The New IEP Form: Parent Training
Adapted from Laurel Peltier, Ed.D.
Learning Outcomes
Introduction
The Massachusetts Department of Elementary and Secondary Education recently made changes to its IEP form that Medfield will adopt in 2024-2025. These changes were made “to strengthen the IEP process and improve the educational outcomes and experiences of students with disabilities” (Massachusetts Individualized Education Program (IEP) Technical Guide).
Points of Emphasis
For more information see the MA IEP Technical Guide
The 10 Sections of the New IEP
Section 1: Concerns & Vision
STUDENT AND PARENT CONCERNS
(For the purposes of special education decision-making, “parent” shall mean father, mother, legal guardian, person acting as a parent of the child, foster parent, or educational surrogate parent appointed in accordance with federal law.)
What concern(s) do you want this IEP to address? |
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Student’s Vision (ages 3–13) | |
This year, I want to learn: | |
By the time I finish (circle one: elementary or middle school), I want to: | |
Student’s Vision/Postsecondary Goals (required for ages 14–22, may be completed earlier if appropriate) | |
While I am in high school, I want to: | |
After I finish high school, my education or training plans are | |
After I finish high school, my employment plans are: | |
After I finish high school, my independent living plans are: | |
Additional Team Vision Ideas | |
In response to the student’s vision, this year: | |
In response to the student’s vision, in 5 years: | |
Section 2: Student Profile & PLAAFPs
STUDENT PROFILE
This student is identified as having the following disability or disabilities. Indicate all that apply.
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If yes:
Describe the student’s English Learner Education program, English as a Second Language services, and progress toward English language proficiency benchmarks:
Has the student been identified as an English learner?
☐ Yes ☐ No
Identify any language needs and consider how they relate to the student’s IEP:
English Learner
Does the student require assistive technology devices or services?
☐ Yes ☐ No
❑ Accommodations ❑ Service Delivery Grid
❑ Goals / Objectives ❑ Additional Information
Assistive Technology
If yes, this need will be addressed in the following section(s) of the IEP:
Present Levels of Academic Achievement and Functional Performance
Describe the student’s present levels of academic achievement and functional performance in the relevant areas listed below.
Consider the areas of learning listed below and complete only the sections that apply to the student. Include relevant information and data from sources such as initial or most recent evaluations; documentation from classroom performance; parent(s), student, and teacher observations; and curriculum-based and standardized assessments, including MCAS.
PLAAF: ACADEMICS
Briefly describe current performance. Check all that apply: ☐ English Language Arts ☐ History and Social Sciences ☐ Math ☐ Science, Technology, and Engineering | Strengths, interest areas, and preferences | Impact of student’s disability on involvement and progress in the general education curriculum or appropriate preschool activities |
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Autism-Specific Question: Does the student have needs resulting from the disability that impact progress in the general curriculum, including social and emotional development (e.g., organizational support, generalizing skills, practicing skills in multiple environments)?
☐ Yes ☐ No
If yes, this need will be addressed in the following section(s) of the IEP:
☐ Accommodations/Modifications ☐ Services Delivery Grid
☐ Goals/Objectives ☐ Additional Information
Briefly describe current behavioral/social/emotional performance. Consider the use of positive behavioral interventions and supports, and other strategies, to address behavior that impedes learning. | Strengths, interest areas, and preferences | Impact of student’s disability on involvement and progress in the general education curriculum or appropriate preschool activities |
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PLAAF: BEHAVIORAL/SOCIAL/EMOTIONAL
Bullying Describe any disability-related skills and proficiencies the student needs in order to avoid and respond to bullying, harassment, or teasing. This section must be completed for students who have a disability that affects social skills development; students vulnerable to bullying, harassment, or teasing; and students with autism. | Specify how these needs, if any, will be addressed in the IEP. |
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Autism-Specific Questions
If yes, this need will be addressed in the following section(s) of the IEP:
❑ Accommodations ❑ Service Delivery Grid
❑ Goals / Objectives ❑ Additional Information
PLAFF: COMMUNICATION
Briefly describe current communication performance. | Strengths, interest areas, and preferences | Impact of student’s disability on involvement and progress in the general education curriculum or appropriate preschool activities |
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Does the student require the use of augmentative and alternative communication (AAC)? Consider any AAC needs for non-speaking students or those with limited speech. ☐ Yes ☐ No
If yes, describe how the Team will address the student’s needs (including acquiring, designing, customizing, maintaining, repairing, and/or replacing AAC device/system).
