Step 4: How to Select IEP Services

How should IEP services be selected?

Services are selected based on the barriers identified in the present level of performance. As well as the IEP goals written for the student.

Students won’t get the instruction they need to reach their IEP goals by doing the same thing as everyone else. So, for every goal in the IEP, there should be services connected to the goal. 

So, if the student has an IEP goal(s) in… 

• Math →  “Specialized Instruction in Math”
• Reading → “Specialized Instruction in Reading” 
• Behavior → “Specialized Instruction in Behavior” 
• Social Skills → “Specialized Instruction in Social Skills” 

The actual instruction itself (what the teacher does when working with the student) will vary from student to student, based on what works for each individual. But it should be designed with evidence-based strategies and should be more intense than typical instruction. 

For example, specialized instruction in reading is likely to be more explicit, offer more opportunities for the student to practice, provide more feedback, and be more engaging than what the student originally received. 

How much time should each service be given?

There are different unwritten rules used to determine how much time each related service should receive in a week. For example, as a new teacher, I was told that a student should have 15 minutes a week for each IEP goal. This means that if they had two goals in math, they should have 30 minutes a week for specialized instruction in math. 

This might be a good starting point, but every student learns at a different rate, and each IEP goal is different. That might not be enough for many students to master two goals. So, when you hear these kinds of “rules,” think of them more like guidelines.

Another important factor influencing service time is the student’s participation in any special programs. For example, programs like Wilson Reading or Leveled Literacy Instruction (LLI) require a minimum amount of time for students to participate in instruction each week to be successful. Most programs at least have recommendations about the amount of time each week that students should participate in instruction. This minimum should be taken into consideration when writing the IEP.

When you are deciding how much time to allot, consider:

• How many goals does the student have in that area? A student with one math goal will need less service time than a student with four math goals. 

• How complex the goals are. Goals with more complex skills will require more time than goals that are more straightforward. 

• How quickly the student learns challenging skills. Each student is different. Some individuals will pick up on their goals more quickly, while others will require extra time for repeated practice and problem-solving. 
• If a program is being used that requires a minimum amount of time each day or week, students should be engaged in instruction. 

Special Considerations for Middle and High School

Once students get to middle school, it’s common for them to receive instruction in special education classes called resource classes. These classes show up on student schedules with titles like “Academic Resource” or “Study Skills.” Resource classes will only have other students with IEPs enrolled. 

This changes how service minutes are counted. Regardless of how many goals the student has, the number of minutes will be based on how much time they’re spending in classes with a special education teacher. So, the service minutes will come right off their schedule.

If a student is enrolled in a resource class, their IEP services will reflect the number of minutes they spend in that class each week. For example, if they have Academic Resource on their schedule for 50 minutes a day, they will have 250 minutes per week of specialized instruction on their IEP for that class. 

What about co-taught classes?

This is similar. If a student is in a co-taught class, meaning a class led by both a general and a special education teacher that has students with and without IEPs, their IEP should reflect the number of minutes spent in that class. 

For example, a student with block scheduling may go to a co-taught math class every other day. Many schools using block scheduling will use 2-week measurements on IEPs. If the classes are 90-minute blocks, their IEP would say 450 minutes of specialized instruction in math every two weeks.  

Where Should Services Be Provided?

When you are drafting services in the IEP, you’ll have to propose a location for the services to take place. You may have heard it said that “specially designed instruction is a service, not a place.” Meaning that just because the services are in an IEP does not mean they have to take place in a special education classroom. 

Services should be provided in the student’s Least Restrictive Environment (LRE). This is the setting where students can be fully included with their non-disabled peers while still making progress on their IEP goals and educational objectives. 

IEP teams should always consider providing services in the general education setting if possible. But some students genuinely need pull-out services.

Push In Services

Push-in services are delivered in the general education classroom. This means that the service provider (special education teacher, speech therapist, etc.) comes into the general education classroom to directly work with the student on their IEP goals and provide accommodations. This allows for opportunities for the student to receive instruction alongside peers who don’t have disabilities. This generally leads to more positive outcomes for all students. 

Pull Out Services

Pull-out services are delivered in the special education setting. This means that the student leaves the general education classroom and goes to another room (generally a “resource room”) to work with the service provider. They may be working in a group of students, but all students in the group will also have an IEP with similar services and goals. 

When you’re determining where to provide services to the student, you should consider: 

• Is it possible to provide the services in the general education setting? Research shows that more time in gen ed is better. However, some services aren’t appropriate in general education.
  • Some related services, such as medical or counseling services, require a more private setting. 
  • Highly distractible students may not be able to focus on intensive intervention with the commotion of a large classroom.
  • Students who are working on skills significantly below grade level may be embarrassed to work on their IEP goals in front of their peers. 

• Has the student made progress on IEP goals in the past? 

If the student is able to make progress on their IEP goals in the general education setting, that’s good evidence that they should remain in gen ed in the future. However, if quality and appropriate services have been provided in general education and the student is not showing progress, it may be worth exploring the special education setting. On the flip side, if they’ve never received services in the general education setting, it could be worth a try!

What about Related Services?

Related services are the specialized instruction that students need to access and benefit from their special education services. 

For example, a student who requires an IEP cannot benefit from the services provided in the IEP if they cannot ride the regular school bus and physically get to school. So, special transportation is a related service that many students require in their IEPs. 

Similarly, speech-language challenges will impact a student’s ability to fully benefit from specialized instruction in reading and participate socially at school. Speech-language therapy is provided to help students better access their instruction and education. 

Other Related Services

Other examples of related services include psychological services, occupational therapy, physical therapy, counseling, mobility training (using a white cane for a student with a visual impairment), ASL translation services, and social work services, among others. 

The related services are typically shorter in duration than the services themselves, such as 30 minutes a week with a speech therapist. However, they are tailored to the individual student and may be significantly more intensive. There’s no rule limiting the amount of related services.

Additionally, students may require a range of related services, including speech therapy, transportation, occupational therapy, and counseling, to fully access their education. 

Side note: Depending on the disability the student has, things like speech therapy can be a service (not a related service). For example, if the student’s primary disability is a speech-language disability, speech therapy may be their only service, and they may have no related services. 

Are you providing IEP Services?

Make it easy on yourself and track the IEP services you provide with a quick and simple PDF IEP Service Log! 

Take the confusion out of the paperwork so you can focus on what matters– providing great instruction to your students!

Choose from 7 versions of the logs, so your records can be just how you like them! You can even use them as fillable PDFs or print them for jotting quick notes after each class! You can keep track of service minutes, as well as interventions, student progress, and parent communication. 

IEP Service Logs

Take it from these teachers:

Extremely Satisfied  ⭐️⭐️⭐️⭐️⭐️

“I love this resource! I love the fact that I can have 9 weeks of data on one page. It allows documentation for attendance, info on skills that are addressed each week and a place to note progress monitoring.”

-Kimberly T. 

Extremely Satisfied  ⭐️⭐️⭐️⭐️⭐️

“I use this to track when I am working with a student in addition to progress monitoring collection.” 

–Maz297