Understanding IEPs

Depending on your child, there may only be one or two of these sections completed, or there may be several. The most common sections are communication, academic, health, social/emotional, and general intelligence. For areas that are not a concern, there is a box that would be checked to indicate that there is no information needed for that area. 

For the areas of concern, it should include baseline data (starting point for new goals), individual strengths and weaknesses in the area, comparison to same-age peers (using MAP scores, KPREP scores, and/or any recent evaluation data), and the adverse effect that the deficits in that area have on the child’s education. 

In the academic performance section, all areas of concern should be addressed separately (reading, math, writing). 

Each area that is determined to be an area of need must have a goal related to it (discussed later in the IEP). 

Course of Study: When transition becomes part of the discussion, a multi-year course of study must be completed, starting with the current school year and mapped out through graduation/completion of high school. This course of study is not set in stone, but is a starting point for planning courses that will assist in meeting the identified transition goals. 

Transfer of Rights at Age of Majority: The final transition section is specifically for high school. This states that when a child turns 18, they will be able to make their own decisions regarding all special education services. The child and parent must be made aware of this at least one year before the 18th birthday, but some districts may choose to start this conversation during the child’s freshman year.

This section looks at things such as behavior, limited English proficiency, visual impairments, communication needs, hearing impairments, and assistive technology. If any of these things are identified as something that impacts learning, most often, it will refer back to the present levels and/or provide a brief explanation of the needs. This is also where it is indicated if a child has a behavior intervention plan (BIP), which is a separate document.

This section indicates when progress reports will be sent home, discussing your child’s progress towards their annual goals. Typically, this is sent home the same time as report cards throughout the year.

Supplementary Aids and Services: Supplementary aids and services are what the student needs. This can include identified accommodations, as well as visuals, prompts, preferential seating, and any modifications to tests and assignments. 

Accommodations for Administration of State Assessments and Assessments in the Classroom: The goal with accommodations is to promote independence and eventually fade accommodations, as appropriate. 

Includes: Kentucky Alternate Assessment Participation Guidelines Documentation Form & Learner Characteristics Inventory. This section is only applicable to individuals with the most significant disabilities. I will be going in depth on alternate assessment soon, as it is too much to provide a brief overview.

Related services can all vary in frequency and duration, as well. It is notable that to qualify for these related services, the student's education must be impacted and require that specific skilled service to improve education. It is not the same as qualifying for outpatient therapy. In the outpatient and other settings, the goals and course treatment must and will be different than the service provided through the school system.