by Common Ground | Mar 27, 2026 | Current-Issue, Features, March 2026
Determining whether a student qualifies for special education—and, if so, designing an effective Individualized Education Program (IEP)—is a careful, data-driven process. At its best, the IEP process is not merely a compliance exercise but a structured way to...
by Common Ground | Mar 27, 2026 | Current-Issue, March 2026, Special Ed Basics
The least restrictive environment (LRE) is one of the core elements of a child’s IEP. It shapes where the child learns throughout the school day, how services and supports are delivered, and the kinds of relationships the child forms with peers and adults. More than a...
by Common Ground | Mar 26, 2026 | Better IEPs, Current-Issue, March 2026
The Present Levels of Academic Achievement and Functional Performance—referred to by several acronyms including PLP, PLOP, or PLAAFP, is the foundation of a strong IEP. While goals and services often receive the most attention, the PLP is what anchors the entire...
by Common Ground | Mar 26, 2026 | Current-Issue, March 2026, Q&A
Q: What is the most important decision made during an IEP meeting? A: The student’s placement. Placement determines where a student will receive services and spend their school day. It must never be based on what is easiest for adults or what programs already exist....
by Common Ground | Mar 26, 2026 | Current-Issue, March 2026, Snapshot
As of October 2024, New Jersey reported 242,001 students with IEPs, or 17.35% of students. 6.98% of New Jersey students with disabilities were parentally placed in private schools in 2024, compared with 1.71% nationwide in the 2022–23 school year. In New Jersey in...
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