Path: Student Information > Special Ed > Special Ed Documents
The editors available on the Individual Education Plan provide all required information by the State of Colorado. Editors and fields are listed below. Included here are instructions on entering data into Campus and references to state-defined guidelines.
The current format of this document is the CO IEP 2026. Plan formats are selected in Plan Types.
IEP Document Editors
Note: Images should not be inserted into text fields.
Individual Education Plan editors
The following table lists the editors available on the student's Individual Education Plan, the section(s) of the print format that include the entered information, a description of what the editor is used for and any special considerations and instructions for using the editor.
|
Editor Name |
Printed Document Section |
Description |
Special Considerations and Instructions |
|---|---|---|---|
| Education Plan |
Section 1: Type of Meeting Section 2: Dates of Meetings |
The Education Plan editor lists the dates associated with the plan, such as dates the plan is active and meeting dates, and general plan information, including the type of IEP, additional meeting information, and student language information. |
This editor must be saved before continuing to other areas of the plan. Fields indicated in red text are required. The IEP Start Date auto-populates to the day after the IEP Meeting Date. The date fields Initial Consent for Evaluation and Initial Eligibility Determination are populated from the student's initial evaluation.
For information on how this editor is impacted by the Special Education Interchange files, visit the Colorado Department of Education website (http://www.cde.state.co.us/datapipeline/inter_sped-iep). |
| Enrollment Status | Section 3: Student and Family Information | The Enrollment Status editor reports Special Education information from the student's Enrollment, reported before and after the plan meeting. |
Clicking Get Special Ed Status from Enrollment synchronizes the information in the editor with the most recent information from the student's Enrollments tool.
There are three versions of this editor. Best practice is to use the third editor. This editor fetches special education data from the student's Enrollment, values which can be edited in the IEP. If values are modified, the student's Enrollment will be updated based on the IEP when saved. |
| Student Demographics | Section 3: Student and Family Information | The Student Demographics editor populates basic information about the student such as demographic data, address and school information. | Clicking Refresh Student Information synchronizes information in the editor with the most recent information entered for the student from the Demographics, Households, Enrollments and School tools. |
| Parent/Guardian Demographics | Section 3: Student and Family Information | The Parent/Guardian Demographics editor populates based on the established student/guardian relationships created on the student's Relationships tool or indicated by the guardian checkbox on the Households tool. The editor includes Demographics information for the student's guardian. | Clicking Refresh Guardian Information synchronizes information in the editor with the most recent information from the student's guardian's Demographics and Households tools. |
| IEP Signature Page | Section 4: Procedural Safeguards | The IEP Signature editor indicates if the student has been provided with the appropriate procedural safeguards and if the parent has been provided with a copy of the IEP. | N/A |
| ISP Signature Page | Section 4: Procedural Safeguards | Used for an ISP, the ISP Signature editor indicates the appropriate information regarding the ISP has been provided to the parents. | The first set of checkboxes auto-populate based on the selection made in the IEP Signature Page. |
| Team Meeting | Section 5: IEP Participants | The Team Meeting editor lists the team meetings held regarding the student. | Before team meetings can be added, the student must have team members added on the Team Members tool.
The Print in Plan checkbox must be marked for the team meeting to appear on the printed document. |
| PLAAFP |
Section 6: Present Levels of Academic Achievement and Functional Performance Including Input from Parent and Student Section 8: Postsecondary Transition Plan |
The Present Level of Academic Achievement and Function (PLAAFP) editor includes all relevant information concerning the student's current interests, abilities, and performance, and the educational impact of the student's disability and postsecondary goals. | N/A |
| Special Factors | Section 7: Consideration of Special Factors | The Special Factors editor identifies possible concerns that may interfere with the student's learning, such as behavior issues, limited English proficiency, visual or communication impairments or assistive technology. | Selecting Yes for any of the first five questions prompts the user to complete an additional plan, found in the four following editors. |
| Behavior Intervention Plan | Behavior Intervention Plan (BIP) | The Behavior Intervention Plan editor guides the user through assessing the student's positive and negative behaviors, strategies for coping with concerns, and the methods for analyzing success. | N/A |
