Components of a quality IEP

  • The IEP is made up of individual parts which act as a road map, establishing where your child is, where you want her to go, and how she will get there.  Based on the student's most recent evaluation and input from team members, the IEP's main components include:  


    • Current level of functioning for the child: 

    A description of the child's current performance and skills in all areas of concern.  It should explain how the child's disability affects his progress within the general education curriculum.


    • Annual goals for the child: 

    SMART goals relative to the skill deficit areas identified through the evaluation of the child.  SMART goals are:  Specific, Measurable, Attainable, Relevant & Timebound.  Goals should specify what the child is expected to achieve within the upcoming IEP cycle.  For students who participate in functional skills programs and who take alternative assessments, the IEP must also contain measurable short-term objectives.  These will be used to measure the progress toward reaching their annual IEP goals.


    • Progress tracking: 

    Identify how progress toward each goal (and objective, if applicable) will be measured as well as how often that information will be reported to parents.


    • Special Education Services:

    Identify the type, amount, frequency and location of all services the child will receive to help her meet her educational IEP goals.


    • Duration of Services:

    A projected beginning and end date of any services proposed.


    • Involvement in the Regular Education Setting: 

    Description that identifies the child's involvement in the general education setting as well as provides rationale for any removal from that setting.


    • Accommodations/Modifications: 

    Description of any accommodations and modifications the student will require in the classroom as well as to participate in state and district wide assessments.


    • Post-Secondary Transition Statement, if applicable: 

    No later than a child's 16th birthday, the IEP must include measurable goals for the child's anticipated post-secondary plan as well as services the district will offer to support the child's transition.