Quick Reference IEP Glossary Plain English Terms for Teachers

If you’ve ever tried to make sense of special education paperwork, you already know that it can feel like speaking a whole new language. From “IEP” and “FAPE” to “LRE” and “PWN,” special education is filled with abbreviations, acronyms, and insider lingo and jargon that can make even experienced educators pause. And when you search online for help, terms like IEP plan or learning support plan only add to the confusion. This IEP glossary is for you.

This IEP glossary is your plain English guide to understanding Special Education, Individualized Education Programs (IEPs), and the related words you need to know. Whether you’re wondering what an IEP is, how it compares to a 504 plan, or who qualifies for special education services, this post will walk you through the key terms in a way that makes sense.

This is the guide I wish I had when I started teaching. Because you need to understand the language of special education to support your students, partner with families, and be confident in your practice. To make it even easier for you, here’s a quick highlight of the terms from the IEP glossary.

Quick Reference Guide

Don’t have time to scroll the entire IEP glossary? No problem. Here is a quick reference of all the IEP terms you will need to know.

Process & Paperwork Terms

• Referral – A formal request to evaluate a student for special education.
• Evaluation / Initial Evaluation – The testing process used to determine eligibility.
• Informed Consent – Written parent permission for evaluations or services when the family is fully informed and on board with the proposed process.
• Eligibility Meeting – Where the team decides if a student qualifies for an IEP.
• IEP Meeting / Annual Review – Held at least once a year to revise and update the IEP.
• Reevaluation (3-Year Review) – Process of reevaluating a student to determine if they still qualify for an IEP, which is required at a minimum of once every 3 years. 
• IEP Amendment / Addendum – A change made to the IEP not at the annual IEP meeting.
• Prior Written Notice (PWN) – A summary of what decisions were made and why at an IEP meeting.
• Procedural Safeguards – Legal rights that protect students and families.
• General Education Participation Statement – Explains how much time the student will spend with nondisabled peers in the general education setting.

Service Delivery & Placement

• IEP Service – Specialized instruction or other services that students require to benefit from their education.
• Service Minutes – How much time a student gets for each IEP service.
• Push-In vs. Pull-Out – Whether services are provided in or outside of the general education classroom.
• Inclusion – Educating students with disabilities in the general education settings alongside their typically developing peers. 
• Self-Contained Classroom – A special education classroom with only students with IEPs.
• Itinerant Services – Services delivered by providers who travel between schools or settings.
• Resource Room – A small group setting for focused instruction on IEP goals with only students with IEPs.
• Specially Designed Instruction (SDI) – Instruction adapted for an individual learner to help them meet their goals. This is what makes an IEP an IEP. 
• Least Restrictive Environment (LRE) – The most inclusive setting appropriate for the student.
• Case Manager / Special Education Teacher Role – The teacher is responsible for managing the IEP and supporting implementation.

Instructional Supports

• IEP Goals  – Goals with specific skills the student will work on for the duration of the annual IEP.
• IEP Goal Objectives – Smaller milestones the student will make on the way to reaching the IEP goal, typically measured each quarter.  
• IEP Goal Benchmarks – Smaller, trackable steps for long-term IEP goals.
• Supplementary Aids and Services (SAS) – Tools and supports for learning in general education.
• Assistive Technology (AT) – Devices that help students access learning.
• Visual Supports – Pictures, charts, or schedules that support understanding.
• Sensory Supports – Tools or strategies that help with sensory regulation.
• Behavioral Support Services – Counseling or interventions tied to behavioral needs.
• Accommodations – Changes to how students learn or show what they know.
• Modifications – Changes to what students are expected to learn.
• Transition Plan / Transition Services – Supports to help students reach post-high school goals.
• Extended School Year (ESY) – Services provided outside the normal school year to prevent regression.

Assessment & Data

• Progress Monitoring – Tracking progress toward IEP goals over time.
• Progress Reports – Updates shared with families on IEP goal progress (like a report card).
• Alternate Assessment – Special assessments for students with significant disabilities who are not learning the standard curriculum.
• Baseline Data – Starting data that helps measure student growth.
• Functional Behavior Assessment (FBA) – A process for identifying the reason behind a behavior.
• Behavior Intervention Plan (BIP) – An individualized plan with strategies to support positive behavior.

