The Individualized Education Plan (IEP) must contain:

  • Present level of educational performance, including how the child’s disability affects his or her involvement and progress in the general education curriculum
  • Measurable annual goals, including benchmarks or short term objectives
  • The special education and related services, and supplementary aids and services that will be provided
  • The program modifications and/or supports that will be provided for the child to advance appropriately toward meeting his or her annual goals and be involved in and progress in the general education curriculum and participate in extracurricular and other nonacademic activities
  • An explanation of the extent, if any, to which the child will not participate with nondisabled students in the general education classroom setting and in extracurricular and non academic activities
  • Any individual modification to be made in the administration of State and district wide assessment programs of student achievement, or how the student will be alternatively assessed
  • The projected date for the beginning of services and modifications, and the anticipated frequency, location, and duration of those services and modifications
  • The transition service needs for the child beginning at age 14 and updated annually thereafter
  • The needed transition services of the child, beginning at age 16 (or younger, if appropriate)
  • When a student reaches the age of 18, they are considered a legal adult in the U.S. The IEP must inform the student at least one year before he or she reaches the age of 18 of the rights, if any, that will transfer to the student at that time
  • How the child’s progress toward the annual goals will be measured and how the child’s parents will be kept regularly informed of that progress