An individualized education program (IEP) is a written statement developed for each eligible child with a qualifying disability between the ages of 3 and 21 who attends a traditional public or charter school. At least annually, the IEP Team develops the IEP. The IEP documents the child’s current performance, annual learning goals, and the services and aids needed to ensure access to and progress in the general curriculum for the student. View the video below and explore the additional information and resources below to learn more about the IEP.
- IEP Components
IDEA outlines 7 critical components that must be present for all IEPs [IDEA, Sec. 300.320(a)]. As IEP Teams develop the IEP, there are additional considerations for students at different age spans, with more intensive needs, or with specific learning challenges. For example, beginning not later than the first IEP where the child turns 16 (or 14 in some states), IEP Teams will need to develop a transition plan that includes transition services and measurable postsecondary goals [IDEA, Sec. 300.320(b)]. IEP Teams also will need to consider other special factors related to behavior, limited English proficiency, blindness or visual impairment, communication challenges, and assistive technology requirements [IDEA, Sec. 300.324(a)(2)]. States can extend what IDEA requires but cannot remove any of the required components.
What makes the IEP effective is if its parts work together or align in a way that supports student progress toward annual goals and access and progress within the general curriculum. In other words, the needs identified in the present levels of academic achievement and functional performance (PLAAFP) statement align to the special education and related services, supplementary aids and services, and program modifications and supports for school personnel outlined in the statement of services and aids and the annual measurable goals. This coherence ensures that the IEP meets the substantive requirements of free appropriate public education (FAPE), which allows the student to make progress and meet challenging goals, consistent with the U.S. Supreme Court’s decision in Endrew F. v. Douglas County School District (2017).
Highlighted Resources
Tip Sheet
Online Module
- IEP Team & IEP Meeting
Developing high-quality instructional programming through the IEP requires ongoing collaboration among families, teachers, school staff, and the child, when appropriate. At least annually, the IEP Team meets to review and revise the IEP as appropriate based on the student’s needs [IDEA, Sec. 300.324(b)(1)]. Although the IEP Team is responsible for the development of each component of the IEP, members of the team also may convene to monitor the student’s progress, amend IEP components based on the student’s response, ensure access to the general curriculum, and identify approaches to intensifying instruction and supports to ensure appropriate progress. Engaging families and students throughout the development and implementation of the IEP is critical to ensure an IEP that meets the student’s needs and promotes progress.
Highlighted Resources
Online Module
Tip Sheet
- IEP Implementation
It is not enough to develop a high-quality IEP with all the parts that work together. The success of students with disabilities depends on ensuring that educators and staff have the capacity to implement the instruction, interventions, services, and supports that are outlined in the IEP and that they implement them with fidelity. Ensuring the school has a successful system that fosters student belonging, meaningfully engages families, uses effective instruction and support practices, promotes collaboration across staff members, and provides necessary educator support is essential to supporting IEP implementation.
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