Fillable Printable IDEA 2004 Model Form: Part B Individualized Education Program (MS Word)

IDEA 2004 Model Form: Part B Individualized Education Program (MS Word)

Part B

INDIVIDUALIZEDEDUCATIONPROGRAM

The Individualized Education Program (IEP) is a written document that is developed for

each eligible child with a disability.The Part B regulations specify, at 34 CFR

§§300.320-300.328, the procedures that school districts must follow to develop, review,

and revise the IEP for each child. The document below sets out the IEP content that

those regulations require.

A statement of the child’s present levels of academic achievement and functional

performance including:

How the child’s disability affects the child’s involvement and progress in the

general education curriculum (i.e., the same curriculum as for nondisabled

children) or for preschool children, as appropriate, how the disability affects the

child’s participation in appropriate activities. [34 CFR §300.320(a)(1)]

A statement of measurable annual goals, including academic and functional goals

designed to:

Meet the child’s needs that result from the child’s disability to enable the child to

be involved in and make progress in the general education curriculum.

[34 CFR §300.320(a)(2)(i)(A)]

Meet each of the child’s other educational needs that result from the child’s

disability. [34 CFR §300.320(a)(2)(i)(B)]

For children with disabilities who take alternate assessments aligned to alternate

achievement standards (in addition to the annual goals), a description of benchmarks or

short-term objectives. [34 CFR §300.320(a)(2)(ii)]

U.S. Department of EducationModel Form: Individualized Education Program

Office of Special Education and Rehabilitative Services,

Office of Special Education Programs

Part B INDIVIDUALIZED EDUCATION PROGRAM2

A description of:

How the child’s progress toward meeting the annual goals will be measured.

[34 CFR §300.320(a)(3)(i)]

When periodic reports on the progress the child is making toward meeting the

annual goals will be provided such as through the use of quarterly or other

periodic reports, concurrent with the issuance of report cards.

[34 CFR §300.320(a)(3)(ii)]

A statement of the special education and related services and supplementary aids and

services, based on peer-reviewed research to the extent practicable, to be provided to

the child, or on behalf of the child, and a statement of the program modifications or

supports for school personnel that will be provided to enable the child:

To advance appropriately toward attaining the annual goals.

[34 CFR §300.320(a)(4)(i)]

To be involved in and make progress in the general education curriculum and to

participate in extracurricular and other nonacademic activities.

[34 CFR §300.320(a)(4)(ii)]

To be educated and participate with other children with disabilities and

nondisabled children in extracurricular and other nonacademic activities.

[34 CFR §300.320(a)(4)(iii)]

An explanation of the extent, if any, to which the child will not participate with

nondisabled children in the regular classroom and in extracurricular and other

nonacademic activities. [34 CFR §300.320(a)(5)]

Part B INDIVIDUALIZED EDUCATION PROGRAM3

A statement of any individual appropriate accommodations that are necessary to

measure the academic achievement and functional performance of the child on State

and districtwide assessments. [34 CFR §300.320(a)(6)(i)]

If the IEP Team determines that the child must take an alternate assessment instead of

a particular regular State or districtwide assessment of student achievement, a

statement of why:

The child cannot participate in the regular assessment. [34 CFR §300.320(a)(6)

(ii)(A)]

The particular alternate assessment selected is appropriate for the child.

[34 CFR §300.320(a)(6)(ii)(B)]

The projected date for the beginning of the services and modifications and the

anticipated frequency, location, and duration of special education and related services

and supplementary aids and services and modifications and supports.

[34 CFR §300.320(a)(7)]

Service, Aid or

ModificationFrequencyLocation

Beginning

DateDuration

Part B INDIVIDUALIZED EDUCATION PROGRAM4

TRANSITION SERVICES

Beginning not later than the first IEP to be in effect when the child turns 16, or younger if

determined appropriate by the IEP Team, and updated annually thereafter, the IEP must

include:

Appropriate measurable postsecondary goals based upon age-appropriate

transition assessments related to training, education, employment, and where

appropriate, independent living skills. [34 CFR §300.320(b)(1)]

The transition services (including courses of study) needed to assist the child in

reaching those goals. [34 CFR §300.320(b)(2)]

Transition Services (Including Courses of Study)

RIGHTSTHAT TRANSFERATAGEOFMAJORITY

Beginning not later than one year before the child reaches the age of majority

under State law, the IEP must include a statement that the child has been

informed of the child’s rights under Part B of the IDEA, if any, that will, consistent

with 34 CFR §300.520, transfer to the child on reaching the age of majority.

[34 CFR §300.320(c)]