Individual Education Plan (Massachusetts)

Last Modified on 11/18/2024 10:44 am CST

Tool Search: Special Ed Documents

The Individual Education Plan is used to capture student special education plan information and match the required documentation provided by the state of Massachusetts. This document describes each editor, a description of each field on the editor, and any special considerations and instructions.

The current format of this document is the MA IEP 2024. Plan formats are selected in Plan Types.

Screenshot of the Editor Home listing all editors. Editor Home

Editor Home

The Editor Home lists the editors available, their status, and Modification and Completion information.

Header	Description
Name	The name of the editor.
Status	The state of the editor. Statuses can be: In Progress indicates a user has entered and saved data in that editor. Not Started is the default status for all editors. Complete indicates a user has clicked the Complete button on the editor, and the editor is read-only. This does not lock the editor from further editing but indicates the user considers the editor finished. Not Needed indicates a user has clicked the Not Needed button on the editor. This is usually done for editors that do not apply to the student. The following statuses are only available for certain state-specific documents: ESign indicates that the editor has functionality related to the eSignature process. See the Nevada Individual Education Plan eSignature Process or Delaware Special Ed Plan eSignature Process articles for additional information. Complete Pending eSignature indicates the plan has been entered and sent via the Campus Parent portal to the student's guardian for eSignature.
Modified By	The date and the user by whom the editor was last edited.
Completed By	The date and the user who clicked the Complete button for that editor.

General Information

The following table lists the actions available for the editors. When resizing the window, certain buttons are condensed into a single Action button.

Button	Description
Save	Different editors have different save options. Click the arrow next to the Save & Stay button to view all saving options for any given editor. Save captures progress and navigates the user to the Editor Home or to the List Screen for List editors. See the Editor Types section for additional information. Save & Stay captures progress and keeps the user on the current editor. This save button is the default save option and is usually found within the detail screen or list editors, such as Goals and Objectives. Save & Next captures progress and navigates the user to the next editor. Save & New captures progress and creates a new record. This save button is usually found within the detail screen of a list editor, such as Goals and Objectives. See the Editor Type section for additional information.
Refresh	Retrieves a new copy of data from the student's record. This includes enrollment, student, parent/guardian, and team member information. This also returns any accidentally deleted records. Manually entered fields do not change when the refresh button is clicked. The user must Save after clicking Refresh to capture changes. A side panel displays a listing of all the student's applicable enrollment records. See the Enrollments tool documentation for additional information.
Cancel	Navigates the user to the Editor Home screen or the List Screen for List editors.
Status	Changes the status of the editor. Complete indicates the editor is finished. This makes the editor read-only. However, this does not lock the editor from further editing. The user must click In Progress to further edit after an editor is marked Complete. Not Needed indicates the editor does not apply to the student's plan or evaluation. This makes the editor read-only. However, this does not lock the editor from further editing. Click the In Progress button to further edit after an editor is marked Not Needed. In Progress only displays when the editor is in the Complete or Not Needed status and allows additional edits to be made. The following status is only available for the Nevada IEP: Complete Pending eSignature only displays for the Procedural Safeguards, IEP Implementation, and Medicaid Consent editors. This button marks the editor as complete until the parent/guardian electronically signs those sections of the plan via the Campus Parent Portal. See the Nevada Individual Education Plan eSignature Process or Delaware Special Ed Plan eSignature Process articles for additional information.
Print	Prints the entire document.
Editors	Opens a side panel listing all the available editors and their status. Select an editor from this list to navigate to that editor or click Close to collapse the side panel.
Previous	Navigates the user to the previous editor.
Next	Navigates the user to the next editor.

Editor Types

There are two types of editors available: List or Basic editors. When navigating to a Basic editor, the list of fields within the editor is displayed. List editors display a list of all records within that editor. Clicking an existing record or the New button opens the detail view for an individual record.

Editor Lock Out and Release Logic

Only one user at a time can actively work on an editor. A person with a padlock icon ( Screenshot of the Padlock Icon. ) displays in the Editors side panel, Editor Home, and List Screen of list editors indicating which editors currently have users working on them. Hovering over the icon displays the name of the user who has checked out the editor, including the current user (you).

Editors that are currently being edited are read-only for all other users. The name of the person working on the editor displays in the header.

To release an editor, the user must:

navigate to the next editor by clicking Save and Next or the Editors button and selecting the next editor from the side panel.
click the Cancel button to return to the Editor Home screen.
log out of the Campus application.
navigate to a different tool in the Campus application.

Editors are automatically released when the in-application timeout limit has been exceeded. This is a back-end process and is usually around 30-60 minutes.

Template Banks

Certain fields within several editors have an Add Template icon that displays next to their name. Clicking this button displays a side panel with the available library of predetermined text for that field. Template Banks are managed in System Administration.

Screenshot of the Add Template icon highlighted and the Template Bank side panel displayed on the right. Template Bank Side PanelClick the plus (+) icons next to the category to view the available template values.

Screenshot of an expanded Template Bank Category on the left and several template values selected on the right. Expanded Category and Values SelectedTemplate Bank Categories display on the left and the selected text displays on the right. Click the Add button to add the template value. This adds the template to the queue of values on the right. The red X removes selected templates while the sequence field can be used to reorder the templates. Another option is to use the up and down arrows next to the sequence field to reorder values.

Click Cancel to go back to the document. The Clear Selected Template(s) button removes all selected template values from the right selection screen.

Once selections are finalized, click the Insert Selected Template(s) button to add the values to the field within the document in the selected order. Template values are separated by carriage returns.

Screenshot of an example field with several template bank selections added. Example Template Bank Selections in the Document

Text Editors

Images should not be inserted into text fields.

Editors

Education Plan (ADM-1)

The Education Plan 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 entering data into other editors.

Screenshot of the Plan Header (ADM-1) Editor. Plan Header (ADM-1) Editor

Click here to expand...

