• Competency-Based Individual Education Plan a. Presuming Competence b. Student Agency  
• Adaptations and Modifications a. Adaptations b. Modifications  
• Academic or Life Skills?   
• Graduation Requirements and Transcripts a. Resources: Adjudication and Exam Adaptations  
• Graduation: Evergreen Certificate or Dogwood Diploma
• “Grade 13”  
• Resources: Individual Education Plans  

Individual Education Plans  

“ An Individual Education Plan (IEP) is a documented plan developed for a student with special needs that describes individualized goals, adaptations, modifications, the services to be provided, and includes measures for tracking achievement ” ( Special Education Service: A Manual of Policies, Procedures and Guidelines by BC Ministry of Education )

This order directs school boards to ensure that an IEP is in place for the student “as soon as practical” after a student’s needs are identified. The order requires that the IEP be reviewed at least once during the school year and when necessary, revised or canceled. It also requires that parents, and students where appropriate, must be consulted about the preparation of the IEP. Each student’s IEP will be different, reflecting their personal learning needs.   

The IEP is not a legal document or a binding contract, but rather a working document. It does not require signatures.  

Some students require only small adaptations or supplemental goals and minimum levels of support to achieve the expected learning outcomes for their grade level and/or courses. Some students with more complex needs will require modifications or replacement goals in their education programs. In this case some or all of their learning outcomes may differ from the curriculum.   

Some students may have both adaptations and modifications in their IEPs. IEPs may be brief or detailed as appropriate and are designed to enable learners to reach their individual potential.   

From school entry to school leaving, developing and implementing an appropriate IEP is critical for supporting student learning and long-term success. It’s also the foundation for reporting. Participating in the development of your child’s IEP is critical. Your role in planning, making the plan work, and ensuring that quality educational opportunities are available to your child will lead to the future you want for your child and your family.   

1. Parent/Caregiver Consultation  

The duty to consult with parents in the preparation of the IEP is an important statutory right. In Hewko v B.C., 2006 BCSC 1638 the BC Supreme Court held that the School Board had failed to meaningfully consult with Darren Hewko’s parents over his plan. The court held that the school district had breached its statutory duty to consult in failing to seriously consider, and where possible integrate, the parent’s home-based program as developed by the home-based consultant. There was evidence that this program could produce beneficial instruction for Darren Hewko . The District was ordered to meet its obligation by meaningfully consulting with the parents.    

Meaningful consultation does not require that parents/caregivers and school staff reach an agreement. School district personnel still have the right to make decisions after they have consulted with parents/caregivers. The exten t of consultation or parent collaboration will depend on the needs of the student.

These key considerations for meaningful consultation from the Surrey Schools Guide to Inclusive Education are helpful:  ‘

• Parents must be consulted before any decision is made regarding the referral (e.g., psychoeducational or speech and language assessment) or placement (e.g., Connections, Social Development) of their child within the school system.   
• Parents must be involved in the preparation of the IEP, PBS, Plan of Supervision, Employee Safety Plan, etc.  
• Parents and the school district have a mutual obligation to provide timely information and to make whatever accommodations are necessary to affect an educational program that is in the best interests of the child.   
• The parents of a child who has special needs do not have a veto over placement or the IEP. Meaningful consultation does not require agreement by either side – it does require that the school district maintain the right to decide after meaningful consultation; the above noted, an educational program or placement has the best chance of success if both school and parents are in agreement.  

Resources: Parent Consultation  

• Individual Education Plan Order “ Where a board is required to provide an IEP for a student under this order, the board… must offer a parent of the student, and where appropriate, the student the opportunity to be consulted about the preparation of an IEP .”  
• Special Education Services: A Manual of Policies, Procedures and Guidelines “Development and delivery of special education programs and services at the local level should involve meaningful consultation with the parents or guardians of students with special needs, since they know their children and can contribute in substantial ways to the design of appropriate programs and services for them.”  
• BC School Act (section 7 (1) and (2)) “A parent of a student of school age attending a school is entitled (a) to be informed, in accordance with the orders of the minister, of the student’s attendance, behaviour and progress in school” (7(1)) and “a parent of a student of school age attending a school may, and at the request of a teacher or principal, vice principal or director of instruction must, consult with the teacher, principal, vice principal, or director of instruction with respect to the student’s educational program” 7(2)).  
• Hewko v. BC (Education), 2012 SCC 61. [2012] 3 S.C.R. 360     
• Supporting Meaningful Consultation with Parents (BC CAISE, 2008)  

