How to Read an IEP: Tennessee

Understanding Parent Concerns, Disability Statements, and Most Recent Asssessments

Tennessee IEP Guide: Parent Input and Concerns

What Is It?
What Does It Look Like?
What Does The IEP Say?
How Do I Know If It Is Good?

What is the parents concerns section of an IEP?

While IEPs are supposed to be created by an IEP team that includes the parent, in reality almost all IEPs are written before the meeting. This box is the one section exclusively reserved for parents, where they can express their concerns, hopes, and goals for the student. Some districts also have additional boxes for parent input, but most just have the one box for parents.

Where is the parent concerns section found?

Variable but towards the beginning of the IEP. Often it is before the present levels section.

How does the section for parent concerns and input vary across states and districts?

Zero variation. Really. This is always titled parent concerns and it is always a stand alone section in an IEP. If you know of an exception to that, let me know but I have never seen one.

What does the IDEA law say about parent concerns and input?

The Individuals with Disabilities Education Act states that IEP teams have to consider the parents’ concerns about their child’s education.

What IDEA says in 34 C.F.R. § 300.324(a)(1):

(1) General. In developing each child’s IEP, the IEP Team must consider—

(i) The strengths of the child;

(ii) The concerns of the parents for enhancing the education of their child;

(iii) The results of the initial or most recent evaluation of the child; and

(iv) The academic, developmental, and functional needs of the child.

This IEP comes from the Tennessee Department of Education. See the full IEP here.

Because the images are hard to read, a transcript is below.

Current Descriptive Information

Describe the student’s strengths:
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.

Describe the concerns of the parents regarding their student’s education:
Rocio’s parents would like for her to continue to improve her reading comprehension and functional academic skills. They would also like Rocio to continue to explore different career options by participating in Work-Based Learning and visiting different post-secondary programs and job sites.

Describe how the student’s disability affects involvement and progress in the general curriculum:
Rocio’s ability to master regular classroom academic objectives is markedly delayed. She benefits from small group instruction and repetition to learn skills. She tries to complete various assignments, but struggles doing basic tasks. She is significantly below grade level in her academics. This impacts her mastery of standards and participation in the general education classroom.

What do I look for in the IEP to know if it is good?

This should NEVER be filled in prior to the IEP unless there was a long talk between the special education teacher and the parent. If it is, and you a parent, that is a red flag that the IEP is likely to be very sloppy and you should have someone with you at the meeting. It is a bad sign. For folks reading the IEP after a meeting, ideally you should get a sense of what the parents are thinking about. TBH, 99% of these state that the parent wants the student to be successful in school. If you see more than that, just know that you have a great IEP team at your school.

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

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.

Tennessee IEP Guide: Disability Statement

What Is It?
What Does It Look Like?
What Does The IEP Say?
How Do I Know If It Is Good?

What is the disability statement?

In most states, the student’s disability is identified in two places. First, on the cover page, it states what the primary (and secondary if relevant) is, like Autism or a learning disability. Then, later in the IEP, there is a statement on how the disability affects the student’s progress in the general education curriculum. In a few places, these are combined, but that is pretty rare. Generally, you look to the front page to get a sense of why the student qualifies for special education and later to understand how it impacts them.

Here are some examples. In Tennessee, the front page of the IEP states the disability which, for their sample, is an intellectual disability. Then on page 2, right after parent concerns, you get the disability statement which says, “Describe how the student’s disability affects involvement and progress in the general curriculum: Rocio’s ability to master regular classroom academic objectives is markedly delayed. She benefits from small group instruction and repetition to learn skills. She tries to complete various assignments, but struggles doing basic tasks. She is significantly below grade level in her academics. This impacts her mastery of standards and participation in the general education classroom “

In Oregon, the front page of the sample IEP says a learning disability and then after present levels they have the disability statement, which reads; “Describe how student’s disability affects involvement and progress in the general education curriculum has deficits noted above with his writing skills that will need to be addressed through direct instruction and through accommodations and/or modifications in the general classroom to respond to instruction or assessments. difficulties with writing may affect his ability to effectively complete class room assignments, note taking and homework. These difficulties will also impact his ability to convey his thoughts through written words.”

Arizona is a bit odd. It says on the front page of the sample IEP that the child qualifies under OHI, but then there is no separate box for the disability statement. Instead, it is embedded in the present levels and says, “Kyra qualifies as a student with Attention Deficit Disorder-Hyperactive Type (ADHD). She also has co-morbidity of Reactive Attachment Disorder. Due to her inability to self-regulate within the academic setting, This impedes progress without the support and services of special education. Due to this her ability to generalize on her academic performance and one on one testing in the classroom, her environment is greatly impaired. Her ability to self-soothe and regulate, as well as relate to others around her is a weak area for her.” That is the statement of disability– they just don’t have a separate box for it.