Field	Description	Validation
Meeting Type Required	The type of plan discussed at the meeting. Options include: Initial Annual Review Manifestation Meeting Placement Reevaluation Reconvene Transition Plan Other	N/A
Specify Other *Required	When applicable, the other reason for the meeting.	*This field is available and required when Other is selected as the Meeting Type.
Date of Meeting Required	The day of the meeting.	This field auto-populates with the date the plan is created.
Start Date Required	The first day of the plan.	This field auto-populates with the date the plan is created.
End Date Required	The last day of the plan.	This field auto-populates with a date one year minus one day from the entered Start Date.
Next Scheduled Annual Review Meeting Required	The day a year in the future where the plan is reviewed.	This field auto-populates with a date 365 minus one day from the Date of Meeting.
Next Scheduled Three-Year Reevaluation Meeting Required	The day three years in the future where a reevaluation must take place.	When available, this field populates from the most recent locked OR unlocked Evaluation Meeting Date plus three years minus one day.

Field	Description	Validation
Primary Disability Required	The primary disability of the student. Options include: 01: Intellectual 02: Sensory/Hearing 03: Communication 04: Sensory/Vision 05: Emotional 06: Physical 07: Health 08: Specific Learning Disabilities 09: Sensory/Deaf-Blind 10: Multiple Disabilities 11: Autism 12: Neurological 13: Developmental Delay	This field pulls from the Primary Disability field from the student's Enrollment record. Ad hoc Inquiries: Learner Planning > Learning Plans > disability1
Secondary Disability	The second disability of the student, if applicable. Options include: 01: Intellectual 02: Sensory/Hearing 03: Communication 04: Sensory/Vision 05: Emotional 06: Physical 07: Health 08: Specific Learning Disabilities 09: Sensory/Deaf-Blind 10: Multiple Disabilities 11: Autism 12: Neurological 13: Developmental Delay	This field pulls from the Secondary Disability field from the student's Enrollment record. Ad hoc Inquiries: Learner Planning > Learning Plans > disability2
Tertiary Disability	The third disability of the student, if applicable. Options include: 01: Intellectual 02: Sensory/Hearing 03: Communication 04: Sensory/Vision 05: Emotional 06: Physical 07: Health 08: Specific Learning Disabilities 09: Sensory/Deaf-Blind 10: Multiple Disabilities 11: Autism 12: Neurological 13: Developmental Delay	This field pulls from the Tertiary Disability field from the student's Enrollment record. Ad hoc Inquiries: Learner Planning > Learning Plans > disability3
Special Ed Level of Need Required	The level at which the student requires special education services. Options include: 01: Low (<2 hrs Services/week) 02: Low (2 hrs or more/week) 03: Moderate 04: High	This field populates from the Special Ed Level of Need field from the student's Enrollment record.
Special Ed Setting	The location where the student participates in the general education and/or special education program. Click the Click to expand link to view available options. Click here to expand... 01: Previously enrolled in SPED, current year 10: 6-21: Full < 21% Services Outside GE Class 70: 6-21: Homebound/Hospital 20: 6-21: Partial 21-60% Services Outside Class 50: 6-21: Private Separate Day School 90: 6-21: Public Residential Institutional Facility 41: 6-21: Public Separate Day School 60: 6-21: Residential School 40: 6-21: Substantial Separation 60%<Services 05: 3-5: GE Student Role Model in PreK Classes 46: 3-5: Home 42: 3-5: Private Separate Day School 45: 3-5: Public Residential Institutional Facility 38: 3-5: Public Separate Day School 34: 3-5: <10 hrs EC, >50% IEP 30: 3-5: 10+ hrs EC, <51% IEP 31: 3-5: 10+ hrs EC, >50% IEP 32: 3-5: <10 hrs EC, <51% IEP 44: 3-5: Residential Facility 48: 3-5: Service Provider Location 36: 3-5: Substantially Separate Class	This field populates from the Special Ed Setting field from the student's Enrollment record.
Eval Results	The results of the student's evaluation to determine their eligibility to receive special education services. Options include: 00: Not SPED Student - No Evaluation Current Year 01: Continuing SPED - No Eval Current Year 02: Initial Eval - Not Eligible 03: Re-Eval - No Longer Eligible 04: Init Eval - Eligible Instruction w/wo Services 05: Init Eval - Eligible Related Services Only 06: Re-Eval - Eligible Instruction w/wo Services 07: Re-Eval - Eligible Related Services Only 08: Init Eval in Process 09: Evaluated and Eligible for Srvc/Parents Declined	This field pulls from the Eval Results field from the student's Enrollment record.
School District Cycle	Options include: 5 day cycle 6 day cycle 10 day cycle Other	N/A
Specify Other *Required	The other school district cycle.	*This field is available and required when Other is selected from School District Cycle.
Building Minutes Required	The total number of minutes of school a building has or the length of a school day or school week, depending on the calculation used.	N/A
Grade	The student's grade level.	This field auto-populates from the selected Enrollment record upon Refresh.
Assigned School Information (Complete after a placement has been made)
School Name	The name of the school associated with the student's Enrollment record.	This field auto-populates from the selected Enrollment record upon Refresh.
School Phone	The phone number of the school associated with the student's Enrollment record.	This field auto-populates from the selected Enrollment record upon Refresh.
School Address	The address of the school associated with the student's Enrollment record.	This field auto-populates from the selected Enrollment record upon Refresh.
Cost-Shared Placement	Indicates this school is a cost-shared location. Options are Yes or No.	N/A
Specify Agency Required	The agency associated with the placement.	This field is available and required when Yes is selected from Cost Shared Placement field.
District Information This section is read-only.
District Number	The district number associated with the Enrolled school.	This field auto-populates from the selected Enrollment record upon Refresh (District Information > State District Number).
District Name	The district name associated with the Enrolled school.	This field auto-populates from the selected Enrollment record upon Refresh (District Information > Name).
District Address	The district address associated with the Enrolled school.	This field auto-populates from the selected Enrollment record upon Refresh (District Information > Address).
District Phone	The district phone number associated with the Enrolled school.	This field auto-populates from the selected Enrollment record upon Refresh (District Information > Phone). Comes from Sys Admin > Resources > District
District SPED Address	The district special education address associated with the Enrolled school.	This field auto-populates from the selected Enrollment record upon Refresh (District Information > District SPED Address).
District SPED Phone	The district special education phone associated with the Enrolled school.	This field auto-populates from the selected Enrollment record upon Refresh (District Information > District SPED Phone).
MA Enrollment Validation	A validation to ensure the Refresh button has been used.	In order to lock the document, the Refresh button on the Enrollment Editor must be clicked.