| Learning Media Plan | Learning Media Plan for Student with a Vision Disability or Deaf-Blindness | he Learning Media Plan editor analyses the student's needs based on a visual disability or limited literacy and the action taken to address these issues. | N/A |
| Communication Plan | Communication Plan for Student who is Deaf/Hard of Hearing or Deaf-Blind | The Communication Plan editor describes analysis and action taken in response to the student's hearing impairment, if applicable, including the student's current mode of communication and descriptions of steps taken and options available for improvement. | N/A |
| Health Care Plan | Confidential Individualized Health Care Plan | The Health Care Plan editor describes the student's health concerns, including symptoms and history, medications and response. | N/A |
| Secondary School Experience | This editor does not print | The Secondary School Experience editor indicates if the student was a volunteer, was employed, or participated in some other kind of work study or internship. | N/A |
| Agency Referrals | This editor does not print | The Agency Referrals editor indicates if the student was referred to another service organization, such as a vocational rehabilitation center or a mental health instution. | N/A |
| Postsecondary Transition Plan | Section 8: Postsecondary Transition Plan | The Postsecondary Transition Plan editor list postsecondary goals, including those related to education, work, community involvement and daily skills. | N/A |
| Transfer Rights | Section 8: Postsecondary Transition Plan | The Transfer Rights editor indicates if the student and parents have been informed of the transfer of rights when the student turns 21. | N/A |
| Annual Goals and Objectives | Section 9: Annual Goals and/or Objectives> | The Annual Goals and Objectives editor editor lists measurable goals designed to improve the student's progress in general education and how accomplishing those goals is tracked and determined. | N/A |
| Accommodations/ Modifications | Section 10: Accommodations and Modifications | The Accommodations and Modifications editor describes the accommodations provided to the student to succeed in general education and the standards that have been modified to aid the student. | Template Banks are established in System Administration and available by clicking the white paper icon where it appears. |
| Extended School Year | Section 11: Extended School Year Determination | The Extended School Year editor lists factors that may qualify the student for services outside of the standard school day or year. | N/A |
| State/District Assessments | Section 12: State/District Assessments | The State and District Assessments editor tracks student accommodations on state and district tests. | Template Banks are established in System Administration and available by clicking the white paper icon where it appears. |
| Alternate Assessment Determination | Alternate Assessment Determination | The Alternate Assessment Determination editor is used to document the student's alternate assessments if needed. | This editor becomes available if Yes is marked on the State/District Assessments editor.
Marking the Do Not Print in Plan checkbox excludes this editor from displaying on print. |
| Services Delivery Statement | Section 13: Service Delivery Statement | The Services Delivery Statement editor summarizes the services provided to the student, including those linked to established goals | N/A |
| Services | Special Education and Related Services in the Least Restrictive Environment | The Services editor lists all services provided to the student. |
Only active Services can be included in this editor. Services, Service Providers and Service Positions are established in System Administration.
Date fields default to the Start and End Dates of the plan. |
| LRE |
Section 14: Recommended Placement in the Least Restrictive Environment (Special Education Setting) |
The Least Restrictive Environment editor lists the factors considered to determine the type of special education environment the student should be placed in, including options considered and selected. | The student's Age Range is required. The options available are dependent on the age range selected. |
| Projected Completion | Section 8: Postsecondary Transition Plan | The Projected Completion editor includes the date the student is expected to graduate or complete education and how that completion will be documented. | N/A |
| Prior Written Notice | Section 15: Prior Written Notice | The Prior Written Notice editor communicates to parents additional information about the student's plan, including other options and factors considered. | N/A |
Ad hoc inquiries
| Editor | Field | Ad hoc inquiries |
|---|---|---|
Enrollment Status | Total Instructional Minutes | instructionalMinutes |
| Primary Disability (Prior to Meeting) | primaryDisabilityPrior | |
| Secondary Disability (Prior to Meeting) | secondaryDisabilityPrior | |
| Special Ed Status (Prior to Meeting) | spedStatusPrior | |
| Primary Special Education Environment (Prior to Meeting) | primarySPEDEnvironmentPrior | |
| Resident District | residentDistrict | |
| Primary Disability (After Meeting) | primaryDisabilityAfter | |
| Secondary Disability (After Meeting) | secondaryDisabilityAfter | |
| Special Ed Status (After Meeting) | spedStatusAfter | |
