The Individual Education Plan is used to capture student special education plan information and match the required documentation provided by the Bureau of Indian Education. This document describes each editor, each field on the editor, and any special considerations and instructions. For information on general functionality, navigation, and additional plan and evaluation features, see the core Plan and Evaluation Information article.
The current print format is the BIE IEP 2023.3 and BIE IEP with Transition. Plan formats are selected in Plan Types. The plan type documented is the IEP with Transition. Editors only available for the Transition IEP are marked as Transition only below.
Editor Home
IEP Overview
The IEP Overview editor includes general meeting and screening information and lists the dates associated with the plan, such as dates the plan is active.
This editor must be saved before continuing to other areas of the plan.
IEP Overview Editor
Field
Description
Validation
Meeting Date
The day of the meeting.
N/A
Start Date Required
The first day of the plan.
N/A
End Date Required
The last day of the plan.
This field auto-populates with the date entered as the Start Date plus one year and one day.
Eligibility Date Read-Only
The day the student was determined to be eligible to receive special ed services.
This field pulls in from the Determination of Eligibility Date field on the Determination of Eligibility editor on most recent locked Evaluation. See the BIE Evaluation Summary Report for additional information.
Was evaluation completed by another school or agency?
Indicates an evaluation was completed by another school or agency. Options are Yes of No.
N/A
Date evaluation completed by another school or agency *Required
The school or agency that completed the evaluation.
*This field is available and required when Yes is selected for Was evaluation completed outside of school?
Next Evaluation Read-Only
The day of the student's next evaluation.
This field auto-populates to three years minus one day from the Eligibility Date when the Evaluation exists OR from the date when the Evaluation was completed. When both dates exist, the newest date is used in the calculation.
Hours in a Typical School Week
The number of hours the student spends in school in a typical week.
This field allows for 2 decimal places with a minimum of 0 and max of 999.99.
Objectives Required for This Student
Indicates objectives are required for the student.
The Enrollment Information editor reports Special Education information from the student's Enrollment record. This editor is read only.
The Refresh button retrieves a fresh copy of data from the student's record. See the General Information section for additional information.
Enrollment Information Editor
Field
Description
Validation
Primary Disability Required
The student's disability. Options include:
40: Intellectual Disabilities
41: Hearing Impairments/Deafness
42: Speech or Language Impairments
43: Visual Impairments
44: Emotional Disturbance
45: Orthopedic Impairments
46: Other Health Impairments
47: Specific Learning Disabilities
48: Deaf/Blindness
49: Multiple Disabilities
50: Autism
51: Traumatic Brain Injury
52: Developmental Delay
Upon Refresh, this field auto-populates based on the value indicated in recent BIE Evaluation Summary Report, regardless of locked status.
When no Evaluation Summary Report exists, this field auto-populates from the BIE Reporting section of the student's Enrollment record, but it can be modified.
Users cannot save when the Primary Disability is 52: Developmental Delay when the student turns 10 on or before the start date of the plan.
Special Ed Status Required
The student's special ed status. Options include:
01: Regular Ed-Not Receiving Services
02: Being Evaluated
03: Receiving Services
04: Terminated from Special Ed
The only option that can be selected is 03: Receiving Services. Upon Refresh, this field auto-populates from the BIE Reporting section of the student's Enrollment record.
Special Ed Setting Required
The student's special ed setting. Click the click to expand link to view available options.
A01: Age 4 receiving SPED Services in Reg EC Program (K), child in the program at least 10hrs/wk
A02: Age 4 in a Reg EC Program (K) at least 10hrs/wk, receiving SPED service in Other location
A03: Age 4 receiving SPED services in a Reg EC Program (K), child in the program less than 10hrs/wk
A04: Age 4 in a Reg EC Program (K) less than 10hr/wk, receiving SPED service in Other location
B01: EC/KG age 4 separate class
B02: EC/KG age 4 separate school
B03: EC/KG age 4 Residential facility
B04: EC/KG age 4 Home
B05: EC/KG age 4 Service Provider Location
A: Inside regular class 80% or more of day
B: Inside regular class 40%-79% of day
C: Inside regular class less than 40% of day
D: Separate School
E: Residential Facility
F: Homebound/Hospital
G: Correctional Facility
H: Parentally Placed in Private Schools
When the student turns 6 on or before the start date of the plan, the only value available in the dropdown are those with a code of A-H.