2. The IEP Process  

Creating an Individual Education Plan involves three main steps:   

• Developing and writing the plan.   
• Implementing and evaluating the plan.   
• Reporting on student progress toward the goals in the plan.   

This is an evolving process. Sometimes, as the student’s needs change, the planning team changes or refines an IEP’s goals.   

a. Developing an IEP  

A meeting to develop an IEP usually takes place in the fall after a new teacher has had a chance to get to know the student. Parents should be invited to attend this meeting, and when appropriate the student should be included.    

b. The IEP Meeting  

The development of the IEP involves several people that come together to make the plan for a student . In some schools , these may be the same members as the school-based team. It may include the classroom teacher, teaching assistants, learning assistants, and resource teachers and may include other community or district specialists. T he IEP meeting should include parents and, where appropriate, students. Usually, a case manager coordinates and records the IEP and monitors its progress.  

The Inclusion Lab at Brookes Publishing created this helpful graphic and post to describe the roles of people who are usually part of the development of a student’s IEP. A U.S.-based website, it is also best practice for developing IEP s here in B.C.  

https://blog.brookespublishing.com/wp-content/uploads/2021/05/who-is-at-the-IEP-table.pdf

c. Tips for preparing a parent/student report for an IEP meeting  

• Describe your child and outline their strengths and needs. Consider all social, educational, physical, and emotional aspects.  
• “ Help us get to know …” Sample profile for a student who communicates without speech.  
• Describe what you want your child to learn . Include both short-term and long-term goals. The following resources will help you align the IEP goals with the redesigned curriculum:  
• Include support documents , if necessary or relevant (for example, results of assessments, recommendations from other professionals that would be helpful to identify supports and strategies).  
• Include samples of your child’s work from the previous year(s).  
• If the team is new to your family and child, or you’re planning a critical transition, consider including photos or videos of your child’s home life to demonstrate your child’s skills, interests, or method of communication.   
• Identify your expectations for the IEP meeting. Sometimes parents will work with the teacher or case manager before the meeting to ensure that their ideas and concerns will be addressed. You can make a list of topics you want to have addressed at the meeting and share it in advance with them to ensure they are part of the meeting plan.  

Team members usually come to IEP meetings prepared to develop a working document. This meeting isn’t for making critical decisions such as those about classroom placement. Instead, the team uses the IEP meeting to identify goals and objectives for student learning and to explore strategies to support students to achieve those goals.   

d. Reviewing the IEP

An IEP also includes a review process. The Ministry requires that IEPs be reviewed a minimum of once a year, but it’s sometimes possible for a student’s team to meet more often. The frequency of reviews, like the complexity of the IEP itself, will depend on the individual student’s needs.   

Work with the team at your child’s school to develop a suitable plan for review meetings. Once an IEP is established, the annual review may be less extensive than the first development meeting.   

The review meeting is also a good time to document what worked well, what didn’t and what everyone on the team learned about your child. This is helpful in order to pass that knowledge on to the next teaching team. This can also help to identify the need for different strategies, approaches or supports or decide if it’s necessary to reach out to other professionals.  

e. Coordinating Other Student Plans with the IEP  

Your child may have specific plans that address health, safety and/or behavioural issues. These may include an individualized care plan through Nursing Support Services, a positive behaviour support plan, or a safety plan . These plans are complementary to the IEP and should be coordinated with the IEP.  

f. Including Transitions in the IEP  

Preparing an IEP to deal with a critical transition may require more time than regular annual IEP reviews. Planning for transitions in an IEP can greatly benefit some students.   