| Primary Special Education Environment (After Meeting) | primarySPEDEnvironmentAfter | |
| Student Demographics | Student’s Primary Language is ASL (American Sign Language)? | primaryLanguageASL |
| Team Meeting | Meeting Time | meetingTime |
| Meeting Date | meetingDate | |
| Meeting Location | meetingLocation | |
| Invite Date | inviteDate | |
| Comments | comments | |
| Invited | invited | |
| Attended | attended | |
| Name | name | |
| Role | role | |
| Area/Agency Represented | areaAgencyRepresented | |
| PLAAFP | Student Strengths, Preferences, Interests | plaafpStrengths |
| Present Levels of Educational Performance Summary | plaafpEducationalPerformance | |
| Describe the age appropriate transition assessment process used to develop the post-school goals | plaafpTransitionAssessment | |
| Student Needs and Imact of Disability | plaafpNeedsImpact | |
| Parent/Student Input | plaafpParentStudent | |
| Measurable Post-School Goals: Education/Training | plaafpEducationTraining | |
| Measurable Post-School Goals: Employment | plaafpEmployment | |
| Measurable Post-School Goals: Independent Living Skills | plaafpIndependentLiving | |
| Special Factors | Does the student exhibit behavior that requires a Behavior Intervention Plan? | behaviorInterventionPlan |
| Is the student blind or visually impaired? | blindVisualImpair | |
| Is the student deaf or hard of hearing? | deafHardHearing | |
| Is the student deaf-blind? | deafBlind | |
| Does the student have unique communication needs? | communicationNeeds | |
| Text area associated with “Does the student have unique communication needs?” | describeCommunicationNeeds | |
| Does the student have Limited English Proficiency? | LEP | |
| If yes, specify how this will be addressed? | addressLEP | |
| Does the student need Assistive Technology devices or services? | needAT | |
| If yes, specify | specifyAT | |
| Does the student require Special Transportation | needSpecialTransport | |
| If yes, specify | specifyTransport | |
| Does the student require a Health Care Plan? | needHealthCarePlan | |
| If yes, indicate location of Plan | locationHealthCarePlan | |
| Annual Goals and Objectives | Name | goalName |
| Extended School Year Goal | esyGoal | |
| Annual Goal to be Measured by Achievement of Benchmarks: (Goals should reflect standards/key components/access skills based on individual student's post school transition outcomes | annualGoal | |
| Area of Need | areaNeed | |
| Unit of Measurement | unitMeasure | |
| Related Colorado Academic Standard/Extended Evidence Outcomes | standardOutcome | |
| Baseline Data Point | baselineData | |
| Evaluation Method | evaluationMethod | |
| Progress Report | progressReportFrequency | |
| Extent of progress toward achieving the annual goals (pulls in from Progress Report as read-only) | extentProgress | |
| Objectives | objectives | |
| LRE | Ages 3-5 | lreAgeRange35 |
| Ages 6-21 | lreAgeRange621 | |
| End of 3-5 Services | end35ServiceDate | |
| Start of 6-21 Services | start621ServiceDate | |
| Attending a regular early childhood program at least 10 hours per week AND receiving the majority of hours of special education and related services in the regular early childhood program. | preschTenPlusServRegECConsider | |
| Attending a regular early childhood program at least 10 hours per week AND receiving the majority of hours of special education and related services in the regular early childhood program. | preschTenPlusServRegECSelect | |
| Attending a regular early childhood program at least 10 hours per week AND receiving the majority of hours of special education and related services in some other location. | preschTenPlusServOtherLocConsider | |
| Attending a regular early childhood program at least 10 hours per week AND receiving the majority of hours of special education and related services in some other location. | preschTenPlusServOtherLocSelect | |
| Attending a regular early childhood program less than 10 hours per week AND receiving the majority of hours of special education and related services in the regular early childhood program | preschLessTenServRegECConsider | |
| Attending a regular early childhood program less than 10 hours per week AND receiving the majority of hours of special education and related services in the regular early childhood program | preschLessTenServRegECSelect | |
| Attending a regular early childhood program less than 10 hours per week AND receiving the majority of hours of special education and related services in some other location. | preschLessTenServOtherLocConsider | |
| Attending a regular early childhood program less than 10 hours per week AND receiving the majority of hours of special education and related services in some other location. | preschLessTenServOtherLocSelect | |
| Separate Class | preschSepClassConsider | |
| Separate Class | preschSepClassSelect | |
| Separate School | preschSepSchoolConsider | |
| Separate School | preschSepSchoolSelect | |
| Residential Facility | preschResFacConsider | |
| Residential Facility | preschResFacSelect | |
| Home | preschHomeConsider | |
| Home | preschHomeSelect | |
| Service Provider Location | servProvLocConsider | |
| Service Provider Location | servProvLocSelect | |
| General education class at least 80% of the time | genEd80MoreConsider | |
