There’s a lot to know about IEPs and how they support kids who learn and think differently. Understanding IEP basics can help you get started.

What Is an IEP?

IEP is an acronym that stands for Individualized Education Program. An IEP is more than just a written legal document (or “plan”). Some people may refer to it as an Individualized Education Plan. It’s specially designed instruction, provided at no cost to parents, to meet the unique needs of a child with a disability.

Special education is specially designed instruction, provided at no cost to parents, to meet the unique needs of a child with a disability. It can include specialized activities in PE, music, and arts education and specialized instruction in the classroom, home, or other settings.

Each program is designed to meet a student’s unique needs. The term IEP is also used to refer to the written plan that spells out the specific types of help kids will get. Both the program and the written plan describing it are covered by special education law, or the Individuals with Disabilities Education Act (IDEA).

Now that you know what an IEP is, you may be wondering what is in the plan and what it looks like.

5 Things You Should Look For in an IEP

Now that you know what an IEP is, let’s explore what’s most important to know about these plans.

1. Present Level of Performance

Sometimes, present level of performance is shortened to PLOP or PLP. It may also be called PLAAFP (present level of academic achievement and functional performance) or PLEP (present level of educational performance).

Present level of performance describes a student’s current abilities, skills, challenges, and strengths at the time the IEP is written. It covers both academic performance and everyday functional skills.

Academic performance refers to how a student is doing based on grade-level standards. Functional performance means activities of daily living that aren’t just academic. This includes behavior, communication, social skills, eating, dressing, and mobility. A disability can impact both academic and functional skills.

How it applies to your classroom:

The present level of performance answers two questions:

Where do the student’s skills and knowledge currently stand?
How does the student’s disability impact involvement and progress in the general education curriculum?

This information helps you best support the student’s learning in your classroom. If the student’s challenges are in the subject you teach, knowing the present level of performance will help you adjust your instruction to meet those needs. Keep in mind that some challenges—like reading—may impact many subjects.

If you have difficulty viewing the image below, download the full anatomy of an IEP here.

Present level of educational performance

2. Annual Goals

All IEPs have annual goals. These goals build on the student’s present level of performance. The IEP team believes the student should be able to achieve the goals in one calendar year. Depending on when an IEP is written, the goals may span more than one academic year. For instance, an IEP written in May will have an annual review next May.

How it applies to your classroom:

Each goal describes the skill or subject area the student is focusing on and the targeted result. It’s like a map describing where the student is going this year, the route for getting there, and the stops along the way.

If you teach the content area of one of these goals, like language arts or math, you may be responsible for tracking and reporting on progress. The same is true if you’re helping the student with functional skills. Special education law requires that student progress toward IEP goals be reported as often as progress is reported for students without IEPs.

Annual goals should consist of academic and functional skills that the child can reasonably accomplish.

3. Special Education and Related Services

Every IEP has a section that describes the services a student receives. This includes specially designed instruction (special education) and related services, like speech therapy, occupational therapy, and social work services.

An IEP also states how often and where the services take place. It lists the school staff responsible for each service. There is also information about any services outside the regular school year, as well as transition planning for after high school.

How it applies to your classroom:

Sometimes, special education and related services take place in the general education classroom. That means you and other school staff will need to plan and work together to provide instruction for the student. The IEP may list “consultation services” to account for this planning time.

It’s also helpful to know how often a student may be pulled out of your classroom for services. You can then work with the service provider on scheduling to help the student get as much instructional time in your classroom as possible.

4. Supplementary Aids, Services, Modifications, and/or Supports

The IEP will have a section on supplementary aids and services. It may list accommodations, modifications, and assistive technology, along with when and where they’ll be used. These supports will help the student access learning in your classroom, as well as throughout all school activities.

How it applies to your classroom:

This is one of the most important parts of the IEP for you as a general education teacher. Chances are you’ll need to manage the student’s accommodations in the classroom. You may need specific training to do what the IEP requires, so don’t hesitate to ask for it.

You’ll also find information about how the student will take part in state tests. Most students who learn and think differently will take the same tests as the rest of your students. But they may use accommodations like extra time, a scribe, or a quiet setting for those tests.

Sometimes, the IEP team may determine that a certain test isn’t appropriate for the student. The IEP will explain why and give information about other ways to assess the student.

Services

5. Notes and Considerations—Including Special Factors

An IEP generally includes a catch-all section for notes. It will have comments and concerns that the family raised at the IEP meeting. Often, this part of the IEP also lets you know whether the student has other barriers that get in the way of learning. For example, the student may have behavior challenges or be an English language learner (ELL).

How it applies to your classroom:

Knowing a family’s concerns, as well as what they see as their child’s strengths, can help you build a relationship with both students and families. Plus, it can give insight into ways to engage the student.

It can also help you know what other obstacles are in the way of learning. For example, if your student is an ELL, you might need to learn more about how to support that student and connect with the family.

A student whose disability involves behavior challenges that impact learning might also have a behavior intervention plan. If the plan isn’t attached to the IEP, ask the IEP case manager to see it. You may be responsible for putting parts of the plan into practice in your classroom.

Explore

Read the full article about how to read an IEP and five things you should look for.
See the anatomy of an IEP.
Learn these key terms.

Practice

Write your own IEP with this activity.

Preview

You’ll learn about the important laws that impact IEPs and special education.

Citation

How to Read an IEP: 5 Things Teachers Should Look For