• Talk to your child’s case manager to make a plan on how to work through the transition, considering the deadlines connected to the process.  
• Ask for details about deadlines, as each school district manages transitions differently.  
• Document the need for any extra support in the new environment to ensure it’s in place when the transition occurs.  

g. After the IEP Meeting  

After the IEP meeting, the case manager will create the official IEP, incorporating the key information discussed.   

During the meeting, ask when you can expect to get a copy of the IEP and how you should send any comments or edits you might have. Follow up to make sure you get a copy.   

The most completed version of the IEP will usually come with your child’s progress reports. An IEP must be completed in the fall of each academic year, usually around the end of November. You can confirm this deadline with your case manager or principal.  

h. The following questions may help you to assess the IEP:  

• Are the goals clearly stated?   
• Do the goals match with the common curriculum and core competencies?  
• Do the goals promote inclusion of the student?   
• Was the student involved in educational planning and decision-making?  
• Does the IEP presume competence and communicate high expectations?  
• Do the goals prepare the student for the future?   
• Do they incorporate their interests and strengths?   
• Do they include all program options and extracurricular opportunities?   
• Are there both long-term and short-term goals?   
• Are the people responsible for helping meet the goals noted?   
• Does the IEP include a list of additional services required, such as speech and language/occupational therapy?   
• Are upcoming transitions incorporated into the IEP?   
• How will my child’s progress be measured or evaluated, and by whom?   
• How will we know when the goals have been reached?  
• Is there a review date set?  

i. IEPs and SMART goals  

Shelley Moore’s ( Moore, 2021 ) new acronym for SMART goals asks, is the IEP:  

• S trength-based  
• M eaningful  
• A uthentic  
• R esponsive  
• T riangulated  

j. Implementing and evaluating the IEP

The school must ensure that all supports are in place before the IEP is implemented. It’s also critical that everybody involved in the planning understands and supports the plan.   

Implementation works best when it incorporates an ongoing assessment of the plan to refine or validate the goals and strategies. The plan will require collaboration among members of the school community and may also require support from other government ministries or community agencies.   

It is helpful to establish a communication plan that will help with implementation. For example, what is the best way to communicate with the teacher? When should you contact the case manager?  

It’s important to seek clarity and be clear on preferred methods of communication, roles, responsibilities and expectations of everyone involved. If you’re not 100% sure, ask the case manager to avoid assumptions.  

Implementing an IEP is most successful when the team starts with the strengths of the student, and not their needs or deficits.  

3. Reporting on student progress  

All students receive report cards at the same time. Parents must receive a minimum of five reports describing a student’s progress throughout the school year . Three of those reports will be formal written reports, including a summative report at the end of the year. The other two can be more informal like phone calls, student-led conferences, parent-teacher conferences, using journals, or emails. More than being formal or informal, the expectation is that reporting is timely and responsive throughout the school year, following each district’s policies and procedures.  

With changes in the curriculum, there are also changes in the way to report students’ progress. For Grades K-9, students receive reports including a performance scale and description of progress in relation to the learning goals of the curriculum and/or goals in their IEP. For Grades 10-12, the formal reports include letter grades, percentages, and written reporting comments.   

Students with adaptations or supplemental goals are evaluated in the same way as their typical peers. Students with modified programs or replacement goals are evaluated on their progress, and reporting should note the degree to which they’ve achieved the goals of their IEP.   

Regardless of whether a student has an adapted or modified program, reporting must reflect the student’s progress in developing their individual potential.  

For students with modified goals, the most appropriate form of reporting should be determined collaboratively at the school level. The report refers to the goals and objectives established in the IEP and reflects the student’s progress toward those goals. (There is a discussion of graduation credentials in the section called “Acknowledging student success: Graduation” later in this chapter).   

It is important to have a conversation every year with your child’s teacher about how their learning will be evaluated and reported. A student with an IEP, even if they have modifications or replacement goals, should receive the same type of reports as their peers. The redesigned curriculum considers a wide range of learners and every student can fit in the performance scale.  