Field	Description	Validation
Last Name	The student's last name.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > Last Name identity.lastName
First Name	The student's first name.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > First Name identity.firstName
Middle Name	The student's middle name.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > Middle Name identity.middleName
Suffix	The student's suffix.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > Suffix Name identity.suffix
Age		This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked.
Birthdate	The student's date of birth.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > Birth Date identity.birthDate
Gender	The student's gender.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > Gender identity.gender
Federal Designation	The student's federal designated ethnicity.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > Race/Ethnicity > Federal Designation identity.federalRaces
Federal Race(s)	The student's race(s).	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > Race/Ethnicity > Race(s) identity.raceEthnicity1-5
Race, Ethnicity (state)	The student's state designated race/ethnicity.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > Race/Ethnicity > Race/Ethnicity identity.raceEthnicity
Student Primary Language	The student's home primary language.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > Language At Home identity.homePrimaryLanguage
Language of Instruction Required	The language the student is to receive instruction.	N/A
Address	The student's address. This field becomes a dropdown when more than one address exists for the student. The primary household displays by default.	Household Address Information tool address.number; address.street; address.tag; address.prefix; address.dir; address.apt; address.city; address.state; address.zip
Home Telephone	The student's phone number.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Household Phone & Address(es) > Phone
LASID	The student's local ID number.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > Student Number identity.studentNumber
SASID	The student's state ID number.	This field auto-populates from student's Demographics record when Education Plan is saved and each time Refresh is clicked. Demographics > State ID Number
If 18 or older	The student's decision making determination when they are 18 years old or older. Options include: Acting on Own Behalf Shared Decision Making Delegate Decision Making	N/A
Specify Court Appointed Guardian	The name of the court appointed guardian of the student.	N/A
Case Manager Information
Name	The name of the student's case manager.	This field auto-populates with active Case Manager Name from Team Members tool. Special Ed Team Members > Name teamMember.firstName teamMember.lastName
Title	The role of the student's case manager.	This field auto-populates with active Case Manager Title from Team Members tool. Special Ed Team Members > Title teamMember.title
Phone	The phone number of the case manager.	This field auto-populates with active Case Manager Work Phone from Team Members tool. Special Ed Team Members > Work Phone

Field	Description	Validation
Last Name	The last name of the parent/guardian.	This is part of the header for the guardian. Demographics > Last Name identity.lastName
First Name	The first name of the parent/guardian.	This is part of the header for the guardian. Demographics > First Name identity.firstName
Middle Name	The suffix of the parent/guardian.	This is part of the header for the guardian. Demographics > Middle Name identity.middleName
Suffix	The suffix of the parent/guardian.	This is part of the header for the guardian. Demographics > Suffix identity.suffix
Relationship	The relationship between the student and guardian.	This is part of the header for the guardian. Relationships > Relationships planGuardian.relationship
Print Sequence	The print order of the parent/guardian(s) on the IEP.	When no Sequence is selected, parent/guardian(s) print in the order displayed in the UI. When any Sequences are selected, parent/guardian(s) with a sequence number print in the order defined, then un-sequenced parent/guardian(s) print at the bottom.
Address	The address of the guardian's home. When multiple addresses exist, this field becomes a dropdown selection.	This field auto-populates from the guardian's Census record when the plan is saved and each time the Refresh button is clicked. Households Information > Address Info address.number; address.street; address.tag; address.prefix; address.dir; address.apt; address.city; address.state; address.zip
Home Phone	The home phone number of the guardian.	This field auto-populates from the guardian's Census record when the plan is saved and each time the Refresh button is clicked. Households Information > Household Phone & Address(es) > Phone contact.homePhone
Work Phone	The work phone number of the guardian.	This field auto-populates from the guardian's Census record when the plan is saved and each time the Refresh button is clicked. Demographics > Personal Contact Information > Work Phone contact.workPhone
Cell Phone	The cell phone number of the guardian.	This field auto-populates from the guardian's Census record when the plan is saved and each time the Refresh button is clicked. Demographics > Personal Contact Information > Cell Phone contact.cellPhone
Email	The email address of the guardian.	This field auto-populates from the guardian's Census record when the plan is saved and each time the Refresh button is clicked. Demographics > Personal Contact Information > Email contact.email
Home Primary Language	The language spoken at the guardian's home.	This field auto-populates from the guardian's Census record when the plan is saved and each time the Refresh button is clicked. Demographics > Person Information > Home Language identity.homePrimaryLanguage
Parent Preferred Mode of Communication	The manner in which the parent/guardian wants to be communicated. Options include: Phone Email Messaging App Other	N/A
Specify Other *Required	The other manner of communication.	*This field is available and required when Other is selected as the Parent Preferred Mode of Communication field.

Field	Description	Validation
Student's Vision (ages 3-13) The following fields are available and required when the student's age is between 3-14 years during the plan start and end dates.
This year, I want to learn *Required	A text area used to describe the student's goals during the year.	*This field is required in order to Complete the editor. This field is limited to 8000 characters.
By the time I finish *Required	Indicates the school level of the student. Options are Elementary School or Middle School.	*This field is required in order to Complete the editor.
I want to *Required	A text area used to describe the student's goals for the student's school time.	*This field is required in order to Complete the editor. This field is limited to 8000 characters.
Student's Vision/Postsecondary Goals(required for ages 14-22, may be complete earlier if appropriate) The following fields are available and required when the student's age is 13 years old, but turning 14 during the plan start and end dates.
While I am in high school, I want to *Required	A text area used to describe the student's goals for the student's high school time.	*This field is required in order to Complete the editor. This field is limited to 8000 characters.
After I finish high school, my education or training plans are *Required	A text area used to describe the student's post education education or training goals for the student.	*This field is required in order to Complete the editor. This field is limited to 8000 characters.
After I finish high school, my employment plans are *Required	A text area used to describe the student's post education employment goals for the student.	*This field is required in order to Complete the editor. This field is limited to 8000 characters.
After I finish high school, my independent living plans are *Required	A text area used to describe the student's post education independent living goals for the student.	*This field is required in order to Complete the editor. This field is limited to 8000 characters.
Additional Team Vision Ideas
In response to the student's vision, this year	The team's vision for the student's year based on their goals.	*This field is required in order to Complete the editor. This field is limited to 8000 characters.
In response to the student's vision, in 5 years	The team's vision for the student in five years based on their goals.	*This field is required in order to Complete the editor. This field is limited to 8000 characters.

