Your Child’s Individualized Education Program (IEP)

There is no document that impacts a child’s learning and school experience as much as the Individualized Education Program (many parents refer to this as an Individualized Education Plan) or IEP.

The IEP, usually updated 1 time a year, includes goals for your child written by you, teachers, and the staff who see your child every day. The meeting where the IEP is discussed and created or updated is called the Admission, Review, and Dismissal (ARD). Understanding how the ARD committee meeting works will help you create the best possible IEP for your child.

Why Does My Child Need an IEP?

The federal Individuals with Disabilities Education Act (IDEA) requires an IEP any time a student is identified as having a disability and needs special education services. This is partially based on your child’s special education evaluation. If your child transfers to another Texas school district or comes in from out of state, they should get special education services similar to what they had before, at least until the new ARD committee can meet and write a new IEP.

Understanding the IEP

Our ARD page gives tips for how to prepare for the ARD committee meeting and lets you know some terms you might hear. You might notice many words and terms in the IEP that are new to you, and you’ll want to understand them so you know what is in the IEP before you are asked to sign it at the ARD meeting.

Common IEP Words

• Accommodation: Changes in the way content is taught, supported, and / or tested. For example, a child is able to give verbal instead of written answers on tests, gets extra time to take the test, or sits in a quiet section of the cafeteria during lunch. It can also include assistive technology or other physical help your child needs to take part in class.
• Competencies: Things your child can do now.
• Current Needs: Skills your child is working on.
• Goals: Annual goals describe what a child with a disability can reasonably be expected to learn within a 12-month period of time in their special education program.
• Modifications: Changes in what your child is expected to master. For example, a math test might only include certain types of problems instead of everything in the state standard.
• Objectives and Benchmarks: Explain how your child will reach a goal, the specific steps, and signs they’re making progress.
• Present Levels of Academic Achievement and Functional Performance (PLAAFP): These are part of every IEP and are based on different types of information about your child. They describe your child’s performance in the general curriculum in terms you can measure, and they identify areas where your child has needs.

Example of an IEP Goal

Here’s how an IEP goal was written for a child working on math.

• Competency: “Child can add and subtract up to 3-digit numbers.”
• Current Needs: “He continues to struggle with the 4 basic operations of math.”
• Goal: “In 36 instructional weeks, he will add, subtract, multiply, and divide to solve problems and justify solutions.”
• Objectives / Benchmarks: “The student will be able to accomplish all 4 basic operations of math to a mastery of 75%.”

Besides goals, you will also decide in the ARD about bus transportation for your child and Extended School Year (ESY) services. The Least Restrictive Environment (LRE) also applies to bus service. If your child is able to take a bus with other children, they should have the chance to do so. Your child’s ARD committee decides about ESY services. Teachers only recommend ESY services for students who will lose basic skills after a few weeks if they are not supported.

Signing the IEP

You will be asked to sign the IEP at the end of the ARD committee meeting. Things to consider include:

• When you sign, you can say whether you agree or disagree with the IEP.
• If you disagree with some or all of the decisions of the ARD committee, you can write down the areas of disagreement.
• You don’t have to sign the IEP.
• You can have more time before you sign.

If you do not think the IEP meets your child’s educational goals, you should speak up during the ARD committee meeting. You can choose not to sign the IEP and ask for a facilitated ARD committee meeting. Our ARD page tells you more about your choices and rights.

If you and the school do not come to an agreement on the IEP, the school must implement an IEP that the ARD committee decides is appropriate for your child. The school has to give you notice that this will happen. At this point, your family has different choices and rights. To learn more, see our When You’re Having Trouble Getting the Right Services for Your Child page.

Least Restrictive Environment (LRE) for Your Child

It’s helpful to know that no matter what happens in the ARD committee meeting, your child has certain rights under IDEA, including a right to a Least Restrictive Environment or LRE. This means a student has a right to learn in a setting where they can spend as much time as is appropriate with students who do not have disabilities – and is as close to home as possible. If the ARD committee places your child somewhere other than the regular classroom, their IEP must note why they need a more restrictive placement. Learn more about your child’s rights on our Your Child’s Right to a Public Education page.