The Individual Education Plan is used to capture student special education plan information and match the required documentation provided by the state of Montana. 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 of this document is the MT IEP. Plan formats are selected in the Special Ed Plan Types tool.
Editor Home
Education Plan
The Education Plan editor includes the various dates associated with the plan, why the IEP meeting was held, and how student progress is reported.
This editor must be saved before entering data into other editors.
Education Plan Editor
Field
Description
Ad Hoc
Validation
Meeting Date Required
The day the team met.
Learner Planning > Learning Plans > meetingDate
N/A
Start Date Required
The day on which the plan begins for the student.
Learner Planning > Learning Plans > planStartDate
This field auto-populates to one day after the Meeting Date.
End Date Required
The last day when the plan ends for the student.
Learner Planning > Learning Plans > planEndDate
This field auto-populates to one year after the Meeting Date.
Last Re-Evaluation
The day of the student's most recent evaluation.
N/A
This field auto-populates with the date of the most recent locked Evaluation.
Secondary Transition information is needed for this student:
Indicates the student needs a secondary transition documented.
N/A
This checkbox defaults to marked for students who are 15 years old and older. This cannot be changed if the student meets the age criteria.
When marked, the following editors become available:
Transition Services
Postsecondary Goals
Course of Student
Transition Services Needed
Transfer of Rights
High School Graduation
This checkbox can be selected and de-selected for student's younger than 15.
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
Ad Hoc
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.
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. When any Sequences are selected, only parent/guardian(s) with a sequence number prints in the order defined.
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 only has one option. The populated address is the one marked "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 Strengths/Concerns/Interests editor lists the student's interests according to the student, as well as the student's strengths and needs according to the student's parents and school staff.
Strengths/Concerns/Interests
Field
Description
Student perception of strengths, preferences and interests: Required
A description of the student's strengths as seen by the student.
Parent perception of student strengths: Required
A description of the student's strengths as seen by the student's parent/guardians.
School staff perception of student strengths: Required
A description of the student's strengths as seen by the school staff.
Parent perception of student educational needs: Required
A description of the student's educational needs as seen by the student's parent/guardians.
School Staff perception of student educational needs: Required
A description of the student's educational needs as seen by the school staff.
The Consideration of Special Factors editor is used to document the special factors the team is considering when developing the student's plan.
Consideration of Special Factors
Field
Description
Validation
The student's behavior impedes his/her learning or that of others. Required
Indicates if the student's behavior impedes their learning or the learning of others.
Yes or No
The student has communication needs. Required
Indicates the student has communication needs.
Yes or No
The student requires assistive technology devices or services Required
Indicates the student requires assistive technology devices or services.
Yes or No
Has the student been determined to be an 'English Learner'? Required
Indicates if the student is determined to be an English Learner.
This field is read-only. This field pulls from from Program Participation > English Learners > Program Status.
The following information is for students with Blindness or Visual Impairment.
Not Applicable
Indicates the student is not Blind or Visually Impaired.
When marked, the following two dropdowns become grayed out.
The student needs training in orientation and mobility.
If yes, training must be addressed in the IEP.
Indicates the student requires additional training for orientation and mobility.
Yes or No
The student needs instruction in Braille or the use of Braille.
Indicates the student requires instruction in Braille.
Yes or No
If no, describe below why instruction in Braille or the use of Braille is not appropriate. This decision must be based on evaluation results. *Required
A description of why Braille is not appropriate for the student.
*This field displays when the above question equals NO and is then required.
The Transition Services editor is used to document any transition services to be provided to the student.
This editor only needs to be filled out when the "Secondary Transition information is needed for this student:" is marked under the Education Plan editor.
Transition Services Editor
Field
Description
Student's Desired Post-School Activities
A description of the student's post-secondary goals.
Results of Age-Appropriate Transition Assessments
Training
A description of the results of the training transition assessment.
Education
A description of the results of the education transition assessment.
Employment
A description of the results of the employment transition assessment.
Where appropriate, Independent Living Skills
A description of the results of the student's independent living skills assessment.
Results of age-appropriate transition assessments attached.
