The Individual Education Plan (IEP) - A Resource Guide, 2004

For the summary statement of each report’s findings, a comment such as
“See the OSR” is not adequate. The IEP itself should reflect the connection
between the relevant assessment data and the student’s learning strengths and
needs. Examples of appropriate summary statements include the following:
• “Report provides a diagnosis of learning disabilities.”
• “Report affirms average cognitive functioning.”
• “Information indicates a mild to moderate hearing loss.”
• “Report finds significant area of need in expressive language skills.”
• “Report provides a diagnosis of oppositional defiant disorder.”
Indicate the Student’s Areas of Strength and
Areas of Need on the IEP
For students who have been identified as exceptional by an IPRC, the areas
of strength and areas of need recorded in the IEP must be consistent with
the description of strengths and needs contained in the IPRC statement of
decision. Assessment data also provide information about the student’s
learning strengths and needs.
When describing the student’s areas of strength, it is appropriate to include
information such as the following:
• the student’s preferred learning styles/modalities (e.g., visual/auditory/
kinesthetic learner)
• previously acquired learning skills (e.g., organizational skills; timemanagement
skills)
• strengths in areas such as cognitive processing and communication
(e.g., expressive language – speaking)
In some cases, it may be appropriate to include information relating to the
student’s personal characteristics, hobbies or interests, and non-academic
accomplishments, but such information is insufficient on its own.
The description of the student’s areas of need should make evident the reasons
that the student requires a special education program and/or services.
When indicating the student’s areas of need, it is appropriate to include
information such as the following:
• broad cognitive and/or processing challenges (e.g., in the area of visual
memory)
• skill deficits that relate to the student’s exceptionality and/or interfere
with his or her ability to learn (e.g., in areas such as social skills, attention,
emotional control, expressive language – writing)
Phase 2: Set the Direction
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