| General education class at least 80% of the time | genEd80MoreSelect | |
| General education class 40% to 79% of the time | genEd4079Consider | |
| General education class 40% to 79% of the time | genEd4079Select | |
| General education class less than 40% of the time | genEd40LessConsider | |
| General education class less than 40% of the time | genEd40LessSelect | |
| Separate School | schAgeSepSchConsider | |
| Separate School | schAgeSepSchSelect | |
| Residential Facility | schAgeResFacConsider | |
| Residential Facility | schAgeResFacSelect | |
| Homebound/hospital | schAgeHomeHospConsider | |
| Homebound/hospital | schAgeHomeHospSelect | |
| Correctional Facilities | schAgeCorrectFacConsider | |
| Correctional Facilities | schAgeCorrectFacSelect | |
| Possible advantages for the student | advantages | |
| Possible disadvantages or potential harmful effects on the student ot on the quality of services needed | disadvHarmEffect | |
| Modifications/supplementary aids and services considered to reduce possible disadvantage to the student | modSuppAids | |
| Below, summarize discussions regarding placement options | placementDiscuss | |
| Service | spedService | |
| Services | General Education Setting | genEdSetting |
| Non-General Education Setting | nonGenEdSetting | |
| Service Provider | serviceProvider | |
| Primary | primaryServiceProvider | |
| Service Position | servicePosition | |
| Start Date | serviceStartDate | |
| End Date | serviceEndDate | |
| Indirect | indirectMin | |
| Direct | directMin | |
| Service Frequency | serviceFreq | |
| Total Minutes | totalMinutes | |
| Did the student experience severe regression on his/her IEP goals and objectives? | severeRegression | |
| Extended School Year | Did the student require an unreasonably long period of time to relearn previously learned skills? | requireLongPeriodRecover |
| Do predictive factors indicate the need for ESY services? | predictiveFactors | |
| Decision: Is the student eligible for Extended School Year Services? | eligibleESY | |
| To be determined by Date | determineESYDate | |
| Identify which goals will be worked on during Extended School Year Below | esyGoals | |
| Volunteer Did the student participate prior to exiting school | volunteerParticipation | |
| Secondary School Experience | Paid/Competitive Employment Did the student participate prior to exiting school | paidCompetitiveEmployParticipation |
| Work Experience/Work Study/Internship Did the student participate prior to exiting school | workExperienceParticipation | |
| Vocational Rehabilitation or SWAP Was the student referred to this agency prior to exiting school? | vocRehabReferred | |
| Agency Referrals | Mental Health Was the student referred to this agency prior to exiting school? | mentalHealthReferred |
| Soc Sec Administration Was the student referred to this agency prior to exiting school? | SocSecurityReferred | |
| Community-Centered Board/Dev Disabilities Services Was the student referred to this agency prior to exiting school? | CommCenteredDevDisabReferred | |
| Plan Name | postSecPlanName | |
| Postsecondary Transition Plan | Planned Course of Study | courseStudy |
| Education/Instruction and Related Services | educInstructionRelSrv | |
| Career/Employmnet and other Post-School Adult Living Objectives | careerEmployment | |
| Community Experiences | communityExp | |
| If appropriate, Daily Living Skills and/or Functional Vocational Evaluation | dailyLivingFuncVocEval | |
| Agency Linkage | agencyLinkage | |
| IDEA 300.320(c) Transfer of rights at age of majority | transferRights | |
| Transfer Rights | Projected date of graduation/program completion: | projectedGradDate |
| Projected Completion | Projected type of completion document | CompletionDoc |
| Check if the student is being considered for Alternate Assessments | altAssessConsidered | |
| State/District Assessments | English Language Arts | districtELA |
| Math | districtMath | |
| Science | districtScience | |
| Social Studies | districtSocialStudies | |
| Other | districtOther1 | |
| Other | districtOther2 | |
| List district assessment accommodations | districtAssessAccomm | |
| Category | districtCategory | |
| Accommodation | districtAccommodation | |
| Check if the student meets participation requirements to receive instruction based on alternate academic achievement standards (Extended Evidence Outcomes) and will participate in the district alternate assessment. | alternateAcademicStandards | |
| If the student is eligible for the district alternate assessment, provide justification: | alternateAssessJustification | |
| English Language Arts | stateELA | |
| Math | stateMath | |
| Science | stateScience | |
| Social Studies | stateSocialStudies | |
| PSAT | psat | |
| SAT | sat | |
| ACCESS | access | |
| Alt ACCESS for ELLs | AltAccess | |
| List all accessibility features and/or accommodations to be used in the Colorado state assessment administration: | stateAssessAccomm | |
| Refer to assessment guidance documents for allowable accommodations per content area. NOTE: Allowable accommodations may change within the IEP period | stateAllowAccomm | |
| Category | stateCategory | |
| Accommodation | stateAccommodation | |
| Describe Unique Accommodations, pending approval by the CDE Assessment Office | uniqueAccomm | |