Indicates an age-appropriate transition assessment has been attached.
The Postsecondary Goals editor describes measurable goals set for the student's postsecondary transition in the areas of Training and Education, Employment, and Independent Living Skills.
This editor only needs to be filled out when the "Secondary Transition information is needed for this student:" is marked under the Education Plan editor.
Postsecondary Goals Editor
Field
Description
Training or Education
A description of the student's postsecondary goals for training and/or education.
Employment
A description of the student's postsecondary goals for employment
Where appropriate, Independent Living Skills
A description of the student's postsecondary goals for independent living skills.
The Course of Study editor lists the courses taken by the student in each school year and the credits earned for each course, and basic graduation information including graduation date and total credits earned and needed.
This editor only needs to be filled out when the "Secondary Transition information is needed for this student:" is marked under the Education Plan editor.
Course of Study
Field
Description
Validation
Anticipated Graduation Date
The student's anticipated graduation date.
N/A
Credits Earned to Date
The number of credits the student has earned.
N/A
Total number of credits for graduation Required
The total number of credits the student needs to graduate.
N/A
Total Credits
The calculated total number of credits the student has earned.
This field is read-only and calculates the number of credits manually entered into the "Credits" fields below.
School Year This section is used to manually enter the student's course and credit information by school year. The "X" button can be used to enter a record. Both "School Year" tables are identical.
School Year
The school year.
N/A
Semester
The semester when the course took place.
N/A
Course
The name of the course.
N/A
Credits
The number of credits the student earned for the course.
The Transition Services Needed editor lists the services provided to the student to help meet post-secondary goals in the areas of Instruction, Employment, Community Experiences, Post School Adult Living, Related Services, Daily Living Skills, and Functional Vocational Assessment.
This editor only needs to be filled out when the "Secondary Transition information is needed for this student:" is marked under the Education Plan editor.
Transition Services Needed
Each area must be considered by the IEP Team:
Instruction
Employment
Community Experiences
Post School Adult Living
Related Services
Daily Living Skills (is appropriate)
Functional Vocational Assessment
Field
Description
Validation
Discussed, not needed
Indicates this type of transition service is not needed.
When marked, the following two fields are grayed out.
Transition Services Needed to Assist the Student in Meeting Postsecondary Goals (include timeline for achievement)
A description of the services needed to aid the student in achieving their postsecondary goals.
N/A
Person or Agency Responsible
The person or agency responsible for providing the service to the student.
The Transfer of Rights editor indicates when the student was notified of the transfer of rights that occurs when the student turns 18.
This editor only needs to be filled out when the "Secondary Transition information is needed for this student:" is marked under the Education Plan editor.
Transfer of Rights Editor
Field
Description
Validation
Date student was informed of the transfer of rights
The date the student was notified of the transfer of rights.
This date must be on or before the meeting date of the Plan.
The High School Graduation editor indicates whether the student will or will not meet the district's graduation requirements and receive a diploma.
This editor only needs to be filled out when the "Secondary Transition information is needed for this student:" is marked under the Education Plan editor.
High School Graduation Editor
Field
Validation
The student is expected to graduate with a regular diploma at the end of the current school year. After graduating with a regular diploma, the student will no longer be entitled to special education services. This action constitutes a change in educational placement and documentation is included in the prior written notice. Upon graduation, the school district will provide the student with a Summary of Performance.
When marked, the other two checkboxes cannot be selected.
The student is not expected to graduate with a regular diploma at the end of the current school year and will return the following school year. The IEP team must develop an Individualized Educational Program for the next school year. Documentation is included in the prior written notice.
When marked, the other two checkboxes cannot be selected.
The student is not expected to graduate with a regular diploma at the end of this school year. The district will not provide special education services for the next school year due to the district’s policy on the age through which educational services are available. This action constitutes a change in educational placement and documentation is included in the prior written notice. Upon aging out, the school district will provide the student with a Summary of Performance.
When marked, the other two checkboxes cannot be selected.
The PLAAFPs and MAGs editor includes the student's present levels of academic achievement and functional performance, including skills and needs, and Measurable Annual Goals to chart student progress.