☐ The student needs an AAC device/system at school.
☐ The student needs an AAC device/system at home or in other non-school settings to receive a free appropriate public education.
☐ The student needs training and/or technical assistance to use the AAC device/system.
☐ The student’s family needs training and/or technical assistance concerning the AAC device/system.
☐ Educators, other professionals, employers, or others who work with the student need training and/or technical assistance concerning the AAC device/system.
Autism-Specific Question: Does the student have needs in the areas of verbal and nonverbal communication, including but not limited to those identified in assistive technology/AAC evaluation(s)?
If yes, this need will be addressed in the following section(s) of the IEP:
These needs will be addressed in the following section(s) of the IEP:
❑ Accommodations ❑ Service Delivery Grid
❑ Goals / Objectives ❑ Additional Information
❑ Accommodations ❑ Service Delivery Grid
❑ Goals / Objectives ❑ Additional Information
PLAAF: ADDITIONAL AREAS
Additional Areas, as Applicable (such as activities of daily living, health, hearing, motor, sensory, and vision) Briefly describe current performance and any applicable documentation. Please note that parent(s) are only asked to share health information voluntarily. | Strengths, interest areas, and preferences | Impact of student’s disability on involvement and progress in the general education curriculum or appropriate preschool activities |
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❑ Accommodations ❑ Service Delivery Grid
❑ Goals / Objectives ❑ Additional Information
Deaf or Hard of Hearing
☐ The student is deaf or hard of hearing, and their language and communication needs will be addressed in the following section(s) of the IEP:
Blind or Visually Impaired (including Cortical Visual Impairment)
☐ Braille is needed and will be addressed in the following section(s) of the IEP:
❑ Accommodations ❑ Service Delivery Grid
❑ Goals / Objectives ❑ Additional Information
☐ Screen readers or other assistive technology are needed and will be addressed in the following section(s) of the IEP
❑ Accommodations ❑ Service Delivery Grid
❑ Goals / Objectives ❑ Additional Information
☐ Orientation and mobility services are needed and will be addressed in the following section(s) of the IEP:
❑ Accommodations ❑ Service Delivery Grid
❑ Goals / Objectives ❑ Additional Information
Section 3: Transition Planning
POSTSECONDARY TRANSITION PLANNING
Complete for eligible students aged 14–22 and update annually. Complete also for students who are 13 and will turn 14 during this IEP period.
Postsecondary Transition Briefly describe current performance. | Strengths, interest areas, and preferences | Impact of student’s disability on involvement in the general education curriculum and/or specific area of postsecondary transition |
Education/training | | |
Employment | | |
Community experiences / postschool independent living, if applicable | | |
The identified areas of postsecondary transition will be addressed in the following section(s) of the IEP:
☐ Accommodations/Modifications ☐ Services Delivery Grid
☐ Goals/Objectives ☐ Additional Information
Projected date of graduation/program completion: | |
Projected type of completion document (diploma, certificate of attainment, or other locally defined completion document): | |
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Planned Course of Study
What requirements does the student need to meet to receive that type of completion document? What is the student’s planned course of study?
What is the student’s current status regarding those requirements?
COMMUNITY AND INTERAGENCY CONNECTIONS
Agency | Description of Support Provided | Role of school staff who will be the liaison to the agency, as needed (please include contact information) |
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DECISION-MAKING OPTIONS FOR STUDENT
Complete for student who has turned 18. Please indicate the decision-making option that the student or court-appointed legal guardian has selected:
☐ The student will make their own educational decisions.
☐ The student will share decision-making with their parent, caregiver, or other adult.