Upon Refresh, this field auto-populates from the BIE Reporting section of the student's Enrollment record.
School Name Read-Only
The name of the school associated with the student's Enrollment record.
Upon Refresh, this field auto-populates from the student's Enrollment record.
School Phone Read-Only
The phone number of the school associated with the student's Enrollment record.
Upon Refresh, this field auto-populates from the student's Enrollment record.
Grade Read-Only
The student's current grade.
Upon Refresh, this field auto-populates from the student's Enrollment record.
District Information
District Number
The district number associated with the Enrolled school.
Upon Refresh, this field auto-populates from the State District Number field on District record.
District Name
The district name associated with the Enrolled school.
Upon Refresh, this field auto-populates from the District Name field on District record.
District Address
The district address associated with the Enrolled school.
Upon Refresh, this field auto-populates from the District Address field on District record.
District Phone
The district phone number associated with the Enrolled school.
Upon Refresh, this field auto-populates from the District Phone field on District record.
District SPED Address
The district special education address associated with the Enrolled school.
Upon Refresh, this field auto-populates from the District SPED Address field on District record.
District SPED Phone
The district special ed phone number associated with the Enrolled school.
Upon Refresh, this field auto-populates from the District SPED Phone field on District record.
The Parent/Guardian Information editor populates based on the guardian checkbox on the student's Relationships tool. The editor includes Demographics information for the student's guardian.
The Delete button next to each parent/guardian can be used to remove a parent/guardian from the IEP.
The Refresh button retrieves a new copy of parent/guardians' data. This also returns any accidentally deleted people. Manually entered fields do not change when the refresh button is clicked. The user must Save after clicking Refresh to capture changes.
Parent/Guardian Information Editor
Field
Description
Location (upon Refresh)
Validation
Last Name
The last name of the parent/guardian.
Census > People > Demographics > Last Name
identity.lastName
This field populates from Census. This is part of the header for the parent/guardian.
First Name
The first name of the parent/guardian.
Census > People > Demographics > First Name
identity.firstName
This field populates from Census. This is part of the header for the parent/guardian.
Middle Name
The suffix of the parent/guardian.
Census > People > Demographics > Suffix Name
identity.suffix
This field populates from Census. This is part of the header for the parent/guardian.
Suffix
The suffix of the parent/guardian.
Census > People > Demographics > Suffix Name
identity.suffix
This field populates from Census. This is part of the header for the parent/guardian.
Relationship
The relation of the parent/guardian to the student.
Census > People > Relationships
This field populates from Census. This is part of the header for the parent/guardian.
Print Sequence
The print order of the parent/guardian(s) on the IEP.
N/A
When no Sequence is selected, parent/guardian(s) print in the order displayed in the UI and print. When any Sequences are selected, unordered parent/guardian(s) display and print at the bottom.
When there are multiple addresses for a person, a drop down with an option to select which address displays. When there is only one address, the drop down has one option. The populated address is the one marked as Primary.
Home Phone
The home phone number of the parent/guardian.
Census > People > Demographics > Household Phone
This field populates from Census.
Work Phone
The work phone of the parent/guardian.
Census > People > Demographics > Work Phone
This field populates from Census.
Cell Phone
The cell phone of the parent/guardian.
Census > People > Demographics > Cell Phone
This field populates from Census.
Email
The primary email address for the parent/guardian.
The Present Level of Academic Achievement and Function (PLAAFP) editor provides a summary of the student's current achievement in school. This editor includes areas for parent and student input and a description of various kinds of assistance the student could receive.
Present Levels of Academic Achievement and Functional Performance Editor
Field
Description
Validation
Area(s) affected by PLAAFP Required
The PLAAFP area. Options include:
Reading
OT
Math
PT
Writing
Behavior
Speech
Social/Emotional
Other
Multiple options can be selected.