PLAAFPs/MAGs List Screen
PLAAFPs/MAGs List Screen
Column Name
Description
Padlock Icon
The user currently editing the record.
Service Area
The name of the Service Area.
Present Level
The student's present level of academic achievement and functional performance.
Goals
The goals associated with the Service Area of Need.
PLAAFPs/MAGs Detail Screen
PLAAFPs/MAGs Detail Screen
Field
Description
Validation
Area of Need This header is replaced with the Service Area of Need when selected.
Service Area of Need Required
The area in which the student has need. Options include:
Adapted Physical Education
Assistive Technology
Braille Instruction
Career/Vocational
Communication
Counseling
Math
Occupational Therapy
Orientation & Mobility
Physical Therapy
Reading
Rehabilitation Counseling
Self-Help/Independence
Sensory-Motor
Social/Emotional/Behavioral
Speech/Language
Therapeutic Recreation
Transition
Travel Training
Written Expression
N/A
Present Level of Academic Achievement and Functional Performance:
A description of the student's present level of academic achievement and functional performance.
N/A
Measurable Annual Goals This is a read-only section displaying the goal(s) associated to the area of need as well as any objectives tied to those goals when expanded.
Clicking "New" opens a side panel where goals and objectives can be added.
Measurable Annual Goal and Objectives (side panel)
Measurable Annual Goal
A description of the student's annual goal associated with this area of need.
N/A
ESY
Indicates this goal is a part of an extended school year program.
N/A
Objectives
Objective
A description of the student's objective associated with this goal.
N/A
ESY
Indicates this objective is a part of an extended school year program.
The Statewide Assessments editor lists the accommodations in state required assessments.
This editor cannot be placed in a Not Needed status.
Statewide Assessments List Screen
Statewide Assessment List Screen
Column Name
Description
Padlock Icon
The user currently editing the record.
Assessment Name
The name of the assessment.
Content Area
The content of the assessment.
Statewide Assessment Detail Screen
Statewide Assessment Detail Screen
Field
Description
Validation
Assessment Required
The name of the assessment. Options include:
MAST
Multi-State Alt Assessment (MSSA)
Montana Science (MSA)
Montana Alt Science (AMSA)
Access for ELLs
Alt Access for ELLs
ACT with Writing
Not Applicable (N/A)
A selection must be made in order to Complete the editor.
Assessment Manner Required
The method in which the assessment was administered. Options include:
Without Accommodations
With Accommodations
Alternate
Options available in the dropdown are determined by the Assessment selected above.
Content Area
The content of the assessment.
The values available in the dropdown are determined based on the Assessment and Test Manner selected. See the table below.
A student with a significant cognitive disability may be eligible to take the alternate statewide assessment if the IEP team determines that the student meets all the following criteria:
Options include:
The student has an active IEP and receives services under the Individuals with Disabilities Education Act (IDEA).
The student's demonstrated cognitive abilities and adaptive behavior require substantial adjustments to the general curriculum.
The student's learning objectives and expected outcomes focus on functional application of skills, as illustrate in the student's annual goals and short-term objectives.
The student requires direct and extensive instruction to acquire, maintain, generalize and transfer new skills.
These checkboxes are only available when "Alternate" is selected from the Assessment Manner dropdown.
All checkboxes must be marked.
Support/Accommodation
The type of support or accommodation.
N/A
Accommodations/support specifics and notes
Any additional information regarding the support or accommodations.
N/A
The following table represents which fields display based on the Assessment and Assessment Manner selected (as indicated with an "X"):
Assessment
Assessment Manner
Content Area
A student with significant cognitive disability...
The Supplementary Aids and Services editor lists the accommodations and modifications made to assist the student in participating in regular education.
Supp. Aids and Services List Screen
Supp. Aids and Services List Screen
Column Name
Description
Padlock Icon
The user currently editing the record.
Content Area
The area addressed by the supplementary aid and services.
Notes
Any additional information regarding the supplemental aids and services.
