Your Part in the IEP Process

01 Student & Team Vision

This is your opportunity to help the student tell the Team what they want to learn. With a much clearer student focus, the new IEP encourages students to work with their teachers to set goals for themselves and direct their own educational experience.

03-06 Present Levels

The next four sections of Present Levels all ask you to consider student strengths in the areas of academics, behavior and social-emotional functioning, communication, and other areas that might be impacted by the student's disability. Keep these positive and strengths-based!

08-09 Accommodations & Modifications

In this section, detail all the accommodations and modifications necessary for the student to be successful in the classroom. For the upper grades, be sure to involve the student in discussing which A&Ms actually work for them. The same goes for state and district-wide assessment accommodations.

02 Student Profile

In this section, you're documenting the student's background and building out their documented learning profile including their diagnosed disability and their EL status. If you don't know the answer to all of the questions, just check with your Team Chair or SPED Coordinator.

07 Postsecondary Transition Planning

This section is only for students aged 14-22. In this section, you are meeting with the student to discuss their plans for transitioning to their next educational experience in preparation for college and career. This section also document's the student's planned course of study which is most important for those transitioning to high school. Here, work with your guidance counselors to help plan that course!

10 Measurable Annual Goals

Here is where you are really digging into the heart of a student's needs by setting measurable annual goals broken down into bite-sized objectives that will help the student succeed over the IEP period. These goals should be measurable and attainable.