The goal of any IEP is to produce quantifiable results and by determining the baseline abilities of a student, educators can later assess if goals and objectives are being met. Furthermore, identifying a student’s struggles as related to their disability will help the committee determine appropriate goals and services in the later sections of the IEP. Establishing a student’s Present Level of Performance (PLOP) also requires describing their strengths and taking input from parents, important information in assembling an individualized plan. The language of the PLOP should be understandable by parents and professionals and information from technical evaluation reports should be translated into clear, concise statements (Guide to Quality Individualized Education Program Development and Implementation, 2010). The Georgia Department of Education recommends the following areas to be addressed in their model form (2011):

• Results of initial or most recent evaluation and results of state and district assessments - Example: Behavioral Assessment (date) Student could not remain in seat for more than 10 minutes after correction from teacher for 12 occurrences. Student destroyed crayons and other class material during activity. Student was not proficient in math or writing in the Georgia Milestone test.
• Description of academic, developmental, and/or functional strength - Example: Student has good memory and will reliably recall past material covered. Student has discouraged another student from bullying. Student always brings in completed homework.
• Description of academic, developmental, and/or functional needs - Example: Student has trouble expressing himself while writing - understanding sentence structure and grammar. Student has trouble with abstract reasoning, especially in math, he does not understand symbols or the concept of fractions. Student has difficulty maintaining focus and remaining on task. Student fails to complete at least three assignments a week.
• Parental concerns regarding their child’s education - Example: Parents state that student has trouble focusing at home and that he does his homework under supervision. Parents agree that the student has struggled to understand math concepts, but feel that his struggles with writing can be mostly attributed to poor instruction the previous year.
• Impact of the disability on the involvement and progress in the general educational curriculum (for preschool, how the disability affects participation in appropriate activities) - Example: Student’s difficulty in staying on task leads to an inability to complete assignments and often disrupts the class. Student’s difficulty with writing means that he will likely not have satisfactory grades on end of course assessments.

According to the Guide to Quality Individualized Education Program Development and Implementation (2010), “annual goals are statements that identify what knowledge, skills and/or behavior a student is expected to be able to demonstrate within the year during which the IEP will be in effect.” The IEP committee should use any identified deficiencies from the PLOP, along with individual needs, to craft goals for the student that align with their current abilities. Teachers should use goals to develop individualized instruction. Goals should be designed to meet the student’s needs in relation to their disability and help them make progress in the general education curriculum (IEP Model Form, 2011). Goals should also take into account other educational needs resulting from disability. Goals must be accompanied by criteria for mastery (measure if goal has been met), method of evaluation (how progress is measured), and progress towards goals. Parents must be informed of progress made on the student’s goals throughout the year.

Teachers should not confuse the goals of the curriculum or standards with the goals of an IEP. By reaching the goals defined by the IEP, a student will certainly be in a better position to master the curriculum by developing skills that have been hampered by their disability. These skills can include, “reading, writing, listening, organization, study skills, communication, physical development, motor skills, cognitive processing, problem-solving, social skills, play skills, memory, visual perception, auditory perception, attention, behavior, and career and community living skills” (Guide to Quality IEP, 2010). For example, a student with ADHD is struggling with math and failing to complete assignments. This student will likely have behavioral goals aimed at maintaining engagement versus having his goal be to reach grade level math proficiency.

In order for students to be placed in the Least Restrictive Environment (see section x.) and receive the maximum exposure to the general education experience, supplementary aids and services may be recommended to assist disabled students. Accommodations and support for school personnel may also be offered to provide support for students. This support does not change what a student is taught, but is used to help children progress in the curriculum (Quick Guide to IEP, 2007). The IEP committee determines the necessary supplemental aids and services by taking into account the academic, extracurricular, and nonacademic environments that a student might engage in learning, interaction, and development (Supplementary Aids and Services, 2013). The IEP committee should also decide when the services will begin, how often they are needed, and where the services will take place.

Supplementary aids could mean alternative or modified course material, such as highlighted work, study guides, or other formats (Braille, large print). Sign language, paired reading and writing, and instruction in language other than English could be used to alter the presentation of subject matter (Supplementary Aids and Services, 2013). A student may have special environmental needs, for example a student with ADHD might need to sit further away from classmates when working on individual assignments in order to encourage focus. This section could identify special staff support needed, such as having the special education instructor giving instructions one-on-one for assignments.

Supplementary aids and services includes assistive technology devices and services. In the Guide to Quality IEP (2010), an assistive technology device is defined as, “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of a student with a disability.” An assistive technology service is simply teaching students to use the assistive devices. Technology devices include: computer, specialty software, wheelchair, and communication devices. Teachers and other school staff may need special training to accommodate and help students with their technology device(s).

Teachers might be confused in distinguishing related services from supplemental service. Supplemental services allow students to be educated with nondisabled students as much as possible, insuring the least restrictive environment. Related services is geared more towards enhancing and supporting a student’s special education in order to fulfill the annual goals and to complete the general education curriculum. Services should be included based on individual needs and “cannot be based solely on factors such as the category of the student’s disability, the availability of special education programs or related services or personnel, the current availability of space, administrative convenience, or how the district/agency has configured its special education service delivery system” (Guide to Quality IEP, 2010).

On an IEP, related services may be divided according to whether or not they are offered in or out of the classroom. In the classroom, related services can include audiology services, interpreting services, and integrated co-teaching services. IDEA includes a number of related services that could be offered outside the class: psychological services, physical and occupational therapy, recreation, counselling services, orientation and mobility services (although this could be defined under supplementary services as well), and medical services. The law covers many services, but is not exhaustive. If the IEP determines that an alternative service is needed in order for the student to reach their goals, then it should be included in the IEP. Transportation is another service that that applies to inside/outside of the classroom. Transportation is not only how the child travels to and from school, but how they move through the building and what equipment will be required for them to do so.

Teachers might be confused in distinguishing related services from supplemental service. Supplemental services allow students to be educated with nondisabled students as much as possible, insuring the least restrictive environment. Related services is geared more towards enhancing and supporting a student’s special education in order to fulfill the annual goals and to complete the general education curriculum. Services should be included based on individual needs and “cannot be based solely on factors such as the category of the student’s disability, the availability of special education programs or related services or personnel, the current availability of space, administrative convenience, or how the district/agency has configured its special education service delivery system” (Guide to Quality IEP, 2010).

On an IEP, related services may be divided according to whether or not they are offered in or out of the classroom. In the classroom, related services can include audiology services, interpreting services, and integrated co-teaching services. IDEA includes a number of related services that could be offered outside the class: psychological services, physical and occupational therapy, recreation, counselling services, orientation and mobility services (although this could be defined under supplementary services as well), and medical services. The law covers many services, but is not exhaustive. If the IEP determines that an alternative service is needed in order for the student to reach their goals, then it should be included in the IEP. Transportation is another service that that applies to inside/outside of the classroom. Transportation is not only how the child travels to and from school, but how they move through the building and what equipment will be required for them to do so.

This section deals specifically with requirements set forth by the Individuals with Disabilities Education Act (IDEA). IDEA defines a Least Restrictive Environment (LRE) as:

To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Defining what a LRE is for a particular student is a fairly subjective process; however, the law encourages educators to always lean towards inclusion. Dedicated special education classes are becoming increasingly rare and inclusion/general education classrooms contain the majority of students with IEPs. LRE is not limited to the classroom; students with disabilities should have equal access to all school services and activities whenever possible.