The IEP Components

IEP – Individualized Education Plan Components

This page examines the specific components of the IEP document, defines IEP goal and objectives and provides tips for writing them.

The 8 main components of the IEP

  1. Performance levels
    • Evaluation of the child’s present levels of academic achievement and functional performance
    • Used to evaluate how the child’s disability affects their involvement and progress in the general curriculum
    • May include standardized reading, math and IQ scores
  2. Goals
    • What the team believes the student can reasonably accomplish during the next year
    • Achievable, specific and measurable to ensure performance level appropriateness
  3. Objectives
    • A specific skill that can be practiced in order to reach a goal
  4. Services to be provided
    • Create an environment that will provide the student the best chance of achieving set goals
    • Special Education services are determined by the IEP Team
    • May include speech, occupational and physical therapy
  5. Schedule of the student’s day
    • The IEP Team determines whether the student should be educated and/or take part in extracurricular or nonacademic activities separately from non-disabled children
    • When discussing the student’s daily schedule, commit to that which you can reasonably and regularly achieve
  6. Assessment decisions
    • Team determines if/how the child is to participate in state and district-wide assessments
    • Some children qualify for accommodations in test taking, including
      • Reducing the number of tests
      • Reading the directions to the child
      • Simplifying the language of the directions
      • Reading the questions to the child
      • Allowing the child to use a calculator
      • Waiving points taken for misspelling words
      • Allowing more time for tests
  7. Overall timeline
    • A time line is established stating when modifications begin, how often and where they will be provided, and how long they will last
  8. Progress measurement
    • Establishes how school personnel will measure the child’s progress toward goals of the IEP
    • Includes both academic and behavior measurements
    • Strategies, supports and positive interventions assist with behavior concerns
      • Provide visual aids with appropriate behaviors
      • Have clear and easy to understand expectations
      • Work toward a goal if behavior expectations are met
      • Clearly state rules and consequences
      • Follow through on the consequences