Iep Quality Tool

Components of High-Quality, StandardsBased IEPs
Reflection Tool
The Maryland State Department of Education offers the following reflection tool to assist local education
agencies and schools to ensure high-quality, standards-based Individualized Education Programs (IEPs) for
students with disabilities. This tool is intended for qualitative purposes only and is not to be used as an
evaluative measure of any kind.
IEP
Component
Meets
Explanation of
Standard
High Quality Standard
Improvements Needed to
(How do we
Meet Standard
know?)
Present Level of Academic and Functional Performance (PLAAFP)
BIG IDEA: Present Levels of Academic and Functional Performance define the students need for
specialized instruction and determine how that specialized instruction should look in terms of goals,
supports, and services. The students current strengths and challenges in relation to grade-level
standards should be clearly documented. The present levels statement is the basis for all decisions
made in the IEP; the remaining pages of the IEP should clearly align to the information in this section.
1. Current data Each PLAAFP statement contains a
narrative of current assessment data
with date from multiple sources, such
as:
standardized assessments
state and district testing
curriculum based measures
observation data
other informal assessments
consider including a summary of
Maryland State Department of Education: Division of Special Education/Early Intervention Services November 2014
IEP
Component
2. The
students
strengths
3. The
students
needs
4. Family input
5. Behavior
needs
Meets
Standard
(How do we
know?)
Explanation of
Meet Standard
students progress towards

meeting the annual goal of the
current IEP and towards meeting
MCCRS
reflecting the students current
performance in relation to grade level
standards. Neither tests nor teacher
observations are used in isolation to
describe performance.
The PLAAFP narrative describe the
students strengths, interest areas,
attributes, skills, and accomplishments.
The PLAAFP includes clear narratives
that identify the area(s) of need,
particularly those skills that need to be
developed for the student to meet the
MD College and Career-Ready Standards
(CCRS).
The PLAAFP includes clear and
substantial input from the family related
to the students educational program,
including accomplishments, strategies
that work, concerns, and priorities.
If behavior needs are identified in the
PLAAFP, the behaviors and their impact
on the students mastery of grade-level
MD CCR Standards are clearly described.
IEP
Component
6. Strategies
and
supports
7. Language in
present level
statements
8. Impact
statement
Meets
Standard
(How do we
know?)
Explanation of
Meet Standard
Consider the impact of the students

communication needs as they relate to
identified behaviors.
Each PLAAFP narrative includes
information, based on the principles of
Universal Design for Learning (UDL),
about the strategies that have been
used to support the student, the
students response to given strategies
and the impact they have had on the
students performance.
Each PLAAFP narrative is written in
language that is understandable to the
parents or family members. Any
technical, medical or educational terms
(e.g., lexile, standard score abbreviation,
or acronyms) are defined or explained.
The impact statement clearly and
specifically describes how challenges or
needs resulting from the disability affect
the students participation in the general
education curriculum and attainment of
grade-level MD CCR standards (or, for
preschoolaged students, the students
participation in age-appropriate settings
and activities). Consider the impact on
IEP
Component
Meets
Standard
(How do we
know?)
Explanation of
Meet Standard
the students ability to access learning

through, but not limited to cognitive
access, physical access, social
emotional access and communication
needs. The impact statement should be
reflected in the LRE decision.
Instructional and Testing Accommodations/Test Participation

BIG IDEA: The accommodations provided to a student must be the same for classroom instruction,
classroom (formative) assessment, and district and State assessments. These accommodations should
be clearly stated so that they can be implemented in the manner intended by the writer.
1. Access to
Accommodations are chosen to reduce
General
the impact of the disability (as described
Education
in the PLAAFP) on the students ability to
access general education curriculum,
instruction, and assessment.
2.
Accommodations recommended for
Consistency
instruction and assessments are
consistently provided across all
appropriate settings.
3. Justification/ The statement clearly describes why the
Documentati selected accommodations are needed
on of basis
and how they are to be implemented to
for decision
enable the student to access instruction
and assessment.
Meets
Explanation of
IEP
Standard
Component
(How do we
Meet Standard
know?)
Supplementary Aids and Services, Program Modifications, and Support
BIG IDEA: Before recommending services for the student outside of the general education classroom or
other general education settings, the IEP team must first consider supplementary aids, services,
program modifications and supports that can be provided to the student in the general education
classroom or setting or to school personnel on behalf of the student. The team should consider
alternatives for accessing information, demonstrating skills, and engaging in the learning process that
allow the student to access and progress in the general education curriculum and environment.
1. Alignment
The supplementary aids and services,
program modifications, and supports are
clearly aligned to the students needs
and the impact of the disability, as
described in the PLAAFP.
2. Participation Multiple and flexible supports for
in General
presentation and understanding of
Education
information, demonstration of learning,
and engagement are designed to
maximize participation in general
education and achievement of gradelevel standards.
(Not all students will require supports
3. Participation The supplementary aids and services,
in non-academic setting.)
in all school
program modifications, and supports
environment address the students participation in all
s and
school environments and activities,
extracurricul including extracurricular activities.
ar activities
4. Implementat The locations/times/circumstances and
ion
manner in which supplementary aids
IEP
Component
9. Family input
and services, program modifications,

