Understanding The IEP
The Individualized Education Program (IEP) is more than just a document—it’s a legal plan that outlines your child’s educational supports, goals, and services. Understanding its sections will help you advocate for a strong, clear, and enforceable plan that truly meets your child’s needs. Below, we break down each section of an IEP, including one of the most misunderstood parts—the Prior Written Notice (PWN).
Advocacy tips from my personal experience are marked with a 💡 emoji to highlight valuable insights, and ⚠️ warnings or red flags to watch for are marked clearly so you can feel confident and prepared during your next IEP meeting.
A Note on IEP Software & Formatting Challenges:
I know how challenging it can be to understand the IEP document. For starters, every school district uses one of a handful of software services that create the framework for each IEP. Sometimes, these programs make it difficult to distinguish between canned language and actual teacher input. Additionally, the order of information can vary depending on the software your school uses.
This guide is designed to help you read through an IEP and break it down into understandable sections so you can effectively advocate for your child.
STUDENT INFORMATION & PRESENT LEVELS OF PERFORMACE (PLAAFP)
This section provides a snapshot of your child's current skills and challenges in academics, behavior, communication, and functional skills. The PLAAFP should include:
Data-based descriptions of strengths and areas for growth
How the disability affects access to general education
Input from teachers, therapists, and parents
💡 Advocacy Tip: If the PLAAFP lacks measurable data (e.g., “struggles with reading” instead of “reads 25 words per minute”), ask for specifics.
MEASURABLE ANNUAL GOALS
Goal Breakdown:
These are the targets for skill development over the next year. They should be:
Specific – No vague wording like “improve reading”
Measurable – Must include how progress will be tracked
Attainable – Based on your child’s current level
Relevant – Tied to their needs and future independence
Time-bound – Set for achievement within the IEP year
How Many Goals Should Be Included?
If a child is full-time in special education (60 % or more per day), they should receive at least 2 goals across each qualifying area:
✅ Reading
✅ Writing
✅ Math
✅ Adaptive skills
✅ Behavior
✅ Social skills
✅ Communication (SLP goals should align with classroom goals)
✅ Fine motor (OT goals should align with classroom goals)
✅ Gross motor (if PT services are applicable)
This totals a minimum of 18 goals for a child receiving full-time special education services. If a child receives fewer minutes in special education, the number of goals may decrease accordingly.
⚠️ What to Watch: After preschool, I’m not a fan of having all academic goals under 'Cognitive.' Advocate for breaking this category down into reading, writing, and math to ensure targeted instruction. This may also influence the evaluation process. (reading, writing, and math combined). However, advocate for breaking them down separately into pre-academic skills to ensure a targeted approach. This may mean goals like matching, color ID, or other types of precursors to academics.
⚠️ Avoid These Goals: Be cautious of goals that are not developmentally appropriate. One common issue is assigning goals like prepositions and spatial concepts (e.g., 'put the toy under the table, over the cup') to young children who are still learning foundational skills. If a child is still working on attending skills, color identification, pointing at an object, or other pre-learning skills, these higher-level goals may cause frustration instead of meaningful progress.
💡 Advocacy Tip: Request a clear method for tracking progress (e.g., data collection every two weeks rather than only quarterly updates). If your child qualifies for multiple areas, ensure each goal is distinct and measurable, not bundled into a vague, catch-all goal.
Behavior Intervention Plan (BIP) Considerations:
If a child has problem behavior that significantly impacts learning, there should be a separate BIP included alongside the IEP.
A well-written BIP should:
Identify triggers and replacement behaviors
Include clear strategies for teachers and staff to follow
Outline how progress will be tracked
If a severe behavior plan is needed, ensure it is data-driven and reviewed regularly.
SPECIAL EDUCATION & RELATED SERVICES [AND MINUTES]
This section outlines what support your child will receive to meet their IEP goals. It includes:
Special education services (e.g., resource room, 1:1 support)
Related services (speech therapy, occupational therapy, behavioral supports, etc.)
Frequency, duration, and setting of each service
💡 Advocacy Tip: Make sure service descriptions are specific. Instead of “Speech therapy,” it should say, “Speech therapy, 2x per week, 30 minutes, in a 1:1 setting.”
⚠️ What to Watch: When school personnel say “Related Services” instead of “Direct Services,” Advocate for your child because this means they aren’t getting 1:1 support from a specialist. How are they measuring the indirect input from OTs and SLPs who may have large caseloads?