Specify *Required
The other PLAAFP area.
*This field is available and required when Other is selected from PLAAFP area.
Describe in plain terms the student's strengths.
*Required
A description of the student's strengths.
*This field is required in order to Complete the editor.
Describe in plain terms the parental concerns for the student.
*Required
A description of the parent/guardians' concerns.
*This field is required in order to Complete the editor.
Describe in plain terms the student's levels of academic achievement.
*Required
A description of the student's present levels of academic achievement.
*This field is required in order to Complete the editor.
Describe in plain terms the student's levels of functional performance.
*Required
A description of the student's present level of functional performance.
*This field is required in order to Complete the editor.
Describe in plain terms how the student's disability affects his/her involvement and progress in the general educational curriculum.
*Required
A description of how the student's disability impacts their involvement and progress in general education curriculum.
*This field is required in order to Complete the editor.
The Measurable Annual Goals editor lists measurable goals designed to improve the student's progress in general education and how accomplishing those goals is tracked and determined.
Measurable Annual Goals List Screen
Measurable Annual Goals List Screen
Column Name
Description
Padlock Icon
The user currently editing the record.
Goal
The name of the goal.
Measurable Annual Goals Detail Screen
Select an existing record or click New to view the detail screen.
Measurable Annual Goals Editor
Field
Description
Validation
Subject
The area addressed by the goal. Options include:
Behavior
Math
OT
PT
Reading
Social/Emotional
Speech
Writing
Secondary Transition
Other
N/A
Annual Goal
The specific goal.
N/A
How will progress on goals be measured?
A description of how progress towards the goal is measured.
N/A
Who will monitor progress on goal?
A description of the person responsible for monitoring progress of the goal.
The Transition Activities/Strategies editor identifies specific post secondary transition services provided to the student in various areas and strategies designed to improve the student's post secondary success.
This editor is only available in the IEP with Transition. This editor cannot be placed in a Not Needed status.
Transition Activities/Strategies Editor
Field
Description
Validation
Describe the student's strengths, preferences and interests in the areas of postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, adult living, or community participation. *Required
A description of the student's strengths, preferences and interests upon exiting high school.
*This field is required in order to Complete the editor.
Results of age-appropriate transition assessments
A description of the age-appropriate transition assessments.
*This field is required in order to Complete the editor.
Post Secondary Goals
Develop measurable postsecondary goal(s) based upon age appropriate transition assessments related to the following areas:
Training
*Required
The student's post-secondary training goals.
*This field is required in order to Complete the editor.
Goal(s) must begin with "Upon exiting high school..."
Education
*Required
The student's post-secondary education goals.
*This field is required in order to Complete the editor.
Goal(s) must begin with "Upon exiting high school..."
Employment
*Required
The student's post-secondary employment goals.
*This field is required in order to Complete the editor.
Goal(s) must begin with "Upon exiting high school..."
Where appropriate, Adult Living Skills
*Required
The student's post-secondary adult living skills goals.
*This field is required in order to Complete the editor.
Goal(s) must begin with "Upon exiting high school..."
List any agency that was invited but did not attend the meeting and explain how the school will obtain agency participation. *Required
A description of any agencies invited but did not attend the meeting and how the school is going to obtain agency participation.
*This field is required in order to Complete the editor.
Student is projected to graduate by this date *Required
The date the student is projected to graduate.
*This field is required in order to Complete the editor.
Graduation Plans were discussed on *Required
The date the graduation plans were discussed.
*This field is required in order to Complete the editor.
Diploma type
*Required
The diploma type the student is expected to receive.
*This field is required in order to Complete the editor.
The Extended School Year (ESY) Information editor is used to document information about the student regarding services beyond the standard school time, such as beyond school hours or during breaks. This includes the team's decision regarding the student's participation in an ESY program.
Extended School Year Information Editor
Field
Description
Validation
General Information
General information concerning the student's participation in an extended school year program. Options include:
The student experiences significant regression on learned skills or adaptive behaviors over regularly scheduled school breaks during the school year.
