Individualized Education Programs (IEPs) are the cornerstone of special education, designed to provide students with disabilities the support they need to succeed in the general education curriculum. However, not all IEPs are created equal. A well-crafted IEP can make the difference between a student who struggles and a student who thrives. This post will explore a step-by-step approach to writing research-based, effective IEPs that close learning gaps and empower students.

Step 1: Crafting Impact Statements That Resonate

The foundation of any strong IEP is a clear and specific impact statement. An impact statement identifies how a student’s disability affects their ability to access and progress in the general education curriculum. By clearly outlining each impact, we can individually address each challenge and determine the best support—whether that be accommodations, modifications, or specially designed instruction (SDI).

A well-written impact statement serves as the guiding framework for the entire IEP, ensuring that every goal, service, and accommodation is directly tied to the student’s unique needs.

Example Impact Statement:
"Due to a communication disability, Student requires scaffolded literacy instruction and frequent repetition to access grade-level reading. This impacts her ability to retain information and build upon prior knowledge."

Best Practices for Writing Impact Statements:

• ✅ Identify the curriculum impact first—describe exactly how the disability affects learning.
• ✅ Use specific, clear language—avoid vague statements like “struggles with reading” and instead state what the student struggles with and why.
• ✅ Include both strengths and challenges—this provides a complete picture of the student’s needs.
• ✅ Directly link the impact to academic and functional performance—explain what aspects of learning are most affected (e.g., comprehension, writing fluency, mathematical reasoning).

By starting with a well-defined impact statement, we can effectively match supports to meet the student’s needs—ensuring that all accommodations, goals, and services are truly individualized.

Step 2: Writing SSSMART Goals

Once we have a clear understanding of the student’s needs, the next step is to develop goals that directly address those challenges.

Each goal should be directly connected to the impact statement, ensuring that instruction is targeted and meaningful. Let’s explore how to craft effective IEP goals that drive student progress.

Goals should be more than just measurable—they should be skills-based to ensure students develop the foundational abilities necessary for long-term progress. This is where SSSMART goals come in:

✅ Specific – Targets a particular skill.
✅ Skills-Based – Focuses on academic or functional abilities.
✅ Measurable – Includes clear criteria for progress tracking.
✅ Actionable – Something the student can actively work on.
✅ Reasonable – Aligns with the student’s needs and abilities.
✅ Trackable – Progress is consistently monitored.
✅ Time-Specific – Includes a timeframe for mastery.

Example:
Given a visual checklist, Student will initiate new tasks within 2 minutes and with no more than 2 verbal prompts in 90% of opportunities as measured by classroom observations weekly by the BCBA.

Read more about how I choose goal areas now: How to Choose IEP Goal Areas

Step 3: Connecting Goals to Grade-Level Standards

Once we have developed SSSMART goals that directly address the student’s needs, the next step is to ensure those goals are aligned with grade-level standards whenever appropriate. By making these connections, we ensure that students are progressing within the general education curriculum while receiving the individualized support they need.

Some students with disabilities may require accommodations to access grade-level content, while others may need modifications to adjust the expectations. For students with significant disabilities, goals should still be aligned with appropriate alternate standards to maintain high expectations for learning.

Let’s explore how to effectively connect IEP goals to academic standards while maintaining an individualized approach.
While IEPs are individualized, they should still align with grade-level expectations whenever possible. By integrating IEP goals with state standards, students receive support that fosters inclusion and keeps them progressing with their peers.

How to Align Goals:

• Identify the essential skills from grade-level standards that relate to the student's needs.
• Use accommodations and specially designed instruction (SDI) to help students access grade-level content.
• Modify content only when necessary, ensuring high expectations remain in place.

Learn more about writing standards-based goals using DIBELS: How to Write IEP Goals Using DIBELS

Step 4: Accommodations vs. Modifications

Understanding the difference between accommodations and modifications is crucial in designing an effective IEP.

Accommodations support access to the curriculum without changing the instructional level, content, or performance criteria. Examples include extended time on tests, preferential seating, or the use of assistive technology.

Modifications involve changes to the curriculum expectations, such as simplifying assignments or altering grading criteria.

Build your knowledge on student supports and get a FREE resource: Accommodations vs. Modifications

Step 5: Specially Designed Instruction (SDI)

Accommodations alone aren’t enough—students with disabilities need targeted instruction tailored to their needs. SDI involves intentional teaching strategies that address the student’s unique learning profile.

Examples of SDI Strategies:

• Explicit phonics instruction for students with dyslexia.
• Multi-sensory learning techniques (e.g., Orton-Gillingham, Wilson Reading).
• Scaffolded writing supports for students with executive functioning challenges.

Read more about Specially Designed Instruction now: Specially Designed Instruction

Step 6: Embedding Student and Family Voice

Students and families should be active participants in the IEP process. A truly individualized plan incorporates their insights, priorities, and concerns.

Ways to Include Student and Family Voice:

• Pre-IEP meetings with families to gather input.
• Student self-reflections on strengths, challenges, and goals.
• Choice in accommodations to increase student ownership of learning.

Get forms to support including your families’ and students’ voices into the IEP: Special Education Teacher Binder

Bringing It All Together: The Power of a Well-Written IEP

A well-written, research-based IEP isn’t just about compliance—it’s about creating meaningful, individualized supports that help students reach their full potential. By crafting strong impact statements, setting skills-based goals, aligning instruction with standards, and implementing appropriate accommodations and SDI, educators can close learning gaps and foster student success.

Example Service Justification Statement:

Due to her difficulty with retention and foundational literacy skills, Student requires specially designed instruction in phonemic awareness and decoding. This is why the student requires 5x30 weekly with a special education teacher outside of the general education classroom, as her disability-related impact necessitates explicit, systematic intervention.

By using these strategies, educators ensure that IEPs are effective, actionable, and student-centered—providing students with the tools they need to thrive.

Continue the Conversation

Want to learn more about creating high-quality IEPs that close learning gaps? Check out my IEP Resources BUNDLE for Special Education Teachers for templates, sentence starters, and best practices to streamline the process.

Join me at The Wonder Years Teacher Summit for summer 2025 to dive deeper into these strategies and explore real-world examples of how to put them into practice.

Let’s work together to build IEPs that truly support student success!

Happy Teaching!
Rae Pritchett