Field	Description	Validation
Student Profile
The student is identified as having the following disability or disabilities. Include all that apply. Required	The student's suspected disability. Options include: Autism Communication Impairment Developmental Delay (ages 3-9) Emotional Impairment Health Impairment Intellectual Impairment Neurological Impairment Physical Impairment Sensory Impairment Hearing Vision Deaf-Blind Specific Learning Disability	When Sensory Impairment is selected, the following fields are available and and at least one selection is required: Hearing Vision Deaf-Blind
English Learner
Has the student been identified as an English learner? Required	Indicates the student is an English Learner. Options are Yes or No.	N/A
If yes, describe the student's English Learner Education program, English as a Second Language services, and progress toward English language proficiency benchmarks *Required	A text field used to describe the student's program, services, and progress towards English Proficiency benchmarks.	*This field is available and required when Yes is selected for the English Learner question. This field is limited to 8000 characters.
Identify any language needs and consider how they related to the student's IEP *Required	A text field used to describe the student's language needs and the impacts on the student's IEP.	*This field is available and required when Yes is selected for the English Learner question. This field is limited to 8000 characters.
Assistive Technology
Does the student require assistive technology devices or services? *Required	Indicates the student requires assistive technology. Options are Yes or No.	*This field is required in order to Complete the editor.
If yes, this will need to be addressed in the following sections of the IEP *Required	Indicates the section of the IEP where the assistive technology needs of the student is documented. Options include: Accommodations/Modifications Goals/Objectives Service Delivery Grid Additional Information	*This field is available and required in order to Complete the editor when Yes is selected for the Does the student require assistive technology devices or services? question.

Field	Description	Validation
Present Levels of Academic and Functional Performance: Academics
Briefly describe current academic performance. *Required	The area of performance. Options include: English Language Arts History and Social Sciences Math Science, Technology and Engineering	*This field is required in order to Complete the editor. Multiple options can be selected.
Describe current academic performance *Required	A text area used to describe the student's current academic performance.	*This field is required in order to Complete the editor.
Strengths, interest areas and preferences *Required	The student's strengths, interests, and preferences.	*This field is required in order to Complete the editor.
Impact of student's disability on involvement and progress in the general education curriculum or appropriate preschool activities *Required	A text area used to describe how the student's disability impacts their progress towards the general education curriculum or preschool activities.	*This field is required in order to Complete the editor.
Autism-Specific Question
Does the student have needs resulting from the disability that impact progress in the general curriculum, including social and emotional development *Required	Indicates the student has needs resulting from their disability that impacts their progress towards the curriculum. Options are Yes or No.	*This field is available and required in order to Complete the editor when Autism is selected as the Primary Disability on the Student Profile editor.
If yes, this need will be addressed in the following sections of the IEP *Required	Indicates the area of the plan where the needs are documented. Options include: Accommodations/Modifications Goals/Objectives Services Delivery Grid Additional Information	*This field is available and required when Autism is selected as the Primary Disability on the Student Profile editor AND Yes is selected for the previous question.

Field	Description	Validation
Present Levels of Academic Achievement and Functional Performance: Behavioral/Social/Emotional
Briefly describe current behavioral/social/emotional performance *Required	A text area used to describe the student's current behavioral/social/emotional performance.	*This field is required in order to Complete the editor.
Strengths, interest areas, and preferences *Required	The student's strengths, interests, and preferences.	*This field is required in order to Complete the editor.
Impact of student's disability on involvement and progress in the general education curriculum or appropriate preschool activities *Required	A text area used to describe how the student's disability impacts their progress towards the general education curriculum or preschool activities.	*This field is required in order to Complete the editor.
Bullying
Describe any disability-related skills and proficiencies the student needs in order to avoid and respond to bullying, harassment, or teasing. This section must be complete for students who have a disability that affects social skills development; students vulnerable to bullying, harassment, or teasing; and students with autism.	A text area used to describe any disability-related skills and proficiencies the student needs in order to avoid and respond to bullying, harassment, or teasing.	N/A
Specify how these needs, if any will be addressed in the IEP.	A text area used to describe how these needs are addressed in this plan.	N/A
Autism-Specific Questions *This card and associated questions are available and required in order to Complete the editor when Autism is selected as the Primary Disability on the Student Profile editor.
Does the student require any positive behavioral interventions, strategies, and supports to address their behavioral difficulties resulting from autism spectrum disorder? *Required	Indicates the student requires positive strategies to address behavioral difficulties. Options are Yes or No.	N/A
Does the student need to develop social interaction skills and proficiencies? *Required	Indicates the student needs to develop social interaction skills. Options are Yes or No.	N/A
Does the student have needs related to changes in environment or to daily routines? *Required	Indicates the student has needs related to changes in their environment or daily routines. Options are Yes or No.	N/A
Does the student have needs related to repetitive activities and movements? *Required	Indicates the student has needs related to repetitive activities and movements. Options are Yes or No.	N/A
Does the student have needs resulting from their unusual responses to sensory experiences? *Required	Indicates the student has needs related to their responses to sensory experiences. Options are Yes or No.	N/A
If yes to any of the above, these needs will be addressed in the following section(s) of the IEP *Required	The editor in which the above needs are address in this plan. Options are: Accommodations/Modifications Goals/Objectives Services Delivery Grid Additional Information	*This field is available and required in order to Complete the editor when Autism is selected as the Primary Disability on the Student Profile editor AND Yes is selected from ONE or more of the questions above.