Individual with whom the student will share decision-making: _________________
☐ The student has delegated decision-making to their parent, caregiver, or other adult.
Individual to whom the student has delegated decision-making: _________________
☐ A court has appointed a legal guardian for the student who will make educational decisions.
Name of court-appointed legal guardian:
Date of determination: |
TRANSITION TO ADULT SERVICE AGENCY OR AGENCIES – 688 REFERRAL
Is the student within 2 years of exiting special education services? | ☐ Yes ☐ No |
If yes, has the Team discussed whether the student meets the criteria for a 688 referral? | ☐ Yes ☐ No |
Has a 688 referral been submitted for this student? | ☐ Yes (If so, date the 688 referral was submitted: _____________) ☐ No (If so, date the 688 referral will be submitted: _____________) ☐ The Team has determined that the student does not meet the criteria for a 688 referral. |
If yes, please identify the agency to which referral was made: | |
Section 4: Accommodations and Modifications
| Presentation of Instruction The way information is presented. | Response The way the student responds. | Timing and/or Scheduling The timing and scheduling of the instruction. | Setting and/or Environment The characteristics of the setting. |
Classroom accommodations | | | | |
Nonacademic settings (lunch, recess, etc.) | | | | |
Extracurricular activities | | | | |
Community/workplace | | | | |
ACCOMMODATIONS AND MODIFICATIONS
Accommodations: List the accommodations the student needs to make progress in the areas of academic achievement and functional performance. Leave blank any boxes that are not appropriate for the student.
ACCOMMODATIONS AND MODIFICATIONS
Accommodations: List the accommodations the student needs to make progress in the areas of academic achievement and functional performance. Leave blank any boxes that are not appropriate for the student.
| Content | Instruction | Student Output |
Classroom modifications | | | |
Nonacademic settings (lunch, recess, etc.) | | | |
Extracurricular activities | | | |
Community/workplace | | | |
Modifications: List the modifications, if any, that are needed to the student's program so they can meet their goals, make progress, and participate in activities alongside students with and without disabilities. Leave blank any boxes that are not appropriate for the student.
Modifications: List the modifications, if any, that are needed to the student's program so they can meet their goals, make progress, and participate in activities alongside students with and without disabilities. Leave blank any boxes that are not appropriate for the student.
Section 5: State and/or District-Wide Assessments
STATE AND/OR DISTRICT-WIDE ASSESSMENT/ALTERNATE ASSESSMENT
Identify the state or district-wide assessments planned during the IEP period. Consider MCAS (Grades 3–12), ACCESS (Grades K–12), etc.
How does the student participate in state and/or district-wide assessments?
☐ The student participates in on-demand assessment with no accommodations under routine conditions in all content areas.
☐ The student participates in on-demand assessment with accommodations.
Please indicate which testing accommodations the student requires:
English Language Arts | Math | Science | Other |
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English Language Arts | Math | Science | Other |
Explanation: | Explanation: | Explanation: | Explanation: |
☐ The student participates in state and/or districtwide alternate assessment(s).
Please select the subject(s) below in which the student needs alternate assessment(s). Please explain why the student needs alternate assessment(s), and why the alternate assessment you have chosen is appropriate for them.
Section 6: Goals / Objectives
Goal Area: | ||||
Baseline (What can the student currently do?): | ||||
Annual Goal/Target What skill(s) will the student be expected to attain by the end of this IEP’s timeframe? | Criteria What measurement will be used to determine whether the goal has been achieved? | Method How will progress be measured? | Schedule How frequently will progress be measured? | Person(s) Responsible Who will monitor progress? |
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Short-term objectives and/or benchmarks (intermediate steps between the baseline and the measurable annual goal) | ||||
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MEASURABLE ANNUAL GOALS
Please identify the academic and functional goals for this student this year. The goals must be measurable and meet the student’s needs that result from their disability to enable them to be involved in and make progress in Early Childhood Outcomes (ages 3–5) or the Massachusetts Curriculum Frameworks (older students). The goals must meet each of the student’s other educational needs that result from their disability.
