+---------+------------------------------------------------------------+
| **Part  | ####  Individualized Education Program                     |
| B**     |                                                            |
+---------+------------------------------------------------------------+

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]{.underline}, as appropriate, how the disability affects
    the child's participation in appropriate activities. \[34 CFR
    §300.320(a)(1)\]

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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. \[34 CFR §300.320(a)(2)(i)(B)\]

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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.
\[34 CFR §300.320(a)(2)(ii)\]

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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. \[34 CFR §300.320(a)(3)(ii)\]

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A statement of the [special education and related services]{.underline}
and [supplementary aids]{.underline} and [services,]{.underline} 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]{.underline} 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. \[34 CFR §300.320(a)(4)(iii)\]

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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. \[34 CFR
§300.320(a)(5)\]

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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. \[34 CFR
§300.320(a)(6)(i)\]

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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. \[34 CFR §300.320(a)(6)(ii)(B)\]

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The projected date for the beginning of the services and modifications
and the anticipated frequency, location, and duration of [special
education and related services]{.underline} and [supplementary aids and
services]{.underline} and [modifications and supports.]{.underline}
\[34 CFR §300.320(a)(7)\]

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  Service, Aid or   Frequency     Location      Beginning     Duration
  Modification                                  Date          
  ----------------- ------------- ------------- ------------- -------------
                                                                   

                                                                   

                                                                   
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##  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]{.underline}, 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. \[34 CFR §300.320(b)(1)\]

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-   The transition services (including courses of study) needed to
    assist the child in reaching those goals. \[34 CFR §300.320(b)(2)\]

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  Transition Services (Including Courses of Study)
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## Rights that Transfer at Age of Majority

-   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 §