Field	Description	Validation
Present Levels of Academic Achievement and Functional Performance: Communication
Briefly describe current communication performance *Required	A description of the student's current communication performance.	*This field is required in order to Complete the editor.
Strengths, interest areas, and preferences	A description of the student's strengths, interest areas, and preferences.	*This field is required in order to Complete the editor.
Impact of student's disability on involvement and progress in the general education curriculum or appropriate preschool activities	A description of the impact of the student's disability on the student's progress towards the general education curriculum/preschool activities.	*This field is required in order to Complete the editor.
Does the student require the use of augmentative and alternative communication (AAC)? Consider any AAC needs for non-speaking students or those with limited speech.	Indicates the student requires the use of augmentative and alternative communication. Options are Yes or No.	*This field is required in order to Complete the editor.
If yes, describe how the Team will address the student's needs (including acquiring, designing, customizing, maintaining, repairing, and/or replacing AAC device/system). *Required	Options include: The student needs an AAC device/system at school. The student needs an AAC device/system at home or in other non-school settings to receive a free appropriate public education. The student needs training and/or technical assistance to use the AAC device/system. The student's family needs training and/or technical assistance concerning the AAC device/system. Educators, other professionals, employers, or others who work with the student need training and/or technical assistance concerning the AAC device/system.	*This field is available and required when Yes is selected above. Multiple options may be selected.
These needs will be addressed in the following section(s) of the IEP *Required	The needs addressed in the IEP. Options include: Accommodations/Modifications Goals/Objectives Services Delivery Grid Additional Information	*This field is available and required when Yes is selected above.
Autism-Specific Question
Does the student have needs in the areas of verbal and nonverbal communication, including but not limited to those identified in assistive technology/AAC evaluation(s)? *Required	Indicates the student has needs in verbal/nonverbal communication. Options are Yes or No.	*This field is available and required when Autism is selected as the Primary Disability on the Student Profile editor.
If yes, these needs will be addressed in the following section(s) of the IEP *Required	Options include: Accommodations/Modifications Goals/Objectives Services Delivery Grid Additional Information	*This field is available and required when Autism is selected as the Primary Disability on the Student Profile editor AND Yes is selected from one of the above questions.

Field	Description	Validation
Present Levels of Academic Achievement and Functional Performance: Additional Areas
Additional Areas, as Applicable (such as activities of daily living, health, hearing, motor, sensory, and vision) *Required	A description of the student's current performance in other areas.	*This field is required in order to Complete the editor.
Strengths, interest areas, and preferences *Required	A description of the student's strengths, interest areas, and preferences.	*This field is required in order to Complete the editor.
Impact of student's disability on involvement and progress in the general education curriculum or appropriate preschool activities *Required	A description of the impact of the student's disability on the student's progress towards the general education curriculum/preschool activities.	*This field is required in order to Complete the editor.
Deaf or Hard of Hearing
The student is deaf or hard of hearing	Indicates the student is deaf or hard of hearing.	*This field is available when Sensory > Hearing OR Sensory > Deaf-Blind is selected as the student's disability on the Student Profile editor.
Their language and communication needs will be addressed in the following section(s) of the IEP	The area of the IEP where the student's language/communication needs are addressed. Options include: Accommodations/Modifications Goals/Objectives Services Delivery Grid Additional Information	*This field is available and required in order to Complete the editor when The student is deaf or hard of hearing checkbox is marked.
Blind or Visually Impaired - including Cortical Visual Impairment
Braille is needed	Indicates the student requires the use of Braille.	*This field is available when Sensory > Vision OR Sensory > Deaf-Blind is selected as the student's disability on the Student Profile editor.
Braille is needs will be addressed in the following section(s) of the IEP	The area of the IEP where the student's Braille needs are addressed. Options include: Accommodations/Modifications Goals/Objectives Services Delivery Grid Additional Information	This field is available when the Braille checkbox is marked.
Screen readers or assistive technology is needed	Indicates the student requires screen readers or assistive technology.	*This field is available when Sensory > Vision OR Sensory > Deaf-Blind is selected as the student's disability on the Student Profile editor.
Screen readers or other assistive technology needs will be addressed in the following section(s) of the IEP	The area of the IEP where the student's assistive technology needs are addressed. Options include: Accommodations/Modifications Goals/Objectives Services Delivery Grid Additional Information	This field is available when the Screen reader checkbox is marked.
Orientation and mobility services are needed	Indicates the student requires orientation and mobility services are needed.	*This field is available when Sensory > Vision OR Sensory > Deaf-Blind is selected as the student's disability on the Student Profile editor.
Orientation and mobility services needs will be addressed in the following section(s) of the IEP	The area of the IEP where the student's mobility services needs are addressed. Options include: Accommodations/Modifications Goals/Objectives Services Delivery Grid Additional Information	This field is available when the Orientation and mobility services are needed checkbox is marked.

Field	Description	Validation
Postsecondary Transition
Education/training	A description of the student current education/training performance.	This field is limited to 8000 characters.
Education/training: Strengths, interest areas, and preferences	A description of the student's strengths, interest areas, and preferences.	This field is limited to 8000 characters.
Education/training: Impact of student's disability on involvement in the general education curriculum and/or specific area of postsecondary transition.	A description of the impact of the student's disability on their involvement in the general education curriculum/postsecondary transition area.	This field is limited to 8000 characters.
Employment	A description of the student current employment performance.	This field is limited to 8000 characters.
Employment: Strengths, interest areas, and preferences	A description of the student's strengths, interest areas, and preferences.	This field is limited to 8000 characters.
Employment: Impact of student's disability on involvement in the general education curriculum and/or specific area of postsecondary transition.	A description of the impact of the student's disability on their involvement in the general education curriculum/postsecondary transition area.	This field is limited to 8000 characters.
Community experiences/postschool independent living, if applicable	A description of the student current community/experience/postschool independent living performance.	This field is limited to 8000 characters.
Community experiences/postschool independent living: Strengths, interest areas, and preferences	A description of the student's strengths, interest areas, and preferences.	This field is limited to 8000 characters.
Community experiences/postschool independent living: Impact of student's disability on involvement in the general education curriculum and/or specific area of postsecondary transition.	A description of the impact of the student's disability on their involvement in the general education curriculum/postsecondary transition area.	This field is limited to 8000 characters.
The identified areas of postsecondary transition will be addressed in the following section(s) of the IEP	Options include: Accommodations/Modifications Goals/Objectives Services Delivery Grid Additional Information	N/A
Projected date of graduation/program completion	The student's projected date of graduation/program completion.	N/A
Projected type of completion document	The type of completion document. Options include: Diploma Certificate of attainment Other completion document	N/A
Specify other completion document *Required	The other type of completion document.	*This field is available and required when Other is selected above. This field is limited to 150 characters.
Planned Course of Study Side Panel
School Year Required	The school year when the course takes place.	N/A
Grade Required	The grade in which the student takes the course.	N/A
Course of Study Required	Options include: Actual Courses Potential Courses	N/A