IEP Glossary

You have come to the right place if you are looking for a breakdown of all the IEP terms. This IEP glossary gives you an in-depth look at each word.

Process & Paperwork Terms

Referral

The very first step in the special education process. A referral is a formal request, usually made by a teacher or family, for a student to be evaluated for special education services. 

At the referral meeting, if it’s determined that the student is in need of an evaluation because there is a suspected disability, the family will give written permission for the school to evaluate the student. This kicks off the evaluation timeline under IDEA, which requires the evaluation to be completed in 60 days. 

However, teams may decide that an evaluation is not needed after an initial referral. For example, a parent/guardian may bring in a note from a doctor saying that the student has ADHD and needs an IEP. With this initial referral, the team is required to meet to discuss the concerns of the family and doctor, typically within 10 calendar days of the referral. However, if there is no data showing the student is in need of additional support (they’re doing well academically, behaviorally, and socially/emotionally), the team may decide the student does not need an evaluation.

Evaluation / Initial Evaluation

This is the testing process used to determine if a student qualifies for special education services.

It must assess all areas of suspected disability and be completed within 60 calendar days. Typically, an evaluation will include some standardized test of achievement, interviews with the family and teachers, some checklists of how the student is performing functionally and socially, and observations of how the student participates in school.

And it must be non-discriminatory, meaning that the tests provided should be valid, reliable, and appropriate for the student. For example, students who are new to the country and learning English should have tests that take these variables into consideration.

Informed Consent

Parents or guardians must provide written permission before the school can begin evaluations, start services (IEPs), or make significant changes to a student’s IEP. No consent = no services.

The important word here is informed. IEP teams must be very clear about what they are proposing in the evaluation and/or in the IEP.

An example of when consent is not informed would be if a family is told the student will be evaluated for one disability, but additional evaluations are given. Or, if the family is rushed through the process without being given time to consider or ask questions.

Eligibility Meeting

This meeting is held after the evaluation process to determine if a student qualifies for special education under one of the 13 disability categories. It is often the first time families and school staff meet formally as a team.

At this meeting, everyone who was involved in the evaluation will read or summarize the important information from their portion of the assessment.

After reviewing all data, the team will discuss the definition of the disability, typically using a checklist/worksheet. The team will decide if the student qualifies for an IEP based on if (1) the team determines the student meets the criteria for having a disability, and (2) that disability impacts their education and they require specialised instruction (an IEP). 

If the student qualifies, the IEP team will reconvene to discuss what the IEP will look like. Usually, this is within 30 days of the eligibility meeting.

IEP Meeting / Annual Review

Once a student qualifies for an IEP, the IEP must be reviewed and updated at least once a year. At the annual IEP meeting, goals, accommodations, and services are set based on the student’s current needs.

Typically, the special education teacher will review the student’s performance on last year’s goals, how the student is currently using their accommodations, and propose changes for the coming year. This includes discussing what new annual goals will be added and any needed changes in services.

Reevaluation (3-Year Review)

Every student receiving special education services must be re-evaluated at least every three years to confirm that they still qualify for an IEP. 

The reevaluation also helps update the IEP team on how the disability is currently impacting their education. 

Often, these are simply “file reviews,” but the IEP team should have a discussion around what new data is needed to determine if the student still qualifies.  

IEP Amendment / Addendum

The annual IEP is set for one year; however, at any point in that year, the IEP team can come together to discuss if changes are needed.

This could be due to a new difficulty the student is having that requires new goals and/or accommodations or services. Or it could be due to a student mastering a goal or no longer needing accommodation. In this case, the team will remove unneeded supports.

Amendments don’t always require a full IEP team meeting. Simple changes can often be done quickly over the phone and then with a guardian’s signature on the updated IEP. This is typically the cause for small changes, typos, or incorrect dates. 