The student requires a significant amount of time and effort to recoup previously learned behaviors and skills.
The student has a previous record of regression and limited recoupment over regularly scheduled tasks.
The student has received previous ESY services that resulted in positive benefits for the student.
The student has needs that could not be met in other summer programs, however, these programs have been considered and determined to be of less benefit than ESY. *NOTE: Students may participate in both programs.
Multiple options can be selected.
Determination
Review of documents for Extended School Year Services Determination
The name of the documents reviewed by the team to make the ESY determination.
N/A
ESY Eligibility Determination
The team's determination. Options include:
The team has determined that the student requires ESY services.
The team has determined that the student is not eligible for ESY services.
The team has agreed that additional information is required to determine the student's eligibility for ESY services.
Only one option can be selected.
Additional Data to be Collected
The names and dates of documents collected to make the ESY determination.
The Notification of Progress editor to document the method and frequency in which the student's progress is reported to the student's parent(s)/guardian(s).
Notification of Progress Editor
Field
Description
Validation
Method of reporting to parents/guardians
The manner in which progress is reported to the student's parent/guardian. Options include:
Mail
Email
NASIS Parent Portal
District defined values can be added and display below the listed options.
Frequency of reporting to parents/guardians
The frequency of reporting the student's progress to their parent/guardians. Options include:
Weekly
Bi-Monthly
Monthly
Quarterly
District defined values can be added and display below the listed options.
The School-Wide Assessments editor reviews the IEP team's decision on how the student is tested to meet state guidelines. Details of accommodations and how the student is assessed are also documented.
Participation in School-Wide Assessments Editor
Field
Description
Validation
Will participate with no accommodations
Indicates the student is to take the assessment without accommodation(s).
When selected, users cannot select another checkbox.
Will participate with the following testing modifications or accommodations
Indicates the student is to take the assessment with the following modifications/accommodation(s), as described in the Specify field below.
When selected, users cannot select another checkbox.
Specify
A description of the modifications/accommodation(s) the student needs to take the assessment.
This field is available when "Will participate with the following testing modifications..." is selected.
Will not participate because the student's grade level will not be assessed during the IEP period.
Indicates the student is not to participate in the assessment since the student's grade level is not going to be assessed during the duration of the IEP.
When selected, users cannot select another checkbox.
Will participate in the state alternate assessment
Indicates the student is to take an alternative state assessment.
When selected, users cannot select another checkbox.
Will not participate because
Indicates the student is NOT to participate in the assessment for the reasons described in the Specify field below.
When selected, users cannot select another checkbox.
Specify
A description as to why the student is not going to participate in the state-wide assessment.
This field is available when "Will not participate because" is selected.
The Potential Harmful Effects editor is used to document any potentially harmful effect(s) the placement selected would have on the student and the quality of the services the student receives. The following is a text field used to describe the risks of placement: What are the potential harmful effect(s) the placement selected would have on the student and the quality of the services the student receives?
Additional information is available by clicking on the info icon.
The Impact Statement editor is used to document a statement of how the student's disability affects the student's involvement and progress in the general education curriculum. The following is a required text field used to describe the impact of the student's disability: How the child's disability affects the child's involvement and progress in the general education curriculum.
The Accommodations and Modifications editor identifies the changes made in the way materials are presented or in the way the student demonstrates learning.
Accommodations and Modifications List Screen
Accommodations and Modifications List Screen
Column Name
Description
Padlock Icon
The user currently editing the record.
Service Provided
The name of the service provided to the student.
Type of Accommodation/Modification
The type of accommodation or modification.
Accommodation/Modification
The first 100 characters of the accommodation/modification description.
Accommodations and Modifications Detail Screen
Select an existing record or click New to view the detail screen.
Program Accommodations/Modifications Editor
Field
Description
Validation
Program Accommodations and Modifications were considered, and it was determined that the student does not demonstrate a need at this time.
Indicates the student does not require any accommodations/modifications at this time.