What requirements does the student need to meet to receive the type of completion document above?	The requirements needed for the student to receive their completion document.	This field is limited to 8000 characters.
What is the student's current status regarding meeting those requirements?	The student's current status regarding meeting those requirements.	This field is limited to 8000 characters.

Column Name	Description
Padlock Icon	The user currently editing the record.
Agency	The agency responsible.
School Liaison	The person coordinating between the school and the agency.
Support Provided	The type of support provided.

Field	Description	Validation
Agency	The agency responsible.	This field is limited to 200 characters.
Role and contact information of school staff who will be the liaison to the agency	The person coordinating between the school and the agency.	This field is limited to 200 characters.
Description of Support Provided	The type of support provided.	This field is limited to 200 characters.

Field	Description
Is the student 17 or will they turn 17 during the timeframe of this IEP?	Indicates the student is 17 or will turn 17 during the timeframe of the IEP. Options are Yes or No.
On what date was the student provided with the notice of transfer of rights and a copy of procedural safeguards concerning special education rights?	The date the student was provided the notice of transfer of rights and a copy of the procedural safeguards documentation.
On what date was the parent(s) provided with notice of transfer of rights and a copy of procedural safeguards concerning special education rights?	The date the parent/guardian(s) were provided the notice of transfer of rights and a copy of the procedural safeguards documentation.

Field	Description	Validation
Complete for student who has turned 18.Please indicate the decision-making option that the student or court-appointed legal guardian has selected.	Options include: The student will make their own decisions. The student will share decision-making with their parent, caregiver, or other adult. The student has delegated decision-making to their parent, caregiver, or other adult. A court has appointed a legal guardian for the student who will make educational decisions.	Only one checkbox may be selected.
Individual with who the student will share decision-making	The person who shares decision-making with the student.	*This field is available and required when The student will share decision-making is marked. This field is limited to 100 characters.
Individual with whom the student has delegated decision-making	The person delegated to make decisions for the student.	*This field is available and required when The student will delegate decision-making is marked. This field is limited to 100 characters.
Name of court-appointed legal guardian	The name of the court-appointed legal guardian for the student.	*This field is available and required when The student will delegate decision-making is marked. This field is limited to 100 characters.
Date of determination	The date the determination was made.	N/A

Field	Description	Validation
Is the student within 2 years of exiting special education services?	Indicates the student is within two years of exiting special education services. Options are Yes or No.	N/A
If yes, has the Team discussed whether the student meets the criteria for a 688 referral? *Required	Indicates the team discussed whether or not the student meets criteria for a 688 referral. Options are Yes or No.	*This field is available and required when Yes is selected above.
Has a 688 referral been submitted for this student?	Indicates a 688 referral has been submitted. Options are Yes or No.	N/A
If so, date the 688 referral was submitted	The date the 688 referral was submitted.	*This field is available and required when Yes is selected above.
If so, date the 688 referral will be submitted	The date the 688 referral is to be submitted.	*This field is available and required when No is selected above.
If yes, please identify the agency to which referral was made	The agency who received the referral.	This field is limited to 100 characters.

Column Name	Description	Validation
Padlock Icon	The user currently editing the record.	N/A
Type of Accommodation/Modification	The type of accommodation or modification.	N/A
Location	The location of the accommodation or modification.	Displays the first 100 characters.
Description of Accommodation/Modification	The description of the accommodation or modification.	Displays the first 100 characters.

Field	Description	Validation
Accommodation or Modification	Options are Accommodation or Modification.	N/A
Type of accommodation	The type of accommodation. Options include: Presentation of Instruction Response Timing and/or Scheduling Setting and/or Environment	This is a state-defined/hard coded list. Displays when an Accommodation is selected from the Accommodation or Modification dropdown.
Location of accommodation	The location of the accommodation. Options include: Classroom accommodations Nonacademic settings Extracurricular activities Community/workplace	This is a state-defined/hard coded list. Displays when an Accommodation is selected from the Accommodation or Modification dropdown.
Describe accommodation(s)	A description of the accommodation(s).	This field is limited to 8000 characters.
Type of modification	The type of modification. Options include: Content Instruction Student Output	This is a state-defined/hard coded list. Displays when an Accommodation is selected from the Accommodation or Modification dropdown.
Location of modification	The location of the modification. Options include: Classroom modifications Nonacademic settings Extracurricular activities Community/workplace	This is a state-defined/hard coded list. Displays when an Accommodation is selected from the Accommodation or Modification dropdown.
Describe modification(s)	A description of the modification(s).	This field is limited to 8000 characters.