and supports will be provided are clearly
described, so that someone unfamiliar
with the student would be able to
implement the services (e.g., UDL
strategies, what does preferential
seating look like? Is it at the front of the
room near the teacher or in the back so
the student doesnt distract others?).
The PLAAFP includes clear and
substantial input from the family related
to the students educational program,
including accomplishments, strategies
that work, concerns, and priorities.
The discussion clearly describes why the
selected supplementary aids and
services, program modifications, and
supports are needed and is based on the
current PLAAFP data.
5. Justification/
Documentati
on to
Support
Decision
Meets
Standard
(How do we
know?)
Explanation of
Meet Standard
Goals and Objectives

BIG IDEA: Annual goals and accompanying short-term objectives or benchmarks (including related
service goals and objectives) are designed to enable the student to close or narrow the gap between
his or her current skill level (as described in the PLAAFP) and the grade-level MD College and Career
Ready Standards. Goals and objectives are SMART (specific, measurable, achievable, relevant, and
time-bound) and incorporate principles of Universal Design for Learning.
High-Quality Standard for Goals
All
Most
Some None
N/A
Comments
1. Goals address priority needs to enable
the student to achieve one or more
grade-level standard(s) (or essentials
skills).
2. Goals describe observable, measurable
behaviors and the conditions under
which they will occur.
3. Goals include specific, measurable
criteria that are appropriate to the skill
and the student.
4. Goals are positive statements of
something the student will do, written
in language that is clear to parents and
other team members.
5. Goals include clear descriptions of
objective data collection measures
(e.g., standardized assessment,
frequency count) that are appropriate
to the criteria.
6. Academic goals are clearly aligned to
grade-level MD CCR standards to
narrow or close a skill gap as identified
in the PLAAFP in order to allow the
student
a. to meet the standard

OR
b. to meet essential skill(s) of the
standard
7. Functional/adaptive living goals (for
students who have them in addition to
their academic goals) represent highpriority access and participation skills
that are needed for the student to be
successful in current and future
environments, based on the PLAAFP.
High-Quality Standards for Objectives
1. Objectives describe observable,
measurable behaviors and the
conditions under which they will occur.
2. Objectives include conditions that
reflect how student accesses and
engages with information and skills
and/or demonstrate their learning.
3. Objectives include specific, measurable
criteria that are appropriate to the skill
and the student.
4. Objectives are positive statements of
something the student will do, written
in language that is clear to parents and
other team members.
5. Objectives include a clear description
of data collection measures (e.g.,
standardized assessment, frequency
count, etc) that are appropriate to the
criteria.
All
Most
Some
None
N/A
Comments
6. Objectives relate clearly to the goal by

focusing on a prerequisite skill or
element of the goal.
7. Mastery of the objectives related to
each goal will lead to the mastery of
the goal itself within the specified time
frame.
IEP Component
Meets Standard
Explanation of Improvements
(How do we
Needed to
know?)
Meet Standard
Special Education and Related Services
High Quality
Standard
BIG IDEA: Special Education and related services are determined based on a students needs and goals
and are determined following the considerations of supports that are already in place in the general
education setting. Special education and related services are not the same as educational placement;
they can be provided in any setting.
1. Determination of The nature,
services
frequency, and
duration of special
education and related
services are
individually
determined based on
the students needs.
The team must
determine that the
services are
reasonably calculatebased upon evidencebased research and
the professional
judgment of team
IEP Component
2. Consultation
3. Service delivery
High Quality
Standard
Meets Standard
(How do we
know?)
members to enable
the student to
achieve each goal
and objective.
Consultation between
general and special
educators and/or
related service
providers is specified
in the IEP, as
appropriate.
All appropriate
personnel are noted
as responsible for
delivering special
education services.
Needed to
Meet Standard
*Note May be included in this and/or other

sections of the IEP (such as supplementary
aids and services)
LRE/Placement
BIG IDEA: The IEP team must consider the least restrictive environment when determining where the
students special education services will occur. Students with disabilities must not be placed in special
classes or separate schools unless an appropriate education in regular education classes with
supplementary aids, services, program modifications and supports cannot be delivered.
1. Consideration of
There is a clear
supplementary
indication that the IEP
aids and services team considered the
provision of
supplementary aids
10
IEP Component
2. Implementation
3. Consideration of
less restrictive
environments.
High Quality
Standard
Meets Standard
(How do we
know?)
Needed to
Meet Standard
and services in the

general education
environment and
neighborhood school
as part of
determining where
the services are going
to be delivered.
The placement
decision is based on
an analysis of specific
services needed by
the student and the
least restrictive
environment.
The determination is
based on the
individual students
needs, not on existing
program models.
Services are provided
in general education
unless the team
determines and
documents needs
than can only be
addressed in a more
restrictive setting and
11
IEP Component
Meets Standard
(How do we
know?)
High Quality
Standard
Needed to
Meet Standard
the team has clearly

