What are the required components of an IEP?
An IEP is a written statement for a child with a disability that is developed, reviewed, and revised in a meeting and that must include certain content: • A statement of the child’s present levels of academic achievement and functional performance; • A statement of measurable annual goals; • A description of how the child’s progress toward meeting the annual goals will be measured and when periodic reports on the child’s progress will be provided; • A statement of the special education and related services and supplementary aids and services to be provided to the child; • A statement of the program modifications or supports for school personnel; • An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and activities; • A statement of accommodations necessary to measure academic achievement and functional performance on State and districtwide assessments; • The projected date for the beginning of the services, and the anticipated frequency, location, and duration of those services. • If the IEP team determines that the child must take an alternate assessment, a statement explaining why; • If the child turns 16 while an IEP is in effect, appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living, and transition services needed to assist the child in reaching the postsecondary goals. [34 C.F.R. § 300.320(a)]