Prior Written Notice (PWN)

This is a required document given to families after each IEP meeting. It explains what’s being proposed by the school or family, if it was refused or accepted, why, and what data supported the decision. It’s basically a summary of what happened at the IEP meeting, so that it’s very clear for families what’s going on with the IEP.

General Education Participation Statement

Every IEP must include a clear explanation of how much time the student will spend in general education and why any time outside of general education is necessary. The general education participation statement is simply a statement of when the student is in and out of general education settings. 

Having this statement makes it very clear to everyone the percentage of time the student is included. This percentage is reported to the state for all students. This is directly tied to the Least Restrictive Environment (LRE) requirement.

If a student is pulled out for part or all of the day, the IEP must document:

• What services are being delivered outside of general education
• Why is general education alone is not sufficient
• How the team determined this setting was appropriate

Service Delivery & Placement

IEP Service

An IEP service is the specific instruction and support a student receives to help them work toward their IEP goals. These services are written into the student’s Individualized Education Program (IEP) and must be provided by the school. This is not simply an accommodation!

Services might include:

• Specialized Instruction (this is tailored instruction in reading, math, study skills, behavior/social skills, and/or other areas)
• Related services (like speech therapy or counseling)
• Aide or paraprofessional support
• Transportation (like a special van or bus required to safely get to school)

Each service in the IEP should list what the service is, who will provide it, how often, and where it will happen (in the general education classroom, in a separate space, etc.).

Service Minutes

In the IEP, this refers to the number of minutes each service will be provided. It also notes where and how that service will be delivered (in the general education classroom or a separate setting).

It’s usually listed as minutes per week. In secondary schools on block schedules, it is usually listed in minutes per every two weeks. Service minutes should align with the intensity and number of IEP goals and reflect what’s needed to help the student make progress. 

For example, more math goals = more math service minutes. During those service minutes, the student will receive instruction to work on their IEP goals. 

Push-In vs. Pull-Out

Push-in means services happen in the general education classroom. A special education service provider (teacher, speech pathologist, occupational therapist, para under the supervision of a teacher, etc.) will come into the general education classroom to work with the student.

Pull-out means the student is taken to a different setting for support. Typically, this is a special education classroom. 

Both models can be effective depending on student needs. However, it’s generally best to use an Inclusion First (push-in) mindset. This means that teams should start with the assumption that the student can receive the service in the general education classroom. Any decision to pull the student to a more restrictive setting should be based on data.

Inclusion

Inclusion refers to educating students with disabilities in the general education setting alongside their nondisabled peers.

It’s more than just a physical location. It is also about ensuring access to grade-level curriculum, opportunities for peer interaction, and a sense of belonging. It’s tied closely to the concept of Least Restrictive Environment.

It matters greatly because students who are not in inclusive settings lose opportunities to learn from their typically developing peers. It’s difficult to learn how to interact with people without disabilities if you’re not around them during your school day. Students with disabilities who are included in the general education setting have better outcomes all around- better speech, reading, math, behavior, happiness, and transitions out of school. 

Students without disabilities also benefit. They become more collaborative, empathetic, and have more opportunities to be leaders. Plus, there is no effect on their academic outcomes. 

Self-Contained Classroom

A self-contained setting is a classroom that only includes students with disabilities. These classrooms usually have smaller teacher-to-student ratios, structured routines, and support staff like paraprofessionals.

Some students require self-contained classrooms for part or all of their day. However, there is a trade-off of missing opportunities to access the general education instruction as well as be socially included with their non-disabled peers. 

While self-contained placements can meet intensive needs, they should be used only when less restrictive placements can’t provide educational benefit. The IEP must document the need for this setting and explain how it meets the student’s needs better than general education.

Itinerant Services

This is when specialists (like a speech-language pathologist, hearing specialist, or vision teacher) travel between schools or locations to deliver services. They may even travel to the home setting or day care settings for young children. 

These services still must follow IEP timelines, documentation rules, and collaboration requirements.

Resource Room

A resource room is a self-contained classroom where students with IEPs can receive specialized instruction to work on IEP goals for a part of the school day. 

