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    IEPs in this District are formatted according to an online template. Information is recorded in narrative, table or multiple-choice checkbox formats standardized by the template. The template also provides written guidance, defines the purpose of each section, and highlights procedural safeguards and other information. The template is a subscription service called IEP online. They produce a base template for Washington State subscribed to by many Districts. They also produce templates nationwide, with ongoing input from educators across the country.

    Cover Page

    The cover page provides basic student information including name, grade and primary disability. It identifies if interpreter services are needed for the parent/guardian. It also lists all the participants involved in the development of the IEP.

    Present Levels of Academic Achievement and Functional Performance (PLAAFP)

    The Present Levels of Academic Achievement and Functional Performance (PLAAFP) is a written summary of the impact a student’s disability has on their involvement and progress in the general education curriculum. There should be a direct relationship between the PLAAFP, the evaluation and other components of the IEP. The PLAAFP may include some, or many, of the following areas:

    • Adverse Impact
    • Medical-Physical
    • General Education
    • Social/Emotional
    • Adaptive
    • Behavior
    • Cognitive
    • Academic (Math, Reading, Writing)
    • Communication
    • Fine Motor
    • Gross Motor
    • Vision and Mobility
    • Vocational
    • Observation
    • Other

    Secondary Transition

    Transition planning is required in the IEPs of students entering or attending high school. Increasingly it is encouraged for students in middle school, too. It identifies a coordinated set of activities designed to facilitate the transition from school to post-school activities. This section assesses all of these areas:

    • Needs
    • Strengths
    • Preferences
    • Interests
    • Projected Graduation Date
    • Post Secondary Goals/Outcomes
    • Course of Study to Achieve Goals
    • Agency Linkage
    • Other

    Measurable Annual Goals

    This section includes measurable annual academic and functional goals specific to the students needs. The goals will relate directly to all areas qualified in the evaluation and described in the PLAAFP.

    Program Accommodations/Modifications and Support for School Personnel

    Accommodations and modifications are adjustments to the delivery, timing, setting or supports that allow a student to make academic progress in the general education curriculum alongside their non-disabled peers. This section consists of two tables, one for accommodation/modification made for the student and one that identifies supports for school personnel. Personnel supports would include specific training or professional development. The tables list each area of accommodation or support with the frequency, location and duration specifically identified.

    State or District Assessments of Student Achievement

    The IEP team determines what types of assessments the student should participate in and what modifications or accommodations should be made for the individual student. The results are recorded in this section in a table format.

    Special Education and Related Services

    This section identifies all the services that comprise a student’s individual program. All areas of service are listed in table format separated into three categories: special education, related services, and supplemental aids and services. (Transportation services are defined later in the Participation in Transportation section.) For each service, the table identifies the following information:

    • Is the service concurrent, or occurring at the same time, as general education instruction?
    • Who will deliver the service?
    • Who will monitor the service?
    • How frequently the service occurs?
    • In what location, or setting, the service occurs?
    • The start and end date of the service?

    Least Restrictive Environment (LRE)

    The least restrictive environment (LRE) is the educational setting that is closest to the general education setting and still allows a student to benefit from special education instruction.

    Placement Options for LRE: Placement options are expressed in the IEP in two formats: a table, and a written description. The table is a tool for IEP team discussion and a record of the decisions made. It includes a range of options within a standard school setting with varying ranges of percent of time instruction is in the general education classroom. Additional settings, from non-District day schools to hospital setting are identified. The chart contains a record of: each setting considered, the one selected, and consideration of both the academic benefit for the student and the effect that the student the student will have on the setting.

    (Note: within a standard school setting, removal from general education can only be for direct instructional purposes.)

    Participation in Transportation

    The IEP identifies if the student will have regular or special transportation.

    Participation in Physical Education

    The IEP identifies if the student will participate in general physical education.

    Participation in Extended School Year (ESY)

    The IEP identifies if the student will participate in ESY. ESY is summer instruction for students who are unable to maintain attained performance without it. IEP teams will select this option, on an annual basis, when progress data supports a need for it. This decision is made each spring and an additional ESY form will be completed.

    Emergency Response Protocol (ERP)

    The Emergency Response Protocol is an addendum to the IEP that documents the advanced planning, conditions, and precautions needed in the case that isolation, restraint, or a restraint device may be used. The form must be signed by a Parent/Guardian, documenting their prior consent. The District must also provide Parents/Guardians with their policy on use of restraint and isolation. ERP’s must be incorporated into a student’s IEP and reviewed annually.


    Back to The Individualized Education Program (IEP)