4. Student Learning Plan (or Student Support Plan)  

Students who do not have a Ministry designation but do have additional support needs may have a student learning plan (SLP) (some districts may call this a student support plan). An SLP usually fulfills the same purpose as an IEP but it is not governed by the School Act in the same way as an IEP is.    

Much of the information in this handbook may also apply to a student learning plan.  

All students are entitled to the support they need to access an education. While schools may not receive supplemental funding for a student who does not have a designation or diagnosis, districts are required to support all learners. All school districts receive the Basic Allocation funding to help them support all students. The K-12 Funding – Special Needs policy reads:  

“The Basic Allocation, a standard amount of money provided per school age student enrolled in a school district, includes funds to support the learning needs of students who are identified as having learning disabilities, mild intellectual disabilities, students requiring moderate behaviour supports and students who are gifted.” Ministry of Education Policy: K-12 Funding – Special Needs

5. Competency-Based Individual Education Plan  

The CB-IEP is in its early stages, and not all school districts are using it consistently. Inclusion BC and other advocates have asked the BC Ministry of Education to update its Special Education Policy Manual to reflect the CB-IEP. An updated policy document will help ensure consistency and best practice, providing educators and parents/caregivers with the information they need to implement the new CB-IEP consistently and successfully.  

Ask your school team if the district is using the Competency-Based IEP or if/when they plan to start using it. At the end of this chapter are some resources to help you and your school team make the most of the CB-IEP.  

a. Presuming Competence

The Competency-Based IEP presumes competence. It starts with the premise that all students can learn, regardless of how they’re communicating or how they’re accessing knowledge. This shift in thinking rejects old methods of collecting and relying on data based only on what kids cannot do. It recognizes that ability and learning can take many forms and look unique to every student.  

“Presuming Competence is simply believing and trusting that all students can learn and all students can get something out of any and all placements – even Physics 12.” ( Shelley Moore )

b. Student Agency  

Student agency is at the heart of the redesigned curriculum and competency-based IEPs. Historically students have been left out of the IEP process, with little or no ownership over their learning. The CB-IEP puts the student’s voice at the centre.   

“This new format is designed to encourage student voice as active participants in IEP development, and link learning to the development of the core and curricular competencies of our redesigned BC Curriculum” ( Richmond SD 48 )

6. Adaptations and Modifications  

A. adaptations  .

Adaptations are developed and implemented when a student’s learning outcomes are expected to exceed or be the same as those described in the provincial curriculum.   

There is a range of adaptations that can help create meaningful learning opportunities and evaluate student progress.  

Adaptations may include: (from A Guide to Adaptations and Modifications , B.C. Ministry of Education)  

• audio tapes, electronic texts,  or a peer helper to assist with assigned readings   
• access to a computer for  written assignments (e.g. use of word prediction software, spell‐checker, idea generator)   
• alternatives to written assignments to demonstrate knowledge and understanding   
• advance organizers/graphic organizers to assist with following classroom presentations   
• extended time to complete  assignments or tests   
• support to develop and practice study skills; for example,  in a learning assistance block   
• use of computer software which provides text to speech/speech to text capabilities   
• pre‐teaching  key vocabulary or concepts;  multiple exposure to materials   
• working on provincial learning outcomes from a lower grade level  

Reporting for students with adapted programs follows ministry grading and reporting policies for the regular K–12 program. Students with adapted programs receive letter grades in the intermediate and high school years.  

The IEP notes any adaptations that apply to evaluation procedures. However, official transcripts need not identify those adaptations.  

Students whose IEP includes adaptations and not modifications will usually be eligible for a Dogwood Diploma.   

There is a range of adaptations that can help create meaningful learning opportunities and evaluate student progress. The new Competency-Based IEP uses “supports for access” to describe supports and strategies that are universal (available to all students) and essential (identified through testing and necessary for a student to access the curriculum).   