A resource room is considered a special education placement because there are no peers in the room without IEPs. Many students spend just part of their day in a resource room working on their IEP goals, while they spend the rest of their day in the general education classroom. 

For example, a student may be in general education for everything except for the 25 minutes a day. During those 25 minutes, they go to a resource room, where they receive reading instruction from their special education teacher.

While it does remove the student from the general education setting, it’s a good option in many cases. For example, if the student is in high school and reading on a 3rd-grade level, a resource room may allow them to work on targeted reading skills that aren’t covered in high school English class. They may also be more willing to work on these skills if they’re not in the same room as their typically developing classmates. 

At the secondary level, students usually have this built into their schedule. For example, on their class schedule, it may say the second block is “academic resource” or “reading resource.” This is when they receive their special education services. 

Specially Designed Instruction (SDI)

This is the heart of an IEP.  SDI is instruction that’s adapted specifically to meet the student’s unique learning needs to master their IEP goals. SDI is the service provided related to any academic subject or behavioral/social skill, as well as for speech, OT, or anything else a student has an IEP goal related to.  

Importantly, SDI is not an accommodation. It’s a service. It’s the teaching side of special education, tailored to help a student meet goals they wouldn’t reach through general instruction alone.

For example, a student may have an accommodation to take breaks when frustrated. That’s just an accommodation or a strategy any teacher could use for any student. 

The Specially Designed Instruction comes in when the student has an IEP goal related to taking breaks when frustrated. The SDI would be a teacher or para teaching the student how to take the break. This might include how to identify when they need a break, how to ask for it, where to go, and what self-regulation strategies to use when they are on a break so they can return. 

For an academic example of how SDI is not a strategy, consider graphic organizers. Many students may benefit from the use of graphic organizers. However, it only becomes SDI if the teacher develops a specific way to teach the student how to use a graphic organizer based on the student’s needs and IEP goals. 

SDI might include:

• Breaking down a skill into smaller parts
• Teaching step-by-step how to perform a skill
• Unique visual supports or hands-on tools, and teaching the student how to use them
• Practicing skills in more structured or repeated formats with more direct feedback

Least Restrictive Environment (LRE) 

The LRE is the most inclusive setting appropriate for the student.

The goal for all students is to maximize the time they spend with typically developing peers. Put another way, “how can we make the student’s school day as close to what it would  look like if they didn’t have an IEP?”

Students who are fully included in the general education setting (a regular classroom) are more successful in school and after graduation. IEP teams must do their best to have students in the general education setting as much as appropriate. This is called the student’s Least Restrictive Environment or LRE. 

Case Manager / Special Education Teacher Role 

In addition to working with students and providing instruction, special education teachers are also case managers in charge of the student’s IEP. As a case manager, they are responsible for ensuring the IEP is up to date, reflects the needs of the student, is collaboratively built with input from all members of the IEP team, and is implemented correctly. 

Case managers also must ensure that data is collected on the student’s progress and that progress is reported to the IEP team. They’re the go-to person for questions on how to implement the IEP and how to meet the needs of the student. 

Transition Plan / Transition Services

Students have better outcomes after graduation when their IEP teams plan for the skills they will need to reach their goals after high school.

Transition plans outline the student’s goals for after high school as well as activities that they will engage in to help them reach their goals. 

For example, a student may have a goal to live alone after high school. Transition services may include activities related to budgeting, independent living skills (laundry, cooking, etc.), and practice finding and applying to rent an apartment. 

Another common goal is to enroll in college. Students may work with their families and teachers or counselors to research colleges in their area that have programs they’re interested in. They may also help them apply for financial aid to help them reach this goal. 

Federally, transition plans are a required part of every IEP starting at 16 years old. However, many states have a younger age requirement, most commonly 14 years old. It’s never too young to start planning for the transition out of high school. Research shows there’s benefits to starting in Pre-K. 

Extended School Year (ESY)

Extended School Year services (ESY) are a continuation of IEP services that take place over the summer break. This is not summer school. 

ESY services are generally only a few hours a week and are specifically focused on IEP goals. 