Field	Description	Validation
Identify the state or districtwide assessments planned during the IEP period.	The state or districtwide assessments planned during the IEP period.	The Template Bank for this field is called Plan - Assessments. This field is limited to 8000 characters.
How does the student participate in state and/or districtwide assessments?	Options include: The student participates in on-demand assessment with no accommodations under routine conditions in all content areas The student participates in on-demand assessment with accommodations	N/A
English Language Arts	A text area used to describe the English Language Arts assessment.	The Template Bank for this field is called Plan - Assessment - ELA. This field is limited to 8000 characters.
Math	A text area used to describe the Math assessment.	The Template Bank for this field is called Plan - Assessment - Math. This field is limited to 8000 characters.
Science	A text area used to describe the Science assessment.	The Template Bank for this field is called Plan - Assessment - Science. This field is limited to 8000 characters.
Other	A text area used to describe the Other assessment.	The Template Bank for this field is called Plan - Assessment - Other. This field is limited to 8000 characters.
The student participates in state and/or districtwide alternate assessment(s).	Indicates the student participates in state and/or districtwide alternate assessments.	N/A
Alternate assessment for English Language Arts needed	Indicates the student participates in an alternate assessment for English Language Arts.	N/A
Explanation for English Language Arts *Required	An explanation for why the student participates in an alternate assessment for English Language Arts.	*This field is available and required when "Alternate assessment for English Language Arts is needed" is selected. This field is limited to 8000 characters.
Alternate assessment for Math needed	Indicates the student participates in an alternate assessment for Math.	N/A
Explanation for Math *Required	An explanation for why the student participates in an alternate assessment for Math.	*This field is available and required when "Alternate assessment for Math is needed" is selected. This field is limited to 8000 characters.
Alternate assessment for Science needed	Indicates the student participates in an alternate assessment for Science.	N/A
Explanation for Alternate Science *Required	An explanation for why the student participates in an alternate assessment for Science.	*This field is available and required when "Alternate assessment for Science is needed" is selected. This field is limited to 8000 characters.
Alternate assessment for ACCESS for ELLs needed	Indicates the student participates in an alternate assessment for ACCESS for ELLs.	N/A
Explanation for Alternate ACCESS for ELLs *Required	An explanation for why the student participates in an alternate assessment for Math.	*This field is available and required when "Alternate assessment for ACCESS for ELLs is needed" is selected. This field is limited to 8000 characters.

Column Name	Description
Padlock Icon	The user currently editing the record.
Sequence	The order of the record.
Measurable Annual Goal	The name of the goal.

Field	Description	Validation
Measurable Annual Goals
Sequence Number Required	The order of the record.	N/A
Goal Area Required	The goal area.	This field is limited to 100 characters.
Baseline	The student's current level.	This field is limited to 8000 characters.
Annual Goal/Target	The skill the student wishes to obtain by the end of the IEP.	This field is limited to 8000 characters.
Criteria	The measurement for attaining the goal.	This field is limited to 8000 characters.
Method	The method for measuring progress.	This field is limited to 8000 characters.
Schedule	The frequency of measuring progress.	This field is limited to 8000 characters.
Person(s) Responsible	The person responsible for progress.	This field is limited to 8000 characters.
Objectives
Sequence Number	The order of the record.	N/A
Short-term objectives and/or bookmarks	The intermediate steps between the baseline and the annual goal.	This field is limited to 8000 characters.

Individual Education Plan (Massachusetts)

Editor Home

General Information

Editor Types

Editor Lock Out and Release Logic

Template Banks

Text Editors

Editors

Education Plan (ADM-1)

Enrollment Information

Student Information

Parent/Guardian Information

Student and Parent Concerns

Student and Team Vision

Student Profile

PLAAFP: Academics

PLAAFP: Behavior/Social/Emotional

PLAAFP: Communication

PLAAFP: Additional Areas

Postsecondary Education Planning

Community and Interagency Connections

Community and Interagency Connections List Screen

Community and Interagency Connections Detail Screen

Transfer of Rights to Student

Decision-Making Options for Student

Transition to Adult Service Agency(ies)

Accommodations and Modifications

Accommodations and Modifications List Screen

Accommodations and Modification Detail Screen

State/Districtwide & Alternate Assessments

Measurable Annual Goals

Measurable Annual Goals List Screen

Measurable Annual Goals Detail Screen

Schedule of Progress Reporting

Participation in General Education Setting

Consultation Services Grid A

Consultation Services Grid A List Screen

Consultation Services Grid A Detail Screen

Special Education Services

Special Education Services List Screen

Special Education Services Detail Screen

Related Services

Related Services List Screen

Related Services Detail Screen

Transportation

Schedule Modification

ESY Services

ESY Services List Screen

ESY Services Detail Screen

ESY Transportation Services

Additional Information

Response Section

Team Meeting

Team Meeting List Screen

Team Meeting Detail Screen

Amendment

Amendment List Screen

Amendment Detail Screen

Amendment - Additional Information

Amend Response

Related Articles

Field	Description	Validation
Can the student's educational needs be met in the general education setting, with or without the use of supplementary aids and services? Required	Indicates the student's needs are met in a general education setting with or without supplementary aids and services. Options are Yes or No.	N/A
If no, provide an explanation of the extent to which the student will not participate in general education. Include a description of the specific supplementary aids and services considered before determining that the student would be removed from a general education class or activity. *Required	An explanation as to the extent to which the student will not participate in a general education setting.	*This field is available and required when No is selected above.

Column Name	Description
Padlock Icon	The user currently editing the record.
Goal Number(s)	The number of the goal.
Type of Service	The type of service.
Location	The location of the service.
Start Date	The first day of service.
End Date	The last day of service.

Consultation Services
Addresses Goals	The goal addressed by the special education services.	This field populates with the goals entered in the Measurable Annual Goals editor.
Type of Service Required	The type of service.	The values available in this dropdown are set up using the Special Ed Services tool.
Service Provider Required	The service provider of the service.	The values available in this dropdown are set up using the Special Ed Service Position tool.
Location Required	The location of the service.	N/A
Duration and Frequency
Start Date Required	The first day of the service.	This auto-populates with the Start Date entered on the Education Plan editor.
End Date Required	The last day of the service.	This auto-populates with the End Date entered on the Education Plan editor.
Amount of Time Required	The amount of time for the service.	N/A
Frequency Required	The frequency of service.	N/A
Per Day Cycle Required	The per day cycle of the service. Options include: 5 day cycle 6 day cycle 10 day cycle Other	N/A
Specify Other *Required	The other per day cycle of the service.	*This field is available and required when Other is selected from the Per Day Cycle dropdown.