considered and ruled
out a less restrictive
placement.
Transition Services
BIG IDEA: Transition services are a comprehensive and coordinated set of activities that are designed
to facilitate the students move from secondary school to post secondary activities to support the
students postsecondary goal(s).
1. Post secondary
The IEP includes at
goals
least two postsecondary goals (a
minimum of one for
employment and one
for
training/education, as
well as at least one
goal for independent
living if appropriate
for the student).
2. Based on
Goals are based on
assessments
the results of formal
and informal
transition
assessments that
provide information
about the students
strengths, vocational
skills, job-related
12
IEP Component
3. Interests and
preferences
4. Goal language
5. Transition
activities
High Quality
Standard
Meets Standard
(How do we
know?)
Needed to
Meet Standard
social and
communication skills,
activity preferences,
and previous job
performance (if any).
Goals reflect the
students and familys
interests, priorities,
and preferences.
The postsecondary
goal statements are
written in clear,
positive language
that describes the
desired outcome.
The transition
activities described in
the IEP are designed
to move the student
from his or her
current skill level (as
described by the
PLAAFP and transition
assessments) to the
skill level necessary
to achieve the
outcomes described
in the goal
13
IEP Component
6. Preparation for
adult living
7. Agency support
High Quality
Standard
Meets Standard
(How do we
know?)
Needed to
Meet Standard
statements and are

aligned to the
students needs and
preferences.
The IEP team
considers job
experiences and/or
secondary education
participation, as well
as preparation for
living in the
community outside of
the family home, if
appropriate.
The appropriate
service
agency/agencies are
designated to meet
the students needs
and support
achievement of the
desired outcomes. If
no agency support is
needed, this is clearly
indicated in the IEP.
14
Explanation of
IEP Component
Meet Standard
Special Considerations NOTE: These questions may not be applicable for all students.
Meets Standard
(How do we know?)
AT
Devices and
services
Communication
needs
The IEP team determines

the students need for
assistive technology
based on the PLAAFP,
including the students
strengths and needs and
the demands of the
environment(s) and the
grade-level standards.
If assistive technology is
needed, the team selects
device(s) and/or service(s)
that will assist the student
in achieving his or her goals
and the grade-level
standards across settings.
These supports and
services are clearly
documented in the
appropriate section(s)of the
IEP.
For students who are
identified as having
communication needs,
the needs and their impact
on the students ability to
15
IEP Component
Blind or visually
impaired
Meets Standard
(How do we know?)
Explanation of
Meet Standard
achieve grade level

standards, as well as
supports and strategies to
address these needs, are
clearly documented.
Supports and services to
address these needs and
allow the student to
participate fully in
academic and nonacademic concepts are
included in the appropriate
section(s) of the IEP.
For students who are blind
or visually impaired, the
IEP provides for instruction
in and use of Braille, unless
the team determines that
Braille is not appropriate
(and clearly documents
that decision). In those
cases, an alternative
instructional modality that
allows the student to
access grade-level content
and standards is described.
Instructional, technology,
16
IEP Component
Deaf or hard of
hearing
Behavior
Meets Standard
(How do we know?)
Explanation of
Meet Standard
and other related needs are

clearly addressed in
appropriate sections of the
IEP.
For students who are deaf
or hard of hearing, the
IEP clearly considers
language and
communication needs,
including opportunities for
direct instruction and
communication with adults
and peers in childs
language/communication
mode and access to gradelevel content and
achievement of grade-level
standards. Instructional,
technology, and other
related needs are clearly
addressed in appropriate
sections of the IEP
For students with
challenging behavior
that interferes with their
learning or that of others,
the functional behavior
17
IEP Component
assessment and behavior

intervention plan have
been completed and the
recommendations
incorporated into the IEP as
needed.
Limited English
For students with limited
proficiency
English proficiency, the
IEP includes appropriate
supports (including
instructional and testing
accommodations) to
address the language
needs.
General Considerations
Meets Standard
(How do we know?)
YES
NO
Explanation of
Meet Standard
Comments
Is the IEP written in language that is clear and

easy to understand?
Is there clear alignment across the IEP document?
Are all identified needs addressed?
18

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Components of High-Quality, StandardsBased IEPs

High Quality Standard

students progress towards

High Quality Standard

Consider the impact of the students

High Quality Standard

the students ability to access learning

Instructional and Testing Accommodations/Test Participation

High Quality Standard

and services, program modifications,

Goals and Objectives

a. to meet the standard

6. Objectives relate clearly to the goal by

*Note May be included in this and/or other

and services in the

the team has clearly

statements and are

The IEP team determines

High Quality Standard

achieve grade level

High Quality Standard

and other related needs are

High Quality Standard

assessment and behavior

Is the IEP written in language that is clear and

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