Students must show that they require these services, generally by having a regression in their skills over a break. They may also qualify if they are on the cusp of mastering an IEP goal right before summer. 

For example, if a student is performing an IEP goal skill at 50% before winter break, and they drop to 20% after break, taking several weeks to recoup their skills back. This would likely demonstrate that the student needs services over the summer to prevent losing their skills. 

Students may qualify for ESY for just one or a few of their IEP goals, but not for others. This means they’ll need less time at school during ESY. 

Instructional Supports

IEP Goals (also called Annual Goals)

IEP goals are measurable goals for gaining skills that the student will work on for the duration of the IEP. These goals must be based on the student’s present levels of performance and be written clearly enough that progress can be measured objectively. Typically, they’re written as SMART goals.

When the IEP is updated every year (as required by law), the goals for the next year are set by the team. The goals cover any areas that the student needs to improve on in order to be appropriately educated. This could include goals in academics, behavior, speech and communication, occupational therapy, and possibly other areas. 

Example IEP Goal: Given a randomized list of 2nd grade sight words, Ron will correctly read 80 of the sight words with 95% accuracy by the end of the annual IEP. 

Learn more about writing appropriate IEP goals here.

IEP Goal Objectives

IEP goals are for a full year, which makes it harder to measure if the student is on track, especially if the student has more significant disabilities and may fluctuate in their performance. 

So, objectives or benchmarks can be used to help track progress towards reaching annual goals.

Objectives are usually optional unless the student takes alternate assessments, in which case they are required by law. They break down the annual goal into smaller, manageable steps that show progress over time, typically on a quarterly basis. They help guide instruction and make tracking progress more manageable.

Example:

IEP Goal: Given a randomized list of 2nd grade sight words, Ron will correctly read 80 of the sight words with 95% accuracy by the end of the school year. 

Objectives: 

• Ron will correctly read 20 of the sight words with 95% accuracy by the first quarter.  
• Ron will correctly read 40 of the sight words with 95% accuracy by the second quarter
• Ron will correctly read 60 of the sight words with 95% accuracy by the third quarter

IEP Goal Benchmarks

Benchmarks are another way of breaking up long-term IEP goals. They are smaller skills that lead up to the full annual IEP goal. They’re most commonly used for students on alternate assessments and help teams monitor smaller, incremental progress.

For example, if a student has a goal to write a 3-sentence paragraph independently, benchmarks might include:

• Writing 1 sentence with correct capitalization and punctuation
• Writing 2 related sentences 
• Writing 3 related sentences with prompting
  

Supplementary Aids and Services (SAS)

These are tools or supports provided to help a student participate in general education settings alongside their peers. This is a very specific term, and it’s honestly a confusing one. 

Supplementary Aids and Services include accommodations and services, but also include assistive technology and other adjustments to the environment. The idea is that SAS are designed to increase participation, not just access.

Assistive Technology (AT)

Any device, tool, or software that helps a student with a disability access instruction or communicate.

AT can be low-tech (like pencil grips or visual timers) or high-tech (like speech-generating devices, text-to-speech apps, or alternative keyboards).

If AT is required for a student to make progress, it must be included in the IEP—both the tool and the training/support required to use it effectively. 

However, not all AT must be paid for by the school. Often, insurance companies will pay for AT that the student transports to and from school with them. Consider things like wheelchairs, communication devices, and hearing aids. This varies by state and division a bit. 

Visual Supports

These are word- or picture-based tools used to clarify routines, expectations, or instructions. Visuals supports reduce verbal prompts from adults. When students use visuals instead of verbal prompts, they become more independent. 

Examples include:

• Picture schedules
• First/Then boards
• Step-by-step task cards
• Visual rules or calm-down choices
  

Visual supports aren’t just for students with autism. Many students benefit from seeing information presented in a concrete, visual format. In fact, they’re considered a universal support that all students (IEP or not) benefit from. Just think about the last time you followed signs at the airport or library. Without them, you would have had to ask for support along the way. 