⚠️ Minutes Should Match Goals: If your child is in special education for 60% or more time, they should have a robust IEP. If the team only has 6 goals, then advocate for more time in general education because what are they working on for all those minutes with only a handful of goals? This is a Win/Win because either you get more goals or minutes!
ACCOMMODATIONS & MODIFICATIONS
Accommodations change how a child learns; modifications change what they are expected to learn. Examples include:
Accommodations: Extended test time, seating near the teacher, use of speech-to-text software
Modifications: Simplified assignments, pass/fail grading, alternative assessments
💡 Advocacy Tip: Ensure accommodations are realistic and consistently implemented—they should not just be a list of possibilities.
LEAST RESTRICTIVE ENVIRONMENT
The law requires that children with disabilities learn alongside their peers as much as possible. This section explains:
Why a child may need a special education setting
How inclusion opportunities will be provided
💡 Advocacy Tip: If your child is placed in a separate setting for more than 40% of the day, ask about opportunities for mainstreaming.
EXTENDED SCHOOL YEAR (ESY ELIGIBILITY)
Some children qualify for summer or extended break services to prevent regression. ESY is not based on disability category but on:
Past regression & recoupment challenges
Critical skills loss
Emerging skills that need reinforcement
💡When might ESY be a good fit? You might consider ESY if:
Your child doesn’t have access to high-quality ABA services full-time or lacks increased hours during the summer (see our article on how to identify a high-quality provider).
You know that your child’s current special education teacher will be the ESY teacher, and continuity of support will be maintained.
Your family is navigating limited access to summer programs or childcare, and ESY provides valuable structure.
⚠️ The realities of ESY: It’s important to note that ESY is often not the same level of support your child receives during the school year. It may include:
Often held in a different classroom in a new location
Hours are often limited to part-time, a few times a week, for 1-2 weeks a summer
Staff who are not familiar with your child (new teachers or paras)
Limited access to materials and curriculum
💡 Advocacy Tip: Schools often default to “no ESY.” If you believe your child qualifies, request a data review to support eligibility and ask about the specific ESY setting being proposed.
TRANSITION PLAN (REQUIRED BY AGE 16)
For students 16 and older, the IEP must include post-secondary goals and planning. This can cover:
Career and vocational training options
Independent living skills
Community participation goals
💡 Advocacy Tip: Encourage student involvement in the transition planning process.
PRIOR WRITTEN NOTICE (PWN) – The Most Misunderstood Section
The Prior Written Notice (PWN) is required any time the school makes a change to your child’s IEP. Despite its name, it can be used after meetings to document:
Parent concerns & objections
Decisions made by the team
Reasons why services are or are not provided
Why the PWN Matters & How to Use It:
🚨 Example 1: You Disagree with the IEP
If the school tells you that you must sign the IEP for attendance purposes, say:
➡️“I would like my objections included in the Prior Written Notice.”
➡️ This ensures a legal record of your concerns.
🚨 Example 2: The School Denies Your Request
If you ask for additional services and they say no, say:
➡️ “Please include the rationale for this denial in the Prior Written Notice.”
➡️ This holds the school accountable for their reasoning.
🚨 Example 3: A Service is Changing
If speech therapy is being reduced, say:
➡️ “I would like the data supporting this decision included in the Prior Written Notice.”
🚨 Example 4: Evaluations & Eligibility Decisions
If your child was evaluated but found “not eligible” for services, request:
➡️ “I want a detailed explanation in the Prior Written Notice, including what data was used to make this decision.”
💡 Advocacy Tip: The PWN is a powerful tool to ensure transparency. If something is missing from the IEP meeting, ask for it to be included in writing.
FINAL THOUGHTS: YOUR ROLE AS AN ADVOCATE
Understanding the full scope of an IEP gives you the confidence to advocate effectively. The Prior Written Notice, in particular, is a critical safeguard to ensure your voice is heard and documented.
Next Steps:
✔ Review your child’s IEP with this guide in hand.
✔ Make a list of concerns or areas that need clarification.
✔ Use the PWN to document any disagreements or missing details.
By being informed and proactive, you can help create an IEP that truly meets your child’s needs.
HOW ORCHID CAN HELP
At Orchid Academy, one of our key priorities is preparing our team to support you in the IEP process, whether your child receives full-time or part-time services. Our BCBAs are available to guide you through understanding the IEP, advocating during meetings, and collaborating with school teams.
Please reach out to your BCBA if you have questions or would like to schedule a consultation. You can also request additional support from me, Dr. Autumn Flick, who brings deep experience as a special education teacher and advocate.
📅 For a free consultation with me, click here.
