If it is prepared and implemented well, an I.E.P. can place a child on the path to success. An actual I.E.P. team, however, might consist of as many as 10 or more members. The student's present levels of educational performance, and must do so in the context of how the student's disability impacts and affects his or her involvement and progress in the general curriculum. An I.E.P. must contain a statement of measurable annual goals. Annual goals need to be broken down within the I.E.P. into interval benchmark objectives.
Benchmarks allow for continual, measurable assessment of a child's progress.
A description, in detail, of the manner in which the child's needs will be met to enable the child to be involved in and progress in the general curriculum and other educational requirements. A statement of Specific Educational Services, e.g. extended year services, teacher qualifications, class size, etc. A statement of Supplementary Aids and Services, if applicable. A statement of Modifications or Support Services, which may include, for example, use of Assistive Technology Devices such as a keyboard. If applicable, a statement of exclusion, i.e. the extent to which a student will not participate in regular classroom activities with typical peers.