Sensory Supports

Sensory supports help students regulate their nervous systems so they can engage in learning. These are commonly associated with autism, ADHD, anxiety, or sensory processing challenges, but students with other disabilities often require them as well. 

Common sensory supports include:

• Fidget tools
• Wiggle cushions
• Headphones
• Calm-down corners
• Access to movement or sensory breaks

These supports should be individualized, and some may require teaching the student when and how to use them appropriately. For example, there are many different kinds of fidgets. Just offering one to a student may not be helpful. Students should explore a variety in order to find one that helps keep them regulated without being distracting. 

Often, occupational therapists can collaborate with teachers to determine the best way to help students balance their sensory needs. 

Behavioral Support Services

These are services that support a student whose behavior is interfering with their learning or that of others.

This might include:

• Counseling
• Behavior consultation
• Behavior Intervention Plans (BIPs)
• Paraprofessional behavior support
  

If behavior services are needed, the IEP should include them clearly, often supported by data from a Functional Behavior Assessment (FBA).

Accommodations

Accommodations are changes that are made for the student in how they access their education. 

They can include changes to:

• The Environment (accessible desks, small group testing, seating up front, visual supports)
• Scheduling or Timing (extended time, frequent breaks, chunking of assignments)
• Presentation of Materials (larger font, reduced problems on a page, guided notes, written directions)
• Demonstration of Learning (read aloud for non-reading tests, use of a calculator, typing responses)

Unlike modifications, accommodations do not change what the student is learning. They just change how the student is learning or show what they learned. 

Learn more about accommodations and how to choose accommodations that meet your students’ need here.

Modifications

Modifications are changes to the expectations of what a student will learn or be able to do. Students with modifications are generally on a modified curriculum, meaning that they are not expected to learn or be tested on the state standards. Instead, they are learning alternative standards that are abbreviated or simplified. 

For example, if the state standard is to write a 5-paragraph essay, the modified standard may be to correctly capitalize and punctuate a sentence. 

Because they significantly reduce the cognitive demand and expectations for students, they are reserved for only students with significant impairments who truly require the modifications. Any time the team discusses placing a student on a modified curriculum is considered a critical decision point. This is because once a student stops learning the standard curriculum, it’s very difficult for them to make up the gaps in their learning and graduate with a standard diploma. 

Students may have both modifications and accommodations. 

Legal & Compliance

IDEA (Individuals with Disabilities Education Act)

IDEA is the federal law that governs special education services in the United States.
It ensures that every eligible student with a disability has access to a Free and Appropriate Public Education (FAPE) through the development of an IEP. It also requires students to be educated in their Least Restrictive Environment (LRE) and provides protections for students and families known as procedural safeguards.

IDEA sets the guidelines for how IEPs are created, who qualifies, how evaluations happen, what rights families have, and how schools must provide services tailored to student needs. It’s a lengthy bill that lays out what schools must and can’t do when educating students with disabilities. 

504 Plan

A 504 Plan is not the same as an IEP. It’s a support plan created under Section 504 of the Rehabilitation Act for students who don’t need specially designed instruction (IEP services) or annual goals, but still require accommodations to access learning.

504 Plans:

• Don’t include goals or services
• Don’t require annual meetings (though updates are recommended)
• Can support students with medical needs, ADHD, anxiety, etc. 

These plans are especially common when a student doesn’t qualify for an IEP but still needs extra help to succeed. 

The question to differentiate if a student needs a 504 or IEP is: can the student be successful with just accommodations (like extra time, breaks, or seating changes)? If yes, then they will receive a 504 plan. If they need more, meaning specialized instruction from a special education teacher, then they will receive an IEP.

FERPA (Family Educational Rights and Privacy Act)

FERPA is the federal law that protects the confidentiality of student education records, including IEPs, evaluations, and discipline records. Think of it as “HIPAA for schools.”

Under FERPA:

• Only school personnel who work with the student can access their records.
• Teachers cannot discuss a student’s disability or IEP with others unless it’s required to support the student.
• Families have the right to request and review their child’s educational records at any time.
  

Due Process

Due Process is a formal legal procedure that families (or schools) can use to resolve disputes about a student’s special education services.

