Key Components of the IEP Process
Overview
This collection equips educators with the tools and strategies to confidently facilitate IEP meetings that are legally compliant, inclusive, and student-centered. From interpreting assessment results to setting measurable goals and selecting appropriate supports, each resource helps ensure meaningful engagement with families and thoughtful planning for student success. Whether you’re planning in-person or virtual meetings, these guides offer practical tips to foster collaboration, trust, and shared decision-making throughout the IEP process.
TPE Alignment:
- TPE 1.2 - Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.
- TPE 4.5 - Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
- TPE 5.8 - Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.
- TPE 6.4 - Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.
Navigating this Collection:
HQ IEPs > During the IEP > Key Components of the IEP Process
Related Collections
Key Component 1: Assessment
This resource covers the first step of reviewing evaluation results during an initial or triennial/reevaluation IEP meeting. It provides guidance on explaining assessment outcomes, determining special education eligibility, addressing multiple eligibility areas, handling situations where a student does not qualify, documenting discussions, and managing disagreements about eligibility decisions. TPE Alignment: TPE 5.1 - Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics. TPE ...
Key Component 2: Present Levels
This resource outlines the Student Profile and Present Levels in an IEP, offering a comprehensive view of a student's background, strengths, and current abilities. It serves as the basis for setting goals and identifying supports. Key elements include the student's disability, primary language, special factors, and present educational performance, ensuring the IEP is tailored to the student's unique needs and fosters growth. TPE Alignment: TPE 4.5 - Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs ...
Key Component 3: Areas of Need
This section provides guidance on identifying and documenting student needs in an IEP. Using data from assessments, present levels of performance, and input from the IEP team, including parents and the student, the team identifies needs related to the student's disability. These needs are addressed through accommodations, modifications, or goals. The section also covers handling disagreements about needs, ensuring parent involvement, and documenting discussions and decisions in the IEP. TPE Alignment: TPE 1.2 - Maintain ongoing communication with students and families, including the use of technology to ...
Key Component 4: Goals
Goals are the foundation of a successful, individualized educational experience for students with disabilities. This resource will cover key elements of measurable goals such as determining goal areas, establishing baselines, aligning goals with state standards, creating linguistically appropriate goals, writing measurable annual goals, and reporting on progress. TPE Alignment: TPE 1.2 - Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress. TPE 5.8 - Use assessment data, including information ...