Field	Description	Validation
Special Education Services
Addresses Goals	The goal addressed by the special education services.	This field populates with the goals entered in the Measurable Annual Goals editor.
Type of Service Required	The type of service.	The values available in this dropdown are set up using the Special Ed Services tool.
Service Provider Required	The service provider of the service.	The values available in this dropdown are set up using the Special Ed Service Position tool.
Location Required	The location of the service.	N/A
Setting Required	Options are General Education Classroom or Other Settings.	N/A
Duration and Frequency
Start Date Required	The first day of the service.	This auto-populates with the Start Date entered on the Education Plan editor.
End Date Required	The last day of the service.	This auto-populates with the End Date entered on the Education Plan editor.
Amount of Time Required	The amount of time for the service.	N/A
Frequency Required	The frequency of service.	N/A
Per Day Cycle Required	The per day cycle of the service. Options include: 5 day cycle 6 day cycle 10 day cycle Other	N/A
Specify Other *Required	The other per day cycle of the service.	*This field is available and required when Other is selected from the Per Day Cycle dropdown.

Field	Description	Validation
Related Services
Addresses Goals	The goal addressed by the special education services.	This field populates with the goals entered in the Measurable Annual Goals editor.
Type of Service Required	The type of service.	The values available in this dropdown are set up using the Special Ed Services tool.
Service Provider Required	The service provider of the service.	The values available in this dropdown are set up using the Special Ed Service Position tool.
Location Required	The location of the service.	N/A
Setting Required	Options are General Education Classroom or Other Settings.	N/A
Duration and Frequency
Start Date Required	The first day of the service.	This auto-populates with the Start Date entered on the Education Plan editor.
End Date Required	The last day of the service.	This auto-populates with the End Date entered on the Education Plan editor.
Amount of Time Required	The amount of time for the service.	N/A
Frequency Required	The frequency of service.	N/A
Per Day Cycle Required	The per day cycle of the service. Options include: 5 day cycle 6 day cycle 10 day cycle Other	N/A
Specify Other *Required	The other per day cycle of the service.	*This field is available and required when Other is selected from the Per Day Cycle dropdown.

Field	Description	Validation
Transportation will be provided in the same manner as it would be for students without disabilities.	Indicates transportation is provided for the student in the same manner as it would be for students without disabilities.	Either this or the "The student requires transportation..." checkbox can be marked.
The student requires transportation supports and/or services as a related service.	Indicates the student requires transportation supports and/or services.	Either this or the "Transportation will be provided in the same manner..." checkbox can be marked.
Specify type of transportation required by the student	Options include: Student will be transported on a regular transportation vehicle with the following assistance, attendants, modifications, and/or specialized equipment and precautions Student will be transported on a special transportation vehicle with the following assistance, attendants, modifications, and/or specialized equipment and precautions	*This field is available when "The student requires transportation supports..." is marked. Only one option can be marked.
Specify the disability-related need(s) that require support(s) during transportation *Required	A description of the student's needs that require transportation services.	*This field becomes available and required when "The student requires transportation supports..." is marked. This field is limited to 8000 characters.

Field	Description	Validation
Does the student require a different duration to their school program, including the length of their day or year so that they can receive a free appropriate public education? Required	Indicates the student requires a different duration to their school program. Options are Yes or No.	N/A
If yes, what are the student's disability-related needs that require a different schedule? *Required	The student's needs that require a different schedule.	*This field is available and required when Yes is selected from "Does the student require a different duration..."
If yes, describe the change in schedule to the student's educational program. *Required	The change in the student's schedule.	*This field is available and required when Yes is selected from "Does the student require a different duration..."

Field	Description	Validation
Consultation Services
Service Required	Options are: Consultation Special Education Service Related Service	N/A
Addresses Goals	The goal addressed by the special education services.	This field populates with the goals entered in the Measurable Annual Goals editor.
Type of Service Required	The type of service.	The values available in this dropdown are set up using the Special Ed Services tool.
Service Provider Required	The service provider of the service.	The values available in this dropdown are set up using the Special Ed Service Position tool.
Location Required	The location of the service.	N/A
Setting Required	Options are General Education Classroom or Other Settings.	N/A
Duration and Frequency
Start Date Required	The first day of the service.	This auto-populates with the Start Date entered on the Education Plan editor.
End Date Required	The last day of the service.	This auto-populates with the End Date entered on the Education Plan editor.
Amount of Time Required	The amount of time for the service.	N/A
Frequency Required	The frequency of service.	N/A
Per Day Cycle Required	The per day cycle of the service. Options include: 5 day cycle 6 day cycle 10 day cycle Other	N/A
Specify Other *Required	The other per day cycle of the service.	*This field is available and required when Other is selected from the Per Day Cycle dropdown.

Field	Description	Validation
Name and Role of LEA representative	The person and role designated as the LEA representative.	N/A
Date	The decision date.	N/A
I accept this IEP as developed.	Indicates the person accepts the IEP.	Only one of the three accept or reject checkboxes can be selected.
I reject the following portions of the IEP with the understanding that any portion(s) that I do not reject will be considered accepted and implemented immediately.	Indicates the person rejects a portion of the IEP.	Only one of the three accept or reject checkboxes can be selected.
Rejected portions are as follows: *Required	The rejected portions of the IEP.	*This field is available and required when "I reject the following portions..." is marked.
I reject this IEP as developed.	Indicates the person rejects the entire IEP.	Only one of the three accept or reject checkboxes can be selected.
Parent Comment: I would like to make the following comment(s) but realize any comments made that suggest changes to the proposed IEP will not be implemented unless the IEP is amended.	The parent's comment regarding changes to the IEP.	This field is limited to 8000 characters.
I request a meeting to discuss the rejected IEP or rejected portion(s).	Indicates a meeting is requested to discuss the rejected IEP or portions of the IEP.	N/A

Column Name	Description
Padlock Icon	The user currently editing the record.
Meeting Date	The day of the meeting.
Meeting Time	The time of the meeting.
Meeting Purpose	The purpose of the meeting.
Print in Plan	Indicates this record prints in the plan.