Components of the IEP
This guide is designed to provide families with an overview of the key terms and sections they will see in their child's Individualized Education Program (IEP). These components are discussed during the IEP meeting and form the framework for supporting the student's learning and development.
Present Level of Academic Achievement and Functional Performance
(Often called "present levels")
This is a written summary of your child's current performance in specific areas of the curriculum. It describes how your child's disability affects learning or access to instruction and includes:
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- Test scores (more than one data point)
- Strengths
- Areas of need or improvement
- Functional information — observations that provide a complete picture of your child as a learner and as a peer in the classroom
This section sets the direction for your child's annual goals and objectives.
Goals and Objectives
Annual goals address areas where your child is performing significantly below grade-level or age expectations in academics, social-emotional skills, or functional skills. Goals are written with the expectation that they can be achieved within one year from the date of the meeting, and they must be measurable, with clear evidence to determine progress. Each goal is directly linked to your child's present levels.
Objectives are the smaller, specific steps that lead to the achievement of each goal. They are specific, measurable, achievable, and relevant, with a defined time frame. Objectives can be completed in less than one year if they contribute to the overall annual goal.
Quarterly Progress Tracking
Your child's IEP will include a statement explaining how you will receive updates on their progress.
At MSD, progress is tracked quarterly and shared with families in a written report sent home around the same time as report cards. For each goal and objective, you will see:
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- A clear description of your child's progress
- A corresponding number or rating that shows growth over time
If your child is not making sufficient progress, the IEP team will schedule a meeting to review the area of need and determine how to adjust the approach. You always have the right to request an IEP meeting at any time if you have concerns or would like to discuss your child's progress.
Specially Designed Instruction
The Maryland State Department of Education classifies MSD as a Separate Public Day School. This means all students at MSD receive specially designed instruction because they are deaf or hard of hearing learners, regardless of the level of support they need throughout the school day. Some students may also have additional learning needs, which are addressed in their IEP. Because of this classification, every student at MSD is required to have an IEP.
MSD provides a full range of services to all students, just as any other public school setting in the state. All students at MSD require direct instruction in American Sign Language (ASL) within an ASL and English bilingual, language-rich environment. Instruction follows the Maryland College and Career Readiness Standards, and students must meet the state's graduation requirements to earn a Maryland State Diploma upon graduation.
Students who need more than four (4) years to complete their high school graduation requirements may do so when necessary. In these cases, the IEP includes a clear transition plan that outlines the student's goals, the timeline for achieving them, and the supports that will be provided.