The development of an effective Individualized Education Program (IEP) truly is critical to the success of a student with complex learning needs. An IEP is as unique as each learner, developed through a complex process by multiple team members with varied roles. But there are elements that, by law, must be included in every plan.

We’ve created this informative infographic of the required IEP components as a quick reference to help keep both new and veteran educators on track.

View Accessible Text Version Components of an Individualized Education Plan [Infographic]

Components of an Individualized Education Plan

Present Levels of Performance
(PLAAFP Statement)

Reflects a student’s current academic and functional performance based on objective data from assessments and progress monitoring.

Statement of

Measurable annual academic and functional goals that flow from the PLAAFP statement; students taking alternate assessments require benchmarks or short-term objectives.

Educational Progress

Explains how and when progress toward achieving these goals will be reported.

Statement of
Related Services

Describes services provided by persons other than the Intervention Specialist (Speech and Language, OT, PT, etc.)

Supplementary Aids and Services

Indicated special aids a student requires in both academic and extracurricular settings.

Statement of
Special Education Needs

Refers to any instructional strategies a student receives outside of typical classroom instruction.


Changes to the curriculum a student requires to access and demonstrate learning and function throughout the school environment.


Special supports a student needs to learn new material, demonstrate learning and function in all aspects of school life.

Description of
Service Delivery

Explains how and when services included in the learner’s IEP will be delivered.

Statement of
Least Restrictive Environment

Describes the extent to which the student will or will not participate in regular classes and in extracurricular activities.

Testing Placement

Determines whether a student takes state and districtwide tests, with or without accommodations, or takes an alternative assessment

Statement of

Beginning at age 14, mandatory inclusion of a student’s transition service needs in the IEP; beginning at age 16, measurable transition goals based on an assessment of the learner’s interest and training/support needs.

Rights Transition

A mandatory statement, one year before age of majority, informing the student that their rights are transferring to them.

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