How to Read an IEP: North Dakota
Understanding The Student Background, Strengths, & Interests IEP Sections
North Dakota IEP Guide: Background Information & Demographics
What is it the background section of an IEP?
One thing that all IEPs have to have is some basic information about a student. That includes the student’s name, the school they attend, their parents’ names, the students’ home language, their date of birth, and the IEP meeting date. In almost all IEPs, this cover page will also include the date of the last IEP and the date of the last evaluation or when the next evaluation is due. In many, it includes a check box for what type of IEP meeting you are having– an amendment, an annual, or a re-evaluation.
Many districts and states also put the qualifying disabilities here. That is, it states what the primary educational disability is and if there are any secondary or tertiary disabilities. A quick glance at the front page will often tell you if a student is getting supports for Autism, a specific learning disability, or something else. The disability is more fully explained later in the IEP in the disability statement, but you can often see the category here.
Where is it the background section found in an IEP?
This is always on the front page of the IEP. I can’t find an IEP example where this isn’t true– it is normally right at the top of the front page.
How do background sections vary across states and districts?
Sometimes this section includes information on the type of IEP being held or on the date of the last evaluation. A few even include the disability statement here.
This IEP comes from the North Dakota brain injury network. See the full IEP here.
What do I look for in the IEP to know if it is good?
The background section of an IEP is the hardest to mess up! This is the boring stuff– sometimes parents will be asked to check and make sure their address is right but generally this is information to skim! However, if there is information on IEP dates, check to see if your meeting is on time or late– and when the next evaluation is. If you are in a district that puts a check box on the front page for the type of IEP, that can be helpful to know. More so at the meeting than afterwards, but I am reaching because the background information is the least interesting part of an IEP!
When and how should I get help?
It depends on who you are. If you are a parent, you have the right to show the IEP to anyone you want to get their thoughts on it– and the right to bring someone who has “knowledge or special expertise regarding the child” to the IEP meeting. To learn more about parents’ rights in IEP, visit our page on the rights hidden inside district procedural safeguards.
If you are a teacher at the school and are worried about the quality of the IEP goals, feel out the case manager. If you hit resistance, try meeting with a service provider at the school an administrator, or a special education teacher that you are more comfortable with– but try the case manager first to get a sense of what is going on.
Here is what IDEA says in 34 C.F.R. § 300.321(a)(6) about bringing people to meetings:
‘‘(vi) at the discretion of the parent or the agency,
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
What are the disclaimers?
This website is not a lawyer or an educational advocate. Nothing on this site is, nor is intended to be, legal advice. The information here is for informational purposes only.
If you are worried about your student or child’s IEP, please reach out to a real, live human.
Many law schools have free educational law clinics for special education. Many larger districts employ ombudsmen to bridge the gap between parents and schools. Many regions and states have parent centers that can help parents connect to other parents and find resources in their community. All of those are free, as is talking through the paperwork with a friend. Educational advocates are often paid professionals with special expertise who can also help. While we are happy to address general questions about the IDEA law or IEP process, please note that any communication via email is for informational purposes only and cannot be treated as legal advice. You can email questions to rose@spedhelper.org.
North Dakota IEP Guide: Student Strengths & Interests
What is the student strengths and interests section of an IEP?
Almost every IEP has a statement of student strengths. This is where the team lists what the student is good at. These can be short– they might be integrated with the present levels section.
For example, in the Tenessee sample IEP the strengths statement is, “Rocio is polite, respectful and gets along with her peers. She is willing to participate and take risks. She demonstrates motivation and following directions. When using manipulatives, Rocio enjoys math and is able to compute addition and subtraction problems and some multiplication problems.” In the Oregon sample IEP, the strengths reads, “X works hard and has strong academic abilities. He has a good memory and high comprehension skills. He is a kind and compassionate student toward his peers. He enjoys science topics such as animals and astronomy. “
Where is the strengths and interests section found in an IEP?
In general, most IEPs are structured to start positively and so this section will come right after the background information and before the present levels of performance. If not, it will be bundled in with the present levels of performance where ever the district stuck them. One state put it in with each individual goal and another with concerns, but in general it is near the beginning of the IEP or with present levels.
How does the strengths and interests section vary across states and districts?
In most states and districts, this is a stand alone box. In some, like in Arizona, it is woven into the present levels with the title of “strengths and needs.” There were three states where I couldn’t find the word strength anywhere in the IEP– but the box is somewhere in the rest of them!
What does the IDEA law say about strengths and interests in the IEP?
The Individuals with Disabilities Education Act says that the team has to include the strengths of the student in the IEP.
What IDEA says in 34 C.F.R. § 300.324(a)(1)(i):
(1) General. In developing each child’s IEP, the IEP Team must consider—
(i) The strengths of the child;
This IEP comes from the North Dakota brain injury network. See the full IEP here.
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D. Present Levels of Academic Achievement and Functional Performance for Students Ages 6–21
Purpose:
The PLAAFP is an integrated summary of data from all sources. It should describe:
The student’s specific strengths and weaknesses
Unique patterns of functioning
Implications of problem areas on the student’s overall functioning
How the disability affects involvement and progress in the general education curriculum
Performance Areas to Be Considered:
Cognitive Functioning
(e.g., listening skills, listening comprehension, ability compared to same-age peers)Academic Performance
(e.g., reading, math, learning styles, etc.)Communicative Status
(e.g., receptive and expressive language)Physical Characteristics
(e.g., medical, vision, hearing, motor)Emotional/Social Development
(e.g., social skills, leisure)Adaptive Characteristics
(e.g., adaptive behavior, self-care, independent living, self-direction, health and safety, work)Ecological Factors
(e.g., functional skills and community participation, home/family, neighborhood)Other
What do I look for in the IEP to know if it is good?
The student strengths and interests section should be ummmm…positive. Literally, this is the strengths section! You should read this and have a sense of who this student is as a human and what they enjoy and are good at. As a parent, you want to look and see if there is specificity about your child’s strengths and interests. Does the team know the student? As a teacher you want to know what content is there. If an academic area is there, then the student most likely doesn’t need help with it. If this section is pretty sketchy, assume that either the child has tried the teacher’s soul or the special education case manager who wrote it might not be the best source of support for you.
When and how should I get help?
It depends on who you are. If you are a parent, you have the right to show the IEP to anyone you want to get their thoughts on it– and the right to bring someone who has “knowledge or special expertise regarding the child” to the IEP meeting. To learn more about parents’ rights in IEP, visit our page on the rights hidden inside district procedural safeguards.
If you are a teacher at the school and are worried about the quality of the IEP goals, feel out the case manager. If you hit resistance, try meeting with a service provider at the school an administrator, or a special education teacher that you are more comfortable with– but try the case manager first to get a sense of what is going on.
Here is what IDEA says in 34 C.F.R. § 300.321(a)(6) about bringing people to meetings:
‘‘(vi) at the discretion of the parent or the agency,
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
What are the disclaimers?
This website is not a lawyer or an educational advocate. Nothing on this site is, nor is intended to be, legal advice. The information here is for informational purposes only.
If you are worried about your student or child’s IEP, please reach out to a real, live human.
Many law schools have free educational law clinics for special education. Many larger districts employ ombudsmen to bridge the gap between parents and schools. Many regions and states have parent centers that can help parents connect to other parents and find resources in their community. All of those are free, as is talking through the paperwork with a friend. Educational advocates are often paid professionals with special expertise who can also help. While we are happy to address general questions about the IDEA law or IEP process, please note that any communication via email is for informational purposes only and cannot be treated as legal advice. You can email questions to rose@spedhelper.org.