Supp. Aids and Services Detail Screen
Supp. Aids and Services Detail Screen
Field
Description
Content Area
The area addressed by the supplementary aid and services. Options include:
Instructional
Classroom Assessment
Personnel
Parent
None Needed
Notes
Any additional information regarding the Supplemental Aids and Services.
The Extended School Year editor indicates if the student requires services beyond the standard school time, such as beyond school hours or during breaks.
Extended School Year Editor
Field
Description
Validation
The need for Extended School Year Services
Indicates the student requires an Extended School Year service. Options include:
are not necessary for the student
are necessary for the student
will be determined by a later date
When "will be determined by a later date" is selected, the "Date determination will be made by" field displays.
Date determination will be made by:
The date the ESY service determination will be determined.
This field display when "will be determined by a later date" is selected above.
Describe in Detail the Extended School Year Services
The Accessibility and Responsibilities editor describes how educational professionals will be notified of their responsibilities regarding the student's special education needs.
Accessibilities and Responsibilities Editor
Field
Description
Validation
How will each teacher, related service provider, transportation provider and others working with this student be informed of his or her specific responsibilities for implementing this IEP and the accommodations, modifications, and supports that must be provided for this student?
Indicates how educational professional will be notified of their responsibilities regarding the student's education needs. Options include:
Copy of Accommodations/Modifications handout
E-mail
Verbal Communication
Other:
Multiple options can be selected.
Specify:
A description of the method for providing information to educational professionals.
The Meeting Participants editor lists the team meetings held regarding the student, including individuals who were invited and who attended.
Team members added on the Team Members tool can be added to team meetings. Team members can be added manually on this editor, but are not saved in the system and have to be created each time they are included in a meeting.
Meeting Participants List Screen
Meeting Participants List Screen
Column Name
Description
Padlock Icon
The user currently editing the record.
Meeting Date
The date of the meeting.
Print in Plan
Indicates this record prints.
Meeting Participants Detail Screen
Meeting Participants Detail Screen
Field
Description
Validation
Print in Plan
Indicates this record prints.
N/A
Meeting Date Required
The date of the meeting.
N/A
Attendance
First Name Required
The first name of the team member.
N/A
Last Name Required
The last name of the team member.
N/A
Role
The role of the team member.
This field pulls in the Title in from the Team Members tool, but can be modified as needed.
Invited
Indicates the team member was invited to the meeting.
Determines whether or not the team member displays on print.
Attended
Indicates the team member attended the meeting.
N/A
Delete Button
Removes the participant from the meeting.
N/A
Add
Creates a new participant to participate in the meeting who is not listed on the Team Members tool.
N/A
Refresh
Refreshes the team member list and sets any records originally brought in back to their original status.
The IEP Notes editor provides a space for any other relevant meeting notes to be included in the IEP.
Meeting Notes should be used to record:
Any discussion of options considered, options rejected, and reasons for rejection of proposals for initiating or changing the student's identification, evaluation, educational placement or the provision of FAPE;
Necessary information regarding IEP services not recorded elsewhere in the IEP document; and
If the meeting was rescheduled, reason for rescheduling.
Editor Home
Education Plan Editor
Enrollment Information Editor
Student Information Editor
Parent/Guardian Information Editor
Strengths/Concerns/Interests
Consideration of Special Factors
Transition Services Editor
Postsecondary Goals Editor
Course of Study
Transition Services Needed
Transfer of Rights Editor
High School Graduation Editor
PLAAFPs/MAGs List Screen
PLAAFPs/MAGs Detail Screen
Progress Report Frequency
Special Education Services List Screen 
Special Education Services Detail Screen
Related Services List Screen
Related Services Detail Screen
Least Restrictive Environment Editor
Statewide Assessment List Screen
Statewide Assessment Detail Screen
Districtwide Assessments List Screen
Districtwide Assessments Detail Screen 
Supp. Aids and Services List Screen 
Supp. Aids and Services Detail Screen
Extended School Year Editor
Need for Reevaluation Editor
Accessibilities and Responsibilities Editor
Meeting Participants List Screen
Meeting Participants Detail Screen
IEP Approval Editor
Prior Written Notice
IEP Notes
