How to Write an IEP

Have you ever sat down to write a student’s IEP and thought “Where do I even start?” 

You’re not alone. Even teachers who go through entire master programs in special education can find themselves lost in IEP writing shuffle. That’s okay! We’re about to go through everything you need to ask, know, and do to write an IEP step-by-step!

Stop worrying and take back your after-school hours! This series of articles will help you go from frazzled last minute-er to leaving at the end of your contract hours!

Let’s start at the beginning.

What is an IEP?

I know you’ve probably heard this before, but bear with me: IEP stands for Individualized Education Program (although most people say ‘plan’). The key word here is individualized. This is what makes special education, well, special. It isn’t that every student who receives special education services receives the same special education services- it really has to be unique to their own needs due to their disability.

Who writes an IEP?

The short answer is the special education teacher is typically the person doing the typing and drafting of the IEP. But that doesn’t mean the special education teacher is the only one responsible! Writing an IEP is a team effort- the IEP team that is. 

In fact, it would be a complete disservice for one teacher to do it all on their own. Not only is that too much for one person to take on, but it wouldn’t be right to have an IEP without the input of EVERYONE on the team. That means other teachers, parents and family members, service providers and school support workers, and (surprise here!) the student! 

What are the steps in writing an IEP?

Every IEP is different, but the process of developing an IEP can be broken down into 7 steps. Below is a brief description of the process, but you can get the full detail in the each of the posts linked below.

Step 1: Gather Input and Collect Data

Get to know the student through observation and data collection.

This included collecting input from parents, teachers, and the students themselves about what’s working and what needs to be addressed. You may need to collect more data based on this input.

Step 2: Write the Present Level

Write the Present Level of Academic and Functional Performance based on the data and input you’ve collected. Make sure to include student strengths as well as barriers to success.

The Present Level is the heart of the IEP. Everything else in the IEP should come from the Present Level of Performance. Writing an IEP without a quality Present Level is like trying to bake a cake without flour or sugar.

Step 3: Draft Goals

Based on the current barriers you identified at the present level, draft IEP goals focused on developing the student’s skills for overcoming the barriers. The goals may or may not include short-term objectives.

Step 4: Draft Services

Determine the type and amount of specialized instruction the student will likely need to reach each IEP goal.  Draft a plan for the duration (low long), frequency (how often), and location (general or special education setting).

The goal is always for the student to participate in the general education setting to the maximum extent they meaningfully can. This is theirLeast Restrictive Environment.

You may also need to work with related service providers to ensure any goals and services they recommend are included in the draft. These are your Occupational Therapist, Speech Language Pathologists, and other providers who may be supporting the student.

*Note: Some students will not have any related service providers supporting them. For those students, skip this step.

Step 5: Draft Appropriate Accommodations and Consider Modifications if Needed

Again looking at the barriers, what support does the student need to access their education while they’re still working towards their goals? These are the accommodations they require to fully participate in their education.

Some students require modifications to the curriculum. This means students will be working on alternative standards and taking alternatives to state testing. However, modifying the curriculum should only be done if it is absolutely necessary for the student’s success. It’s typically very difficult to graduate with a standard diploma if the student is not working on the standard curriculum.

Step 6: Transition Planning

Plan for the student’s transition out of school. Yes, even in elementary school, transition planning should be considered, although it isn’t required federally until the year the student turns 16. Some states, like Virginia, require secondary transition planning earlier.

Step 7: Plan for Other Areas of Consideration

Other areas that will be addressed in an IEP include:

• Participation in state and district testing
• Transportation Needs
• Extended School Year Services (ESY)
• Assistive Technology
• Limited English Proficiency
• Medical Needs
• Behavior that impedes learning
• Training for School Personnel

Typically, these areas are outlined in the IEP system you’re using to draft the IEP.