• Example of Universal and Essential Supports for Access from Resource from Inclusive Competency Based IEP workshop series, Session 8 with Dr. Julie Cawston .  
• Example of Adaptations and Modifications from A Guide to Adaptations and Modifications , Ministry of Education.  

b. Modifications  

“ The decision to use modifications should be based on the same principle as adaptations—that all students must have equitable access to learning, opportunities for achievement, and the pursuit of excellence in all aspects of their educational programs .”  Ministry of Education, A Guide to Adaptations and Modifications

Formal decisions on whether a program, or part of a program, includes modifications should not be made before grade 10 (A Guide to Adaptations and Modifications, Ministry of Education).  

Modifications involve setting goals that differ from those in the provincial curriculum. Every effort should be made to support the student to access the learning goals of the curriculum before deciding to use modifications. Particularly in the elementary school years, and should continue into middle and secondary years. The redesigned curriculum allows for access points for a wide range of learners through the ‘big ideas’ of each course.  

The decision to modify the goals of the curriculum will often mean that the student receives a School Completion Certificate, called Evergreen Certificate, instead of a Dogwood Diploma, B.C.’s graduation credential. Students who receive an Evergreen have not graduated. This major decision should include the informed consent of the student’s parent/guardian.   

7. Academic or life skills? 

Myth: Your child doesn’t need to learn academics. For children like yours, it’s better to concentrate on life skills.    

When IEPs are modified, teachers need to set goals that are high but attainable. Modified IEPs should include academic skills to the greatest possible extent while keeping goals attainable so that learners can succeed. The goals should address all aspects of learning and may include the following:   

• academic skills   
• independent living skills   
• participation in community activities   
• personal safety, health, and relationship skills (should address sexuality and sexual development for a healthy life, which can reduce vulnerability to mistreatment)   
• self-management and decision making   
• career planning and work experience   

Though “life skills” are important, they shouldn’t form the basis of the entire educational program. Research shows that people with disabilities and additional support needs who have more education also have better life outcomes. Life skills can be learned throughout life in a variety of places, but for many students, school will provide their best opportunity to develop academic skills.   

8. Graduation Requirements and Transcripts  

The IEP notes any adaptations or supports that apply to evaluation procedures. However, official transcripts need not identify those adaptations. It is important to document on the IEP the adaptations or supports that best support your child’s learning.  

Resources: Adjudication and Exam Adaptations  

• Determine if a student has a demonstrated need for supports.   
• Ensure all decisions regarding supports are based on evidence documented in the student’s file (Individual Education Plan [IEP] or Student Learning Plan [SLP]).  
• Ensure a master list of all students receiving supports is kept on record at the School District Office. Districts are required to maintain a list of students and the supports received for a period of five years.”  
• Adjudication: Supports for Graduation Assessments (Ministry of Education)  
• Guidelines: Provincial Assessment Adjudication (BC Graduation Program Policy Guide)  

9. Graduation: Evergreen Certificate or Dogwood Diploma

Leaving school and entering adult life is a much-celebrated event for youth. An important part of marking the achievements of students with disabilities and additional support needs who complete high school is participating in all aspects of graduation.   

All students should be included in formal ceremonies, proms, and related festivities. This is the essence of inclusion.  

All students should also receive recognition and rewards for their learning achievements. Students with disabilities and additional support needs should be acknowledged and rewarded for their achievements alongside their peers. This recognition should arise from the wider community’s acknowledgment of the importance of inclusion.  

Currently, the BC Ministry of Education issues official documents that acknowledge the accomplishments of all graduating students. All students who successfully complete the provincial graduation requirements (80 credits and Provincial G raduation A ssessments ), receive Dogwood Diplomas .  

Students with modified IEPs who complete their educational programs, as established in their IEP, receive a B.C. School Completion Certificate called the Evergreen Certificate . A school board must recommend to the Minister that a student be awarded a School Completion Certificate.   

School districts report to the Ministry on the achievements of students with modified IEPs in the same way that they do with all students and transcripts are issued.  

Students who graduate with an Evergreen Certificate can study to receive an Adult Dogwood Diploma after they turn 18. These courses are offered free to B.C. residents by various post-secondary institutions or school district continuing education centres. An Adult Dogwood is equivalent to a regular Grade 12 diploma and is accepted by employers and post-secondary institutions.  

