How to Read an IEP: Student Demographics & Background Information
A State-by-State Guide to Reading Student Demographics & Background Information IEP Sections
Understanding the Student Demographics & Background Information Section of an IEP
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.
See the state-by-state examples below!
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.
