The IEP form - section by section

It's a good idea to have a sense of what's on the form.

Click on the link at the bottom of the page to download a blank IEP form.  (It will open in a new tab or appear in the bottom corner of your screen.)

Remember that you have a say!

You can discuss things you want to change or add in any of these sections.

Click the boxes below to learn about each section of the form.

*Please note that the page numbers we use here are the ones on the blank form. If you have an IEP filled out, your page numbers might be different.

The first page of the Louisiana IEP form is the Transition Services section, also known as transition planning.

Whether your child is in a high school class, a community-based classroom, or a more intensive program, they will need to prepare for what they want to do when they either finish high school or turn 22.

This section includes your child's goals for these areas of life after school:

  • Training or education (vocational and academic classes)

  • Employment

  • Independent living, or living on their own (if they are able to after they finish school)

Then it describes a coordinated set of action steps to help prepare them for those goals. These action steps are for the school, your child, your family and any agencies* who may provide extra training.

Transition planning can start at any time, but it must be included in the IEP when your child turns 16. You and the IEP team will talk about your child's goals for the future and write them in this section.

We'll tell you more about transition in the other sections on the left.

*Parent (or student if age of majority) permission is required before inviting any agency to the IEP meeting

Source: LA DOE

Pages 2 and 3 of the IEP form are a part of the General Student Information section.

This section includes:

  • a list of the people on the IEP Team

  • your child's strengths

  • your concerns

  • the evaluation results

  • your child's needs for extra support (including academic, developmental, functional, health-related, communication, behavior, assistive technology, etc.)

  • how your child's disability impacts his or her progress in the general curriculum

Image of an IEP binderThis is where your notes will be helpful! Look into your binder to remember you concerns, hopes, and ideas.

 

IEP_Parent_concerns.png

Source: LA DOE

Page 4 of the IEP form is the beginning of the Goals section.

It's also called the Instructional Plan.

This will include very specific goals for each area of concern. It will also list the steps to take in order to meet these goals. The Team will know how to write these in a very specific way so they can measure each step. This lets you all keep track of your child's progress.

Goals must address strengths and support needs in alignment with State Standards and should not be a restating of the standards.

Although the IEP Team writes these up, they should reflect your concerns and ideas. You can always say so if you want to change them!

The other parts of the IEP will focus on working towards these goals.

Source: LA DOE

Accommodations are any kind of change or help that your child will need in the classroom in order to learn. They come in many shapes and sizes.

Here are some examples: 

  • extra staff, like an aide or a reader

  • extra time to take tests or do homework

  • communication devices or other equipment to help with sensory or physical needs

You can see a complete list of accommodations on pages 5-13 of the IEP Form. Click on the link at the bottom of the page to download it. (It will open in a new tab or appear in the lower corner of your screen.)

Source: LA DOE

The Program / Services section describes the services that your child will get, and where they will happen.

These are often given outside of the regular classroom. Your child may leave class for a short time to work with a specialist or therapist.

Here you and the IEP team will be able to decide if your child would benefit from different assessments, or tests, that might give the school a better idea what your child is able to learn.

A key piece of the IEP is to outline what types of settings give your child the best chance to learn. This could include fewer classmates around to distract your child, or maybe a shorter class so your child doesn't get upset or bored.

The services may include:

  • Therapies like speech, OT (Occupational Therapy), or PT (Physical Therapy)

  • Working one-on-one with a learning specialist

  • Counseling in a group or one-on-one (Groups are helpful if social skills are one of the goals)

The Program/Services section describes:

  • Whether you child will participate in the regular state assessment program or alternate assessment program based upon specific criteria

  • Alternative pathways to promotion and/or graduation (Act 833)

  • Special transportation services the student requires i.e., lift gate, bus with paraprofessional)

  • Regular classes the student will participate in or a justification if the student is not participating in any regular classes

  • Extended School Year services criteria for consideration

  • Any supports school personnel need in working with your child (i.e., how to program a communication device)

Source: LA DOE

The final page of the IEP form is where you will give your Consent for Services.

If you agree with everything on the IEP, and you feel that nothing important is missing, then you can sign the last page. Once you sign the IEP, it becomes a legal document between you and the school.

We suggest that once you get a copy of the IEP with everything filled it, you take home a copy and review it. There is no pressure for you to sign it right away! You want to make sure that this document addresses all of your child's educational needs.

What if you don't agree with the IEP? See the page in the menu to learn more.

Source: LA DOE

 

Source: LA DOE

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