Section 7: Service Delivery
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PARTICIPATION IN THE GENERAL EDUCATION SETTING
Can the student’s educational needs be met in the general education setting, with or without the use of supplementary aids and services?
☐ Yes
☐ No
If no, provide an explanation of the extent to which the student will not participate in general education. Include a description of the specific supplementary aids and services considered before determining that the student would be removed from a general education class or activity.
SERVICE DELIVERY
Include specially designed instruction, related services, and supports based on peer-reviewed research to the extent practicable [including, if applicable, positive behavioral supports and support/training for school personnel and/or parent(s)]. Consider providing services in general education settings before considering other options.
Goal Number(s) | Type of Service | Provided by List job title | Location | Frequency/Duration __ × __ minutes per ___- day cycle | Start Date | End Date |
A. Consultation (Indirect Services to School Personnel and Parents) | ||||||
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B. Special Education and Related Services in General Education Classrooms (Direct Service) | ||||||
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C. Special Education and Related Services in Other Settings (Direct Service) | ||||||
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Section 8: Transportation
TRANSPORTATION SERVICES
Specify the disability-related need(s) that require support(s) during transportation (e.g., seizures, a tendency for motion sickness, behavioral or communication difficulties):
☐ Student will be transported on a special transportation vehicle with the following assistance, attendants, modifications, and/or specialized equipment and precautions:
☐ Transportation will be provided in the same manner as it would be for students without disabilities. (Please note that if the student is placed in a program located at a school other than the school the student would have attended if not eligible for special education, then transportation will be provided.)
☐ The student requires transportation supports and/or services as a related service.
☐ Student will be transported on a regular transportation vehicle with the following assistance, attendants, modifications, and/or specialized equipment and precautions:
Specify the disability-related need(s) that require support(s) during transportation (e.g., seizures, a tendency for motion sickness, behavioral or communication difficulties):
Section 9: Schedule Modification
SCHEDULE MODIFICATION
Does the student require a different duration to their school program, including the length of their day or year so that they can receive a free appropriate public education?
☐ Yes ☐ No
If yes, what are the student’s disability-related needs that require a different schedule?
If yes, describe the change in schedule to the student’s educational program.
If the student requires a longer year, please include the services they will receive (including, if applicable, positive behavioral supports and support/training for school personnel and/or parent[s]) during Extended School Year in the service delivery grid below.
Goal Number(s) | Type of Service | Provided by List job title | Location | Frequency/Duration __ × __ minutes per ___- day cycle | Start Date | End Date |
A. Consultation (Indirect Services to School Personnel and Parents) | ||||||
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B. Special Education and Related Services in General Education Classrooms (Direct Service) | ||||||
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C. Special Education and Related Services in Other Settings (Direct Service) | ||||||
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SERVICE DELIVERY FOR EXTENDED SCHOOL YEAR
Describe the specially designed instruction, related services, and supports that the student needs to avoid substantial regression during summer break and to continue to make effective progress.
Extended School Year Transportation Services
Specify the disability-related need(s) that require support(s) during transportation (e.g., seizures, a tendency for motion sickness, behavioral or communication difficulties):
☐ Student will be transported on a special transportation vehicle with the following assistance, attendants, modifications, and/or specialized equipment and precautions:
☐ Transportation will be provided in the same manner as it would be for students without disabilities. (Please note that if the student is placed in a program located at a school other than the school the student would have attended if not eligible for special education, then transportation will be provided.)
☐ The student requires transportation supports and/or services as a related service.
☐ Student will be transported on a regular transportation vehicle with the following assistance, attendants, modifications, and/or specialized equipment and precautions:
Specify the disability-related need(s) that require support(s) during transportation (e.g., seizures, a tendency for motion sickness, behavioral or communication difficulties):
Section 10: Additional Information
ADDITIONAL INFORMATION
Record other IEP information not previously stated (e.g., information about the student that is important to know but is not addressed through IEP goals and services). |
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Preparing for Team Meetings