7 Required Components of an IEP

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The Individuals with Disabilities Education Act (IDEA) has provided schools with guidance and accountability to ensure that all children with disabilities receive a fair and appropriate education. Through it, students with special needs are entitled to an Individualized Education Plan (IEP) that outlines how they can access and participate in regular classroom activities.

That means education professionals must know how to create IEPs that support their students’ needs and meet their legal obligations. Online courses, like the Art of Writing Quality IEPs: Best Practices for Educators, deliver a detailed look at how each section of an IEP should be constructed and best practices for making these documents as valuable as possible. In the meantime, here are the seven required components of an IEP and what they are intended to achieve.

1.   PLAAFP Statement

Every IEP starts with a Present Level of Academic Achievement and Functional Performance (PLAAFP). This assessment serves as a benchmark of performance that informs the goals, modifications, and accommodations a student will receive.

Depending on the nature of a student’s disability, a PLAAFP can be written as a summary or a series of statements, and must include the following information:

• An explanation of a student’s needs in functional and academic areas
• A description of how the student’s disability impacts their performance and participation in school activities
• Data and information that establish baseline performance expectations against which future progress can be measured

This statement should be created in consultation with administrators, intervention specialists, teachers, and family members to ensure that it reflects a complete and professional assessment of a student’s disability.

2. Statement of Goals

Based on the PLAAFP, this section outlines the annual goals a student can be reasonably expected to attain. They should be measurable to the extent possible and describe the skills, knowledge, and behaviors the student will demonstrate while the IEP is in effect.

Goal descriptions don’t have to be comprehensive, but they shouldn’t be a restatement of the general curriculum. Rather, goals should reflect skill developments that help a student achieve instructional objectives and reach performance benchmarks.

For instance, if a student faces challenges in mathematics because of an attention disability, a goal may state: “Will complete X math problems consecutively before taking a break of X minutes on X consecutive days.”

This can be coupled with a milestone like: “Will complete 80% of the required material by February 1.”

3. Statement of Special Needs and Services

Depending on a student’s situation, they may receive support from aides or education specialists like speech or occupational therapists. The IEP should outline who these people are, the services they will provide, and the context in which assistance will occur.

If applicable, this section should also indicate any strategies that will be used beyond everyday classroom work. These could include breakout sessions with an aide or special activities that aren’t part of the general curriculum.

4. Modifications

Students with IEPs often require modifications of the general curriculum in order to achieve stated goals. These modifications need to be clearly defined so expectations can be met both by the school and the student.

For instance, if a child is visually impaired, they may need to be provided with books that are large print or in Braille. They may also be evaluated on a pass/fail basis rather than the established grading system.

While a school may only need to allow certain modifications rather than provide them (i.e., a special headset already owned), IDEA mandates that all students receive a free appropriate public education (FAPE) at no cost to the family. Schools have a legal obligation to provide the necessary materials and services outlined in the components of an IEP and ensure they are utilized appropriately.

5. Accommodations

Accommodations are different than modifications because they don’t change the materials a student uses or how they will be evaluated. Instead, they describe how a child will participate in the learning process.

For instance, if a student has mobility issues, it may be necessary to give them a particular desk placement or allow extended time to complete an activity. These accommodations give the student reasonable access without changing overall performance expectations.

6. Statement of the Least Restrictive Environment

Educators are required to develop a Least Restrictive Environment (LRE) for students with IEPs. That means allowing them to participate side-by-side with non-disabled classmates to the greatest extent possible. This section should outline:

• When aides or assistants will support the student in the classroom
• Where and when special activities will take place within the classroom
• When they will participate in pull-out classes
• Any other accommodations related to the environment, such as access to a counsellor
• Testing conditions and requirements

7. Service Delivery and Transition Statement

Finally, an IEP should outline the timeframe in which the plan will go into action and when any materials or services will be provided. Also, for students who are 14 and older, a mandatory service transition statement must be included.

At 16, this statement should reflect how the IEP builds toward post-secondary goals, including potential challenges related to education, lifestyle, or employment. At 17, it must include the transition of a student’s rights when they reach the age of majority.

Creating Better IEPs for Students

IEPs make it possible for schools to provide inclusive classrooms that support practical goals with measurable criteria. By understanding how to develop and use IEPs, education professionals can fulfill their legal obligation to provide the best possible learning environment for students with disabilities.

Premiere is committed to providing high-quality professional development opportunities that help teachers create exceptional classroom environments for all their students. Online courses, like the Art of Writing Quality IEPs: Best Practices for Educators, explain all seven components of an IEP and provide an in-depth look at how they work together to create better outcomes for schools and families alike.

All of Premiere’s award-winning courses are created by leading industry experts and make it easy to meet your professional obligations and advance your career on a timeline that matches your busy schedule.