| If the student will be participating in the Colorado Alternate Assessments provide justification | coAltAssessJustification | |
| List any Accommodations for the Colorado alternate assessment | coAltAssessAccomm | |
| If the IEP Team has determined that the student qualifies for alternate assessments, parents have been informed about the differences between regular and the alternate assessments (both state and district) and the effects of these, if any (including that, for students taking alternate assessments, achievement will be measured based on alternate achievement standards). | parentNotifiedAltAssess | |
| Has the student been determined to be a student with a disability eligibile to receive special education services under the Individuals with Disabilities Education Act (IDEA)? | determinedEligible | |
| Alternate Assessment Determination | Is a current Individualized Education Plan (IEP) in place or being developed for the student? | currentIEP |
| Yes. If both elements can be affirmed, continue to Criterion #2. | criterion1Response | |
| During the process of determining eligibility for a student to receive special education services, did the IEP Team review a body of evidence that supports the existence of a cognitive disability? | evidenceCogDisability | |
| No. Stop Here. The student must have documented evidence of the existence of a cognitive disability, regardless of the special education disability category. | criterion2ResponseNo | |
| Yes. Empirical evidence of a cognitive disability is documented in the IEP. Continue to Criterion #3 | criterion2ResponseYes | |
| The student’s demonstrated cognitive functioning and adaptive behavior in the home, school, and community environments are significantly below age expectations, even with program modifications, adaptations and accommodations and | cogFunctionBelowExpectations | |
| The School Psychologist (or other personnel trained in administering psychometric evaluation) presents evidence that the student’s cognitive and adaptive functioning is consistent with that of a student with significant cognitive disability*. | evidenceCogFunctioning | |
| Yes. Both elements affirm that the student’s evaluated performance falls within range of the most significant cognitive disability. The student (a) requires extensive, repeated individualized instruction and support that is not of a temporary or transient nature and (b) uses substantially adapted and modified materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate and transfer academic and functional skills necessary for application in school, work, home and community environments. Daily modified instruction is linked to the enrolled grade level Colorado Academic Standards Extended Evidence Outcomes (EEOs). For students receiving instruction on alternate standards and taking alternate assessment, the IEP must contain measurable annual goals and objectives for content areas. | criterion3ResponseYes | |
| The documented evidence supports the existence of a significant cognitive disability. However the IEP Team determines that with appropriate adaptations (supports and accommodations), the student will receive daily instruction based on the Colorado Academic Standards enrolled grade-level expectations. (The student then does not qualify for instruction on alternate academic achievement standards or to take alternate assessment based on alternate academic achievement standards.) | criterion3ResponseNoAltAssessNeeded | |
| Yes. Although the documented evidence supporting the existence of a significant cognitive disability does not fall into the lower ranges, the IEP Team has considered the impact and severity of the disability along with other related factors in order to determine that the student qualifies to receive modified daily instruction based on the Colorado Academic Standards Extended Evidence Outcomes (alternate academic achievement standards) and participate in alternate assessment based on alternate academic achievement standards. | criterion3ResponseAltAssessNeeded | |
| Alternate classroom/district assessments based on alternate standards | cmasAltAssess | |
| Alternate State Summative Assessments (Gr. 3-9 and 11) | elaMathSSSciAltSummAssess | |
| ACCESS for ELLs (K-12) | altACCESS | |
| 10th Grade DLM Alternate Assessment | grade10AltDLM | |
| 11th Grade DLM Alternate Assessment | grade11AltDLM | |
| that the annual assessment data was reviewed for each content area | annualAssessDataReviewed | |
| the decision for participation in the Alternate Assessment is NOT based on….. | altAssessParticipationNotBased | |
| Student meets participation guidelines as a student with a significant cognitive disability and will receive instruction based upon alternate academic achievement standards and participate in alternate assessment as indicated above. | meetsGuidelinesAltAssess | |
| I have been provided the special education procedural safeguards in my native language or other mode of communication. | iepProceduralSafeguardsProvided | |
| IEP Signature Page | A copy of the IEP has been provided to the parent(s) | iepProvided |
| Parent/Guardian/ESP have been provided the special education procedural safeguards in his/her native language or other mode of communication. | ispProceduralSafeguardsProvided | |
| ISP Signature Page | A copy of the ISP has been provided to the parent(s) | ispProvided |