When marked, the remaining fields on the editor become unavailable.
Service Area Required
The area needing accommodation/modification. Options include:
All Areas
English/Language Arts
Fine Arts
Goals
Health
Mathematics
PE/Athletics
Reading
Related Service
School-wide Assessment
Science
Social Studies
Other
N/A
Type of Accommodation/Modification Required
The type of accommodation/modification. Options include:
Presentation
Response
Scheduling
Setting
Timing
Other
N/A
Specify Other *Required
A description of the other type of accommodation/modification.
*This field is available and required when Other is selected as the Type of Accommodation/Modification.
Accommodation/Modification Required
A description of the accommodation/modification.
N/A
Setting Required
The location of the accommodation/modification. Options include:
With regular education classroom peers
Separated from regular education classroom peers
N/A
Duration and Frequency
Start Date Required
The first day of the accommodation.
This field auto-populates to the Start Date of the plan.
End Date Required
The last day of the accommodation.
This field auto-populates to the End Date of the plan.
Minutes per session
The number of minutes per session.
Only whole numbers are allowed with a five character limit.
Session frequency
#sessions per week
The number of sessions per week.
Only whole numbers are allowed with a five character limit.
Total minutes per week
The calculated total number of minutes per week the student receives the accommodation/modification.
The Special Factors editor lists any additional factors related to the student's special education needs.
Special Factors Editor
Field
Description
Validation
The strength of the student Required
Indicates the student's strengths are addressed and documented in the IEP. Options are Yes or No.
N/A
The concerns of the parent Required
Indicates the parent/guardian's concerns are addressed and documented in the IEP. Options are Yes or No.
N/A
The results of the most recent evaluation of the student Required
Indicates the results of the student's most recent evaluation are addressed and documented in the IEP. Options are Yes or No.
N/A
Does the student's behavior impede his or her learning or that of others? Required
Indicates the student's behavior impedes their learning or the learning of others. Options are Yes or No.
N/A
Are positive interventions, supports or other strategies included in the IEP to address that behavior? *Required
Indicates positive interventions, supports or other strategies are addressed and documented in the IEP. Options are Yes or No.
*This field is available and required when Yes is selected from the "Does the student's behavior impede..." dropdown.
Has a Functional Behavior Assessment (FBA) been conducted? *Required
Indicates a Functional Behavior Assessment (FBA) has been conducted. Options are Yes or No.
*This field is available and required when Yes is selected from the "Does the student's behavior impede..." dropdown.
Does the student have a Behavior Intervention Plan (BIP)? *Required
Indicates the student has a Behavior Intervention Plan (BIP). Options are Yes or No.
*This field is available and required when Yes is selected from the "Does the student's behavior impede..." dropdown.
Does the student require assistive technology devices or services? Required
Indicates the student requires assisted technology devices or services. Options are Yes or No.
N/A
Does the student have communication needs? Required
Indicates the student has communication needs. Options are Yes or No.
N/A
Does the student have blindness or low vision or require one or more specialized formats (braille, large print, audio, and/or digital text) of educational materials because blindness or other disability prevents effective use of standard print materials? Required
Indicates the student is blind or visually impaired and required specialized learning formats for learning other than the standard print materials. Options are Yes or No.
N/A
Is the student deaf or hard of hearing? Required
Indicates the student is deaf or hard of hearing. Options are Yes or No.
N/A
Does the student have limited English proficiency? Required
Indicates the student has a limited proficiency of English. Options are Yes or No.
The Discipline editor is used to indicate the student is to follow the school-wide discipline plan or the student requires the modifications described in this IEP under the annual goals and/or instructional accommodations.
Discipline Editor
Field
Description
The student will follow the school-wide discipline plan (student does not have a Behavior Intervention Plan).
Indicates the student does not have a Behavior Intervention Plan (BIP) and is to follow the school-wide discipline plan.
The student requires modifications described in the IEP under Annual Goals and/or Instructional Accommodations (§300.320).
Indicates the student requires modifications to the school-wide discipline plan as described under the Annual Goals and/or Instructional Accommodations.