The statement of disability should refer to and explain the primary disability and how it impacts the student’s learning.

Where is the disability statement found in the IEP?

Split between the front page and the present levels or parent concerns.

How do disability statements vary across districts and states?

Varies in placement, phrasing, and whether or not it can be edited between three year reviews.

What does the IDEA law say about disability statements?

The Individuals with Disabilities Act requires that IEPs contain a statement on how the student’s disability affects the their progress in the curriculum and their participation in general education.

What IDEA says in 34 C.F.R. § 300.320(a)(1)

(1) A statement of the child’s present levels of academic achievement and functional performance, including—

(i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or

(ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;

This IEP comes from the Tennessee Department of Education. See the full IEP here.

Because the images can be hard to read, a transcript is below.

Student Information

Student: Rocio (first)
Alvarez (last)
Birthdate: 06/02/1998
Grade: 11th Grade
Student ID: 5656565
Gender: F
School: Tennessee High School
Ethnic Group: White – Hispanic
District: Tennessee District

Primary Disability: Intellectual Disability
Secondary Disability: None
Re-evaluation of Eligibility Date: 05/2/2014

Current Descriptive Information

What do I look for in the IEP to know if it is good?

You should be able to read this and understand how the disability affects the student’s progress in the curriculum. Note that in NH it can be hard to read these and know how the child is qualifying for special education. That is true in a few other states, but in most it is really clear what the disability is and why it was considered to be academically significant enough to get the student an IEP.

When and how should I get help?

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

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.

Tennessee IEP Guide: Results of Most Recent Assessments

What Is It?
What Does It Look Like?
What Does The IEP Say?
How Do I Know If It Is Good?

What is the results of the most recent assessments section on an IEP?

This is a section that isn’t in all IEPs. Many states/districts, however, have a box in the present levels to put in test results. Typically, this is the results of the formal assessments the student took at their three year review or their initial evaluation. You will often see a lot of standard scores, percentiles, and gobbly gook here. Sometimes districts will also include transition assessments done by case managers, class grades, and state test results here as well.

Because IEPs are written on all areas of student need, present levels sections include information on the student’s physical, socioemotional, development, and communication baseline as well as on their academics. There is a lot of variation in how districts label the various parts of this section but in every single one you should learn about a student’s skills in reading, writing, mathematics, and their overall development. In most districts that means communication, motor skills, and socioemotional skills– but some districts jumble those together and so omit any areas where the student does not have a need. In California, that would have gotten you in trouble on a state audit but in New Hampshire it is pretty standard not to see anything about motor skills in an IEP– so there is some variation state by state.

Arizona, which combines this section with the student strengths, has a nice clean lay out for this section. Click read more to see how Arizona divided up this section in the sub-sections I talked about of communication, academics, and so on.

Now, take a look at this section of the IEP from the Fresno district in California. They too have a section for communication and motor skills, but academic and functional skills are one sub-section that also includes socioemotional stuff.

The IEP from Oregon has only two sub-boxes– one for academic performance and one for developmental and functional development. In NH (not shown), there are three boxes– one for academic performance, one for functional, and one for developmental– and no one really has a clue how to figure out what goes in the functional versus developmental boxes!

You can see that the amount of content in the boxes varies a lot as does their labels but somehow, every single IEP from every single district is trying to provide a holistic picture of the student’s skills.

The filled out examples on the left are helpful to look at to get a sense of how long this section can be– because when I say this is the meatiest section of the IEP, I mean it is the longest!

Where is the most recent assessments section found on an IEP?

If it is in the IEP, and it is often not (some districts put it in a separate document instead because it is long and kinda boring), it will mostly be with the present levels.

How does the most recent assessments section vary across states and districts?

In San Diego, we never ever put this in the IEPs, just in assessment reports. In NH, this information is in every IEP. So your IEPs might have standard scores and gobbly gook– or might not. If it doesn’t, you can always request the assessment report which has the scores in context. If you just don’t like the gobbly gook, get the assessment report. They are MUCH easier to understand!

What does the IDEA law say about including assessment results?

The Individuals with Disabilities Education Act broadly says that in writing a new IEP, the team needs to consider the results of the “most recent evaluations” of a student. Some states have interpreted this as needing a section on the IEP that outlines this information.

What IDEA says in 34 C.F.R. § 300.324(a)(1)

(1) General. In developing each child’s IEP, the IEP Team must consider—

(i) The strengths of the child;

(ii) The concerns of the parents for enhancing the education of their child;

(iii) The results of the initial or most recent evaluation of the child; and

(iv) The academic, developmental, and functional needs of the child.