• Certificates of Graduation (Dogwood Diploma)  
• School Completion Certificate Program (Evergreen Certificate)  

10. “Grade 13”

The B.C. School Act defines “school age” as follows:   

the age between the date on which a person is permitted under section 3 (1) (of the School Act) to enroll in an educational program provided by a board and the end of the school year in which the person reaches the age of 19 years.

A student remains “school age” until the school year in which they reach the age of 19 years. If a student turns 19 on July 1 or later, they are eligible to enroll in school the following September.   

Many students with disabilities and additional support needs choose to stay for what is often referred to as the “over-age year” or “grade 13.” This is not an “extra year” of education but is a year in which a student remains eligible to attend.  

A student must be offered a full-time educational program (with an IEP where applicable) during the year in which they turn 19. Students who have an IEP, need adaptations or supplemental supports, and are pursuing a Dogwood Diploma may be eligible to remain in school until they’re 21.  

The Ministry of Education continues to provide funding to the school board for students with disabilities and additional support needs at the same level as they have in all previous educational years.   

Many students with disabilities and additional support needs use the final year of education to focus on community and transition planning.  

11. Resources: Individual Education Plans  

• Special Education Services: A Manual of Policies, Procedures and Guidelines BC Ministry of Education, 2016.  
• A Guide to Adaptations and Modifications Ministry of Education, 2009.  
• This document was published by the B.C. Ministry of Education and developed in consultation with groups representing educators in the school system.  
• Individual Education Plans: A Guide for Parents BCCPAC, 2014 (available in several languages).  
• Transitioning to High School BC Centre for Ability, 2021.  
• The Transitions Timeline from the Family Support Institute of B.C. on their findSupportBC website .  
• MyBooklet BC from the Family Support Institute of B.C. is a free online tool to create a personalized information booklet for your child.   
• Individual Education Plans & Student Support Plans Surrey Schools, 2021.  
• Inclusive and Competency Based IEPs Shelley Moore, 2020.  
• See Ya Later S.M.A.R.T Goals (Video) Shelley Moore, 2019.  

< Back to Chapter 4          To Chapter 6 >

Helpful Links and Information About Inclusion and Intellectual Disability

Related resources.

These resources have proven helpful to families and others we support. Whether it’s a guide to advocating within the education system or a tip sheet on meeting with your MLA, we’re here to help. If you can’t find what you’re looking for in this section, don’t hesitate to reach out and call us.

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What is an individualized education plan.

An Individualized Education Plan (or Program) is also known as an IEP. This is a plan or program developed to ensure that a child with an identified disability who is attending an elementary or secondary educational institution receives specialized instruction and related services. The IEP is developed by a team of individuals from various educational disciplines, the child with a disability, family members, and/or designated advocates.

An IEP typically includes the following:

• The involvement and progress of the child with a disability in the general curriculum.
• All related services for which the child qualifies.
• Appropriate educational accommodations necessary for the child to be successful.
• The child's present levels of educational performance.
• Measurable annual goals and objectives for the child's education.

For information on federal regulations that govern IEPs, consult IDEA 2004 Statute and Regulations , published by Wrightslaw .

Bedford County School Board sues parent for $600,000 after disputes over son’s special needs education plan

BEDFORD COUNTY, Va. (WDBJ) - A legal battle is brewing between the Bedford County Public School Board and a parent of a student with special needs.

The school board is suing the parent for $600,000. The lawsuit claims the parent, David Rife, has been verbally abusing and harassing school staff for three years with excessive communication. It states Rife used profane language to threaten teachers and administration, with dates documenting when the alleged offenses happened.

It stems from conversations regarding Rife’s son’s individualized education plan (IEP), with claims the school is not following it.

David Rife’s response is that he never made statements with malicious intent, but was instead advocating for the school to follow his son’s IEP.