This may involve:

• A complaint filed with the state
• A mediation session
• A due process hearing with a neutral third-party judge
• Escalation to the court system

Due process is part of procedural safeguards, a set of rights guaranteed to parents under IDEA to ensure fair treatment and shared decision-making.

Compensatory Services

Compensatory services are make-up services provided to a student when the school fails to deliver something written in the IEP.
This might happen if:

• A therapist is absent, and sessions are missed for weeks
• There was a service disruption due to staffing issues or school closures
• The school was found to be out of compliance or to have provided inappropriate services
  

Compensatory services aren’t optional; they’re legally required to help the student make up for lost learning time.

Manifestation Determination

This is a required meeting any time a student with an IEP is being considered for a disciplinary change of placement. This meeting is required if a student with an IEP is suspension for more than ten cumulative school days in a single school year or expelled.

The team must decide:

• Was the behavior caused by or directly related to the student’s disability?
• Did the school fail to implement the IEP appropriately?

If the answer to either question is yes, the student cannot be removed in the same way a general ed student might be. Instead, the student will return to school, and the IEP team must adjust supports and/or placement as needed. 

If the answer is no to both, then the suspension will stand. 

Procedural Safeguards / Parent Participation

Procedural Safeguards are the legal rights and protections families have under IDEA.
Among many other rights, they include:

• The right to participate in IEP meetings (even if it means moving the meeting date so the parent can join)
• The right to consent (or decline) evaluations and services
• The right to dispute decisions and request mediation or due process
• The right to receive Prior Written Notice any time the school proposes or refuses a change

Schools must provide families with a copy of their procedural safeguards at least once a year, and more often when requested or when significant changes are proposed.

Assessment & Data

Progress Monitoring

Progress monitoring is the regular collection of data to track how a student is progressing toward their IEP goals.

This might involve:

• Weekly or monthly data sheets
• Curriculum-based measurements
• Teacher observations
• Checklists or rubrics

Progress must be reported to families at least as often as general education report cards are issued. The data helps teachers adjust instruction and ensures the student is on track to meet their goals.

The gold standard of progress monitoring is to graph student data and compare their progress to the goal. Graphing and visual representation of the data make the conversation around student progress easy and clear. 

Progress Reports

Progress reports are basically report cards for IEP goals. Schools are required to report student progress on IEP goals to families at least as often as general education students’ report cards and interims are reported. 

Alternate Assessment

Alternate assessments are statewide tests designed for students with the most significant cognitive disabilities.

These students do not take the same standardized tests as their peers and are assessed on alternate academic achievement standards.

Only students who are accessing a modified curriculum (with extensive, specially designed instruction and modifications) take alternate assessments. This decision is a critical decision point because it can affect graduation options and post-school opportunities.

IEP teams should document why alternate assessment is appropriate and ensure families understand the long-term implications.

Baseline Data

Baseline data shows where a student is starting before any instruction toward an IEP goal begins.

This helps teams:

• Set appropriate goals
• Measure growth over time
• Make sure instruction is targeted
  

Example: If a student currently identifies 10 sight words, and the goal is to read 25 sight words, the baseline is 10.

All goals should include a baseline so that progress can be measured accurately.

Functional Behavior Assessment (FBA)

An FBA is a structured process for identifying the root causes—or functions—of a student’s challenging behavior.
It usually includes:

• Interviews with teachers and caregivers
• Direct observation of the behavior
• Review of records or past data
• Data collection (like ABC data)

The goal is to determine why the behavior is happening so that the team can develop an effective Behavior Intervention Plan (BIP).

Behavior Intervention Plan (BIP)

A BIP is a written plan that outlines how school staff will support a student whose behavior is interfering with learning. It includes:

• The behavior(s) being addressed
• The function of the behavior (from the FBA)
• Preventative strategies
• Replacement behaviors to be taught and strategies to teach the replacement behavior
• How to respond when the behavior occurs
• Data collection systems
  

BIPs should be individualized, focused on teaching (not punishment), and reviewed regularly to ensure they’re working.