This document outlines the components and purpose of an Individualized Education Program (IEP). An IEP is a legal document that is created for students with disabilities who require special education services and supports. It identifies the student's specific needs, annual goals, and the special education services and accommodations that will be provided. The document describes each section of an IEP in detail, including sections on student information, goals and objectives, assessments, services, and signatures of attending parties.

1. Para Los Niños- Evelyn Thurman Gratts Primary
Center
Mr. Mynor Montiel, Assistant Principal
Understanding Your Child’s Individualized
Education Program (IEP)

2. What is an IEP?
 Legal document created for students with
disabilities & in need of special education
services/supports
 Initial document created when a student first
qualifies for special education
 The IEP is updated at least once a year (annual
IEP meeting) or as needed

3. Section A and B
 Section A: Meeting information
 Important dates such as initial date of the IEP as well
as deadlines for upcoming IEPs
 Also informs the reader about the type of meeting for
the current IEP (i.e. initial, annual, etc.)
 Section B: Student information
 Student DOB, age, grade, school of residence, etc.
 Home address and phone number

4. Section C and D
 Section C: Language Acquisition
 Specifies the student’s language classification
 Reports the student’s language progress (if LEP) and
how it was determined
 Section D: Goal Achievement from Current IEP
 Outlines previous IEP goals by name (i.e. reading)
 Whether the student achieved (yes or no) the objective
1 and 2 and the overall goal

5. Section E:
Present Level of Performance
 An IEP document will contain several “present levels
of performance” sections
 Sections are summarized by performance area (i.e.
reading)
 State the students CURRENT strengths, areas of
need and impact of disability

6. Section F: Eligibility
 Indicates whether or not the student is eligible for
special education services
 Specifies the disability that the student displays that
makes him/her eligible for special education services
(ex. Specific Learning Disability)
 If student was assessed, this page outlines what
other eligibilities were considered throughout the
assessment as well as interventions that were
attempted before assessing the student.

7. Section G:
Annual Goals and Objectives
 Annual goals are determined based on the student’s
present levels of performance
 They are broken down into different areas (example:
mathematics)
 There is an annual goal which is expected to be met
one year from the current date
 Each goal also has an incremental objective #1 and
incremental objective #2 which are goals needed to
be achieved before the student can meet the annual
goal

8. Section K:
Participation in State and District-wide
Assessments
 Outlines the types of variations, accommodations or
modifications that will be provided while the student
taking a formal assessment
 Examples:
 Test over several sessions
 Supervised breaks within the test

9. Section N:
Procedural Safeguards and Follow-up Actions
 Indicates that the parent was provided with “A
Parent’s Guide to Special Education Services”
and Procedural Rights & Safeguards pamphlet in
the parents primary language
 Indicates if translation of the IEP was requested
by the parent

10. Section Q and R
 Section Q: Consent for Special Education
 Indicates if the parent participated in the IEP
meeting
 Indicates if the parent consents to the IEP
 Indicates if the parent disagrees with the IEP in any
of the following areas: assessment, eligibility,
instructional setting or services
 Section R: Names and Signatures
 Signatures and titles of all individuals present at the
IEP meeting
 The parent signature on this page DOES NOT

11. FAPE Part 1:
Eligibility, Placements and Supports
 Table that outlines the student’s overall eligibility,
placements and supports that will become
effective WHEN the IEP document is signed by
the parent
 Includes eligibility, the type of curriculum and
placement, instructional setting and program,
number of minutes the student will spend in
special education and the goals that will be
addressed

12. FAPE Part 1:
Eligibility, Placements and Supports
 States any other supports, transportation and if
extended school year is being recommended by
the team
 Outlines accommodations, modifications and
supports for the instructional setting
 Examples: small group instruction, repetition of
directions, use of visuals and graphic organizers,
use of manipulatives, use of positive reinforcement,
extra time to respond if needed

13. FAPE Part 2: Summary of
Services
 States the type of service (example:
Language/Speech)
 States the goal that this service will address
 Indicates how frequently this service will occur
(example: 2 times) and the interval it will occur in
(example: weekly)
 Indicates how many minutes the service will be
provided for (example: 60 mins) and how the service
will be provided (i.e. direct service by a single
provider)
 States the responsible personnel (example: special

14. FAPE Part 3 and 4
 FAPE Part 3: Percentage of Time Outside of
General Education
 Indicates the amount of time (%) that the student
will receive special education services
 FAPE Part 4: Additional Discussion
 This section is optional and is usually used for
writing in any comments about the IEP meeting that
were not already discussed