“HELP! This IEP is 47 pages long! What do I look for?”
IEPs can be very long documents, full of educational jargon and abbreviations that make it difficult for parents to understand. The format of IEPs vary from state to state, and even district to district, but all IEPs should have the same components. While every page of the document is important, here are 5 sections that will help you understand your child’s IEP.
- Parent Input Statement
- Every IEP should incorporate your input about your child. It should include your concerns, your goals for their future, and what you see at home. The rest of the IEP should address your input.
- Current Needs
- This may be labeled in the IEP as “strengths,” “academic needs,” “functional performance,” “present level of academic achievement and functional performance (PLAAFP)” or a variety of other similar terms. No matter the title, the IEP should explain your childs strengths and interests and where they need to grow. The needs can be academic, functional, behavioral, and/or emotional. This section should also include your child’s current level in any area of need.
- Goals
- IEPs are the minimum of what teachers should be providing. Your child may have a variety of skills they need to work on, but the IEP team (which you are a part of!) will likely focus on 1-2 measurable goals in each area of need. Goals must be written in a specific way that can make it confusing to decipher. If you are not sure what the goal means and how it will be measured, ask!
- Accommodations & Modifications
- These are things that the general education teacher can do within the classroom. They are slight alterations that allow the student to access the curriculum. Common accommodations are extended time to complete assignments and tests, allowing the use of audio books, and using speech to text. All accommodations & modifications should be unique to your child and their needs.
- Placement
- Knowing where you child is receiving services is extremely important. Schools may refer to this as the “LRE Grid” where LRE stands for Least Restrictive Environment. They may refer to this section simply as “minutes” because in addition to where your student will receive their services, the team also decides on how long (in minutes) they will receive direct services each week. Special education placement should be a team decision made during the IEP meeting. Is you child being removed from the general education class to recieve their services? Are their goals being met in the general education classroom? Is there a combination of both? Knowing where and how long you child is recieving special education support will help you understand their needs.
If your child already has an IEP, take time to look through the document and find these sections. If you have any questions or concerns about any part, ask the school! Always remember that you are a part of the IEP team and have an equal voice.
To learn more about the sections of an IEP or to review your child’s IEP, send me an email or schedule a free 15-minute phone consultation.