Rife claims Staunton River High School does not provide direct reading instruction or accommodated notes for his son, among other items not followed in his son’s IEP. Rife filed a complaint, and the Virginia Department of Education found the district was in noncompliance with following certain aspects of the plan.

The complaint was filed at the end of January, and the lawsuit was filed at the end of March.

Rife’s attorney explained it looks like retaliation.

”It at least raises the appearance that it could be retaliation,” David Whitehurst said. “If they [the school district] had just provided the services they’re supposed to provide under law, he [Rife] wouldn’t have needed to contact [VDOE], there wouldn’t have been any issues with communication.”

The school board recently filed an emergency injunction, requesting the court to stop Rife from using harassing language against school staff. Rife’s attorney made a motion to dismiss that emergency injunction.

Rife and his attorney have also filed a counter lawsuit, demanding the school implement his son’s education plan.

WDBJ7 reached out to Bedford County Public Schools, who said they are unable to comment on the matter.

Copyright 2024 WDBJ. All rights reserved.

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I benefited from school choice. The ‘Utah Fits All Scholarship’ will help others like me.

The program will help children with unique needs as well as schools throughout the state.

By Frances Floresca

I have been an advocate for education choice since I was in high school when National School Choice Week was first created in 2011. My public charter school in Draper even took part in School Choice Week events, and I wrote an essay about why children need it. Now I get to champion school choice through my job as an education policy analyst.

When my family came to the United States from the Philippines, my parents sacrificed a lot financially to send my sister and me to private schools. But when my dad lost his job during the Great Recession in the late 2000s, we had to find cheaper solutions. After leaving the private schools in the state, my parents struggled to find affordable learning environments that worked for my sister and me.

My parents recognized that my sister and I had different educational needs. While I thrived in the public charter school where I eventually graduated, my parents took longer to find an education environment that worked for my sister. Eventually, she attended a classical liberal public charter school and graduated from a STEM public charter school. She now attends Georgia Institute of Technology, a top university for engineering.

Had my family had access to school choice funds, we would have been able to truly find the best fit for us. We could have even stayed at one of the private schools we attended.

Now, a new program in Utah will ensure that parents like mine will have everything they need to find the best education possible for their child’s unique needs.

The Utah state Legislature passed the Utah Fits All Scholarship Program in 2023 and expanded it to more students in 2024. The Legislature decided to wait a year to roll out the program to students after it initially passed. This year, thousands of applications poured in ahead of the April 22 deadline, making it evident families want more access to different education options. (They will learn by May 3 if they were approved.)

These ESAs will benefit almost every single child in Utah, regardless of where they attend school. Even traditional public and public charter school children will be able to receive a partial scholarship for “customized expenses.”

Unlike voucher programs, which are solely for private school tuition, ESAs offer more flexibility for families. This distinction sets ESAs apart from voucher programs and provides a broader range of educational opportunities for children. Not only will they let families choose where they want to send their children to school, but they will be able to use funds for tutoring, transportation and after-school activities.

Also, since the funds for the program already come from a portion of existing per pupil funding (around 88%), the remainder of resources will go back to children in traditional public schools. This means there will be more money left over for fewer children attending these schools. UFASP will benefit everyone — without defunding traditional public schools.

I have seen firsthand how school choice improved traditional public schools during the rise of the charter school movement in Utah over the past 20 years. With even more options on the rise, such as private schools, microschools and hybrid schools, public schools will be forced to innovate even more to stay relevant and competitive in the education market.

Right now, Utah ranks No. 9 in the country for its pre-K-12 education, according to U.S. News & World Report . Once families start utilizing ESAs to take advantage of even more innovative learning models, Utah’s education ranking will only improve.

The Utah Fits All Scholarship Program will be transformative for education and children in the state. This is about prioritizing education for children in Utah and empowering families to choose an education that works for them, and I am excited to see these changes come to my home state.

Frances Floresca is an education policy analyst and reporter who has worked in Utah, Washington, D.C., Nevada and Georgia. She grew up in Utah and graduated from the University of Utah David Eccles School of Business in 2019. She is a Young Voices contributor.