IEP (Individualized Education Program) Template

What is an IEP?

An Individualized Education Program (IEP) is a legally binding document developed for each public school student who qualifies for special education services under the Individuals with Disabilities Education Act (IDEA). The IEP outlines a student's current performance levels, measurable annual goals, the special education services they will receive, and how their progress will be measured.

Every IEP must be reviewed and updated at least once a year by the IEP team, which includes the student's parents or guardians, at least one general education teacher, a special education teacher, a school district representative, and when appropriate, the student themselves.

Template

Student Information

IEP Team Members

List all participants present at the IEP meeting, including their role and whether they attended in person or provided written input.

• Parent/Guardian:
• General Education Teacher:
• Special Education Teacher:
• LEA Representative:
• School Psychologist (if applicable):
• Related Service Provider(s):
• Student (if age-appropriate):
• Other:

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Document the student's current performance across relevant domains. Use recent assessment data, classroom observations, work samples, and teacher/parent input.

Academic Performance:

• Reading: Example: Student reads at a mid-2nd-grade level as measured by the Fountas & Pinnell assessment (Level J). Decoding skills are emerging, but comprehension of multi-paragraph texts remains below grade-level expectations.
• Mathematics:
• Written Expression:
• Other Academic Areas:

Functional Performance:

• Communication Skills:
• Social/Emotional Skills:
• Motor Skills:
• Daily Living Skills:
• Behavioral Functioning:

How the disability affects involvement in the general education curriculum:

Parent/Guardian input and concerns:

Student strengths and interests:

Measurable Annual Goals

Each goal must be specific, measurable, achievable, relevant, and time-bound. Include the condition, the behavior, and the criterion for mastery.

Goal 1:

• Area: e.g., Reading Comprehension
• Baseline: By the start of this IEP, the student correctly answers comprehension questions with 40% accuracy on grade-level passages.
• Annual Goal: By [date], when given a grade-level reading passage, the student will answer literal and inferential comprehension questions with 80% accuracy across three consecutive data points.
• Measurement Method: Curriculum-based measures, teacher-created assessments
• Progress Reporting Schedule: Quarterly

Goal 2:

• Area:
• Baseline:
• Annual Goal:
• Measurement Method:
• Progress Reporting Schedule:

Goal 3:

• Area:
• Baseline:
• Annual Goal:
• Measurement Method:
• Progress Reporting Schedule:

Short-Term Objectives or Benchmarks

Required for students who take alternate assessments aligned to alternate achievement standards. Recommended for all students to track incremental progress.

• Goal 1, Objective A:
• Goal 1, Objective B:
• Goal 2, Objective A:
• Goal 2, Objective B:

Special Education and Related Services

Accommodations and Modifications

Accommodations (changes in how the student accesses content without altering expectations):

• Extended time on tests (1.5x)
• Preferential seating near instruction
• Text-to-speech for reading assignments
• Graphic organizers for writing tasks
• Frequent check-ins for understanding
• Reduced visual clutter on worksheets

Modifications (changes to what the student is expected to learn):

• Simplified reading passages at instructional level
• Reduced number of problems on assignments
• Modified grading criteria

Testing Accommodations:

• State assessment accommodations:
• District assessment accommodations:

Least Restrictive Environment (LRE)

Document the percentage of time the student will spend in the general education setting and justify any removal from that setting.

• Percentage of time in general education: __%
• Explanation of removal from general education:
• Consideration of harmful effects on the student or others:

Transition Planning

Required beginning at age 16 (or earlier if determined appropriate by the IEP team).

Measurable Postsecondary Goals:

• Education/Training:
• Employment:
• Independent Living (if appropriate):

Transition Services:

• Instruction:
• Related Services:
• Community Experiences:
• Development of Employment Objectives:
• Daily Living Skills (if applicable):

Agency Responsibilities:

Progress Reporting

Progress toward annual goals will be reported to parents:

• At the same frequency as general education report cards
• Quarterly
• Other: ___

When to Use This Template

This IEP template is appropriate for:

• Annual IEP reviews — Update goals, services, and present levels each year
• Initial IEP development — After a student is found eligible for special education
• IEP amendments — Document mid-year changes to goals or services
• Transition meetings — When a student moves between schools or grade levels
• Re-evaluation meetings — Following triennial evaluations

Tips for Writing a Strong IEP

1. Start with the PLAAFP — Well-written present levels drive meaningful goals. Include specific data points, not vague summaries.
2. Make goals measurable — "Improve reading skills" is not a goal. "Read 120 words per minute with 95% accuracy on grade-level text" is.
3. Connect services to goals — Every service on the IEP should directly support at least one annual goal.
4. Include parent voice — Document parent concerns and input in the present levels. Parents are equal members of the IEP team.
5. Use baseline data — Every goal needs a clear starting point so progress can be measured.
6. Avoid jargon in parent-facing sections — Write so families understand the document without needing a special education degree.
7. Document everything — If it was discussed in the meeting, it should appear in the IEP. This protects both the student and the school.

Streamline Your IEP Documentation

Writing IEPs is one of the most time-consuming tasks in special education. NotuDocs can help you draft present levels, generate measurable goals from assessment data, and keep your documentation organized — so you can spend less time on paperwork and more time supporting students.