Developing an IEP

Will my child qualify for an IEP?

The student must have one of 13 qualifying conditions listed in Federal Law § 300.8(a). Definitions of each disability located in Federal Law § 300.8(c).

What is the main purpose of an Individualized Education Plan (IEP)?

1. To set reasonable learning goals for the child

2. To establish the services that the school will provide for the child

What is the timeline to establish a new IEP? What about re-evaluation for an existing IEP?

Source: Federation for Children with Special Needs

What are the main components of an IEP?

1. Parent Concerns: From your perspective as a parent, inform the school in writing of your concerns and your child’s challenges. Bring your written concerns to your IEP meeting.

2. Student Strengths & Key Evaluation Results:

   • What do they do well at home? at school? in the community?

   • What do they like to do?

   • What was your child’s most recent evaluation results? MCAS scores? Progress on meeting last year’s IEP goals?

3. Vision Statement: Where you would like to see your child in the next 1-5 years. Use this section to include anything that isn’t covered in any other section. Bring your written vision statement to your IEP meeting.

4. IEP Goals: These goals are annual. They should be specific and you should be able to know (yes/no) if it was reached, or how much progress was made toward the goal. If your child is an English Language Learner (ELL), include any ELL goals here as well.
   
   Three tips from the Federation for Children with Special Needs on developing a good goal:

   • Target: What skill/behavior you want the student to have

   • Condition: How the student should who that skill or behavior (needs to be observable)

   • Criteria: How you will know the student has reached the goal
     
     Example: In one year, Anna will read aloud from a 2nd grade progress monitoring reading fluency selection, 87 words correctly in one minute with greater than 90% accuracy.

5. Service Grid: The grid categorizes services based on WHERE they are delivered (A, B, C options below). Types of services (e.g. Math, OT) will then be divided into one of the delivery grids.

   • A Grid – teacher/provider/parent support, training, or consultations

   • B Grid - student’s services IN the GENERAL education setting

   • C Grid - services OUTSIDE of the general education setting. Typically, school will refer to this as “pull out” services, or services spent with providers in their various other settings

Special Considerations for English Language Learners:

The IEP Team must consider the language needs of the student as it relates to the IEP § 300.324(a)(2)(ii) and communications needs (ex: direct communication with professional personnel and opportunities for direct instruction in the child's language § 300.324(a)(2)(iv)

IEPs through a Neurodiversity Lens:

For parents who embrace the neurodiversity movement, IEPs can be created to reflect the values of acceptance and provide useful supports. Click here to access an existing resource document to help parents update an IEP that is already in place, or to help create their first IEP.

Additional Resources:

Visit the Federation for Children with Special Needs for additional IEP resources, explanations, and tips.