1. A statement of the child’s Present Levels of Academic Achievement and Functional Performance (PLAAFP).
Present Levels of Academic and Functional Performance includes academic achievement and functional performance including how the child’s disability affects the child’s involvement and progress in the general curriculum. Academic achievement refers to a child’s performance in academic areas such as language arts/reading, math, science, and history. Functional Performance refers to skills or activities of everyday living that are not considered academic or related to a child’s academic achievement. This information usually comes from the evaluation results such as classroom tests and assignments, individual tests given to decide eligibility for services or during reevaluation, and observations made by teachers, related service providers, and other school staff. This section also include input from the child’s parents or guardians regarding their concerns, child’s needs, and child’s strengths.
2. A statement of the child’s Eligibility Category.
Under IDEA the thirteen eligibility categories include, autism, deaf-blindness, deafness, emotional disturbance, hearing impairment (including deafness), intellectual Disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disabilities, speech or language impairment, traumatic brain injury, and visual impairment (including blindness).
3. A statement of Annual, Measurable Goals.
These are goals that the child can reasonably accomplish in a year. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, functional, address social or behavioral needs, relate to physical needs, or address other educational needs. The goals must be measurable which means that it must be possible to measure progress and whether the student has achieved the goals.
4. A statement of how Progress will be Measured.
The IEP must state how the child’s progress will be measured and how parents will be informed of that progress.
5. A statement of the Special Education, Related Services, and Supplementary Aids/ Services provided to the child.
The IEP must list the special education, related services, and supplementary aids/services to be provided to the child or on behalf of the child. This includes supplementary aids and services that the child needs. It also includes modifications or changes to the program or supports for school personnel. Examples of these supports includes training or professional development that will be provided to assist the child.
6. A statement of the child’s Program Modifications, Accommodations, and Supports for School Personnel.
Accommodations do not reduce grade level standards but rather help provide access to the general curriculum. Accommodations can include visual presentation, auditory presentation, multi-sensory presentation, response, setting, organization, timing and scheduling. Modifications actually lower learning expectations and should only be used if this is the only way for the child to be successful. Parents must understand if modifications to grade level standards are being made then the child may be at risk for not meeting graduation requirements.
7. A statement of Participation with Non-disabled Children.
The IEP must explain the extent (if any) to which the child will not participate with non-disabled children in the regular class and other school activities.
8. A statement of any Accommodations that the child is receiving on State or District Wide Assessments.
State assessment tests are given to students in certain grades and classes. The IEP must state what accommodations in the administration of these tests the child will need and receive. If a test is not appropriate for the child, the IEP must state why the test is not appropriate and how the child will be tested instead. If the IEP Team determines that the child shall take an alternate assessment, a statement of why should be included. This statement should describe why the child cannot participate in the regular assessment and which particular alternate assessment is appropriate for the child.
9. The Projected Date for the Beginning of Services, Frequency, Location, and Duration.
The IEP must state when services will begin, how often they will be provided, when services will end, where they will be provided, and how long they will last.
10. A statement of Transition Service Needs/Needed Transition Services.
Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) what the child needs to take to reach his or her post-secondary goals. A statement of transition services needs must also be included in each of the child’s subsequent IEPs.
No later than the child’s 16th birthday a transition plan must be included in the IEP outlining post- secondary goals, independent living skills goals, and transition services needed in order for the goals to be accomplished. The transition services are services needed to help the child prepare for leaving school. Transition services outlined in IDEA state that the IEP must include appropriate measurable, post-secondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills. Also, it must include a course of study needed to assist the child in reaching those goals. The child must be an active participant in the transition process in order for his or her likes, dislikes, strengths, and needs to be considered when developing this plan.
11. A statement that the child has been informed of his or her rights when they Reach the Age of Majority.
Beginning at least one year before the child reaches the age of majority, the IEP must include a statement that the student has been told of any rights that will transfer to him or her at the age of majority. (This statement would be needed only in states that transfer rights at the age of majority.)
Once the child turns 18, he or she has the right to sign their IEP and parent’s rights transfer to the child. At this time, the child is responsible for his or her education and can make decisions on their own unless the parent/guardian has a document signed by a judge giving you full guardianship/conservatorship.
12. A statement describing the child’s appropriate placement in the Least Restrictive Environment.
Least Restrictive Environment is defined as “to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (Sec. 612 (a)[5]).
13. The IEP team must consider all 5 special factors in the development, review, and revision of a child’s IEP. The IEP team must determine if any of these factors are relevant for the child and if any factors are relevant address the factor in the child’s IEP.
- Behavior needs-any behavior that impedes the child’s learning or that of others as well as the development and use of positive behavioral interventions, supports, and strategies used to address that behavior
- Limited English proficiency needs-Consider the language needs of the child in order to help the child make progress in the general education curriculum
- Blind or visual impairment needs-Consideration of instruction in braille and the child’s use of reading and writing skills, needs, and appropriate reading and writing media
- Deafness/hard of hearing communication needs-Consider the language and communication needs, opportunities for direct communications with peers and school staff in the child’s language and communication mode, academic level, and the full range of needs, including opportunities for direct instruction in the child’s language and communication mode
- Assistive technology needs-Consider need for assistive technology devices and services