This IEP comes from the Tennessee Department of Education. See the full IEP here.

Because the images are hard to read, a transcript is below.

Source of Information
Woodcock-Johnson III Normative Update Tests of Achievement (WJ-III NU Ach)

Area Assessed
Academics – Math Calculation

Date
9/14/15

Exceptional Yes/No
Yes

Present Level of Performance:
Subtest – Math Calculation
Rocio is working significantly below grade level in the area of math calculation. Her SS has increased from 65 to 70 and her GE (grade equivalent) increased from 4.5 to 5. She is able to compute basic facts but is not yet able to compute multi-step calculations or calculate fractions and decimals (other than money) successfully. This impacts her mastery of math standards, as she is working on foundational math skills.

Rocio’s performance on a curriculum based measure indicated she was able to solve 10 problems correctly, placing her performance at the 50th percentile on an instructional level probe. Her most recent progress monitoring probes at her instructional level result in consistently achieving 13 problems correct. This places her at the 75th %ile on a 4th grade calculation probe. She is making reasonable growth during intervention. Not having mastery of basic multiplication, division, and fractions impacts her performance with grade level math content and state level assessments.

Source of Information
Woodcock-Johnson III Normative Update Tests of Achievement (WJ-III NU Ach)

Area Assessed
Academics – Math Problem Solving

Date
9/14/15

Exceptional Yes/No
Yes

Present Level of Performance:
Subtest – Math Problem Solving
Rocio is below grade level in this area of math problem solving. Her SS is 60 with a GE (grade equivalent) of 4. Rocio is not able to reason through what information is needed, what is not, and how to use the information given to calculate an answer. She requires visual and verbal prompts in the area of math reasoning. This impacts her mastery of math standards as she is working on foundational math skills.

Source of Information
Woodcock-Johnson III Normative Update Tests of Achievement (WJ-III NU Ach)/Curriculum Based Measure

Area Assessed
Academics – Basic Reading Skills

Date
9/14/15

Exceptional Yes/No
Yes

Present Level of Performance:
Subtest – Basic Reading Skills
Rocio’s score in the area of word identification indicates improvement. Her standard score increased from 60 to 65, and her grade equivalent scores increased from 4.0 to 4.6. Rocio is able to decode short words on sight or with minimal decoding. She struggles with longer, unfamiliar words out of context. However, she is behind her grade level peers to a degree that impacts her mastery of all standards as reading is required in all core areas.

She has been given a fluency CBM every week to monitor her decoding/fluency skills and determine appropriate next steps for intervention. At the beginning of the IEP, when given an instructional level probe, Rocio was reading 47 WCPM when given a 3rd grade reading passage. This placed her just above the 25th %ile based on the fall norms. Her most recent progress monitoring data indicates she is reading 75 WCPM based on fall norms. This also places her above the 25th %ile based on the fall norms. Her current ROI is .75 and the typical ROI is .66.

Source of Information
Adaptive Behavior Inventory (ABI)

Area Assessed
Adaptive Behavior

Date
9/16/15

Exceptional Yes/No
Yes

Present Level of Performance:
Subtest – General Adaptive Behavior
Two of Rocio’s teachers evaluated her adaptive behaviors compared to another student of the same age. Rocio’s oral communication skills, self-care, social, leisure and school/home living skills are all close to that expected of her same age peers. She is able to independently find her classes. She knows the day of the week and follows the same home and meal address. She can use a calculator for basic problem solving and can make small manipulations independently. She will follow a staff’s verbal directions with cueing. She can name five friends. She can fill out an application independently. Her work skills need improvement as she gets easily distracted, but never argues when she is corrected. She does not attempt difficult tasks without prompting. Her struggles with reading and writing impact her writing letters, completing an application or short response task, reading the newspaper, or using resources like dictionaries, and mastering standards.

What do I look for in the IEP to know if it is good?

If you are a general education teacher? Avoid it. This is a DENSE jargon section. In actual psychologist reports and formal reports, the assessors include interpretations of the results using English, not jargon. If the results are pasted into the IEP though they are often just numbers with no context or explanation. If you are a dedicate parent or a masochist though, you should read to look for 1) what types of tests were given? For example, if you see a Connor’s, that means folks were looking at ADHD. If you see a WISC, they were looking at cognitive functioning, and so on. 2) how did the student do? Hopefully, there are standard scores or percentiles given. Generally, if you see low scores, it means that is an area of weakness for a student and might appear in their disability statement as something that makes accessing the general education curriculum challenging.

When and how should I get help?

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

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.