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Understanding Your Child's IEP

Present Levels of Performance & Annual Goals

When creating annual goals for your child, the IEP team will:

  • Use baseline data to show how your child is performing​

    • These may include: standardized tests, observations, classroom-based assessments, student work samples, or state test results.

  • Make sure your child's IEP includes clear goals

    • Goals are based on evaluation results, teacher input, parent input, student performance, and other information about your child.

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Every goal has three important sections:

  • Where your child is currently performing in the area

  • What they are expected to achieve in one school year

  • How and when the school will check if they are making progress

 

To see how well your child is doing, the school can use two types of data:

  • Informal Data: classwork, homework, quizzes, tests, and how they perform and present in class

  • Formal Data: beginning, middle, and end-of-year tests, rating scales, reports about their progress, and state standardized tests (i.e., DC CAPE and MSAA)​

Special Education & Related Services

In your child's IEP, there is a section specifically for special education and related services. This section lists the services your child gets, the setting for each service, and how often they receive it.

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​What Is IEP Instruction Time vs. Related Services?

When a student has an IEP, their school day may include two different kinds of support: IEP instruction time and related services. Both are important, but each has a different purpose. Click below to learn about each one.

IEP Instruction Time

IEP instruction (specialized designed instruction) time is when your child receives specially designed instruction. This means teaching is adjusted to meet your child’s unique learning needs. It is based on the goals written in your child’s IEP. Specially designed instruction may: • Change how a lesson is taught • Adjust what your child is expected to learn • Provide extra support, practice, or different materials This instruction may be provided by: • Special education teacher • General education teacher • Both teachers working together Examples include: • Small‑group or one‑on‑one reading or math instruction • Support with writing, organization, or learning strategies • Instruction in a special education classroom or support in the general education classroom This is teaching time. Your child is learning new skills or practicing skills they need extra support with. ​

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Related Services

Related services are supports that help your child access learning and benefit from instruction, but they are not academic teaching. Examples include: • Speech therapy (communication skills) • Occupational therapy (OT) (fine motor skills, sensory needs) • Physical therapy (PT) (movement and strength) • Behavioral support services • Related services help remove barriers so your child can succeed in the classroom and fully participate in school. How Are These Services Scheduled? • Both IEP instruction time (specially designed instruction) and related services are written clearly in your child’s IEP. The IEP team (which includes you!) decides: • How often services happen • Where they happen (in the classroom or outside the classroom) Schools try to schedule services in a way that: • Helps your child miss less classroom instruction when possible • Supports your child’s learning and well‑being • Meets your child’s individual needs Some services may happen during class, and others may happen outside the classroom, depending on what works best for your child.

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A Helpful Tip for Families

If you ever have questions, you can ask:

  • “How does this service help my child meet their IEP goals?”

  • “When will this service happen during the school day?”

  • “Is my child missing important class time?”

You are an equal member of the IEP team, and your questions are always welcome.

Classroom Accommodations & Assessments

Accommodations and/or modifications are required to support your child in the classroom and during Statewide Testing.

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These may include:

  • Preferential seating

  • Extra time to complete work

  • Frequent breaks

  • Clarification or repetition of directions

  • Enlarged print material

  • Read aloud support

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If the IEP team determines that your child should take part in alternate assessments, instead of taking District of Columbia Comprehensive Assessments of Progress in Education (DC CAPE), this decision will be included in your child's IEP.

Transition Plan

Transition plans are developed for students ages 14 and older to prepare them for life after high school. Transition plans include the following:

 

  • Age-appropriate assessment data

  • Your child's academic, skills, and career interests

  • Your child's strengths and needs

  • Goals your child will work on during the school year

  • Long-term goals for life after high school based on your child's interests

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