Oregon Administrative Rules › Chapter 581 - OREGON DEPARTMENT OF EDUCATION › Division 15 - SPECIAL EDUCATION › Section 581-015-2200 - Content of IEP

Current through Register Vol. 63, No. 7, July 1, 2024
(1) The
			 individualized education program (IEP) must include:
(a) 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.
(b) A
			 statement of measurable annual goals, including academic and functional goals
			 (and, for children with disabilities who take alternate assessments aligned to
			 alternate achievement standards, a description of short-term objectives)
			 designed to:
(A) 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; and
(B) Meet each of the child's other
			 educational needs that result from the child's disability.
(c) A description of how the child's progress
			 toward meeting the annual goals will be measured and when periodic reports on
			 the progress the child is making toward meeting the annual goals (such as
			 through the use of quarterly or other periodic reports, concurrent with the
			 issuance of report cards) will be provided;
(d) A statement of the specific 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 for the child:
(A) To advance appropriately toward attaining
			 the annual goals;
(B) To be
			 involved and progress in the general education curriculum and to participate in
			 extracurricular and other nonacademic activities; and
(C) To be educated and participate with other
			 children with disabilities and children without disabilities,
(e) The projected dates for
			 initiation of services and modifications and the anticipated frequency, amount,
			 location and duration of the services and modifications described in subsection
			 (1)(d) of this rule.
(f) An
			 explanation of the extent, if any, to which the child will not participate with
			 children without disabilities in the regular class and activities described in
			 subsection (1)(d) of this rule.
(g)
			 A statement of any individual appropriate accommodations that are necessary to
			 measure the academic achievement and functional performance of the child on
			 State and district-wide assessments of student achievement that are needed for
			 the child to participate in the assessment:
(A) A child may not be exempt from
			 participation in State or district-wide assessment, including extended and
			 juried assessments, because of a disability, unless the parent has requested an
			 exemption under OAR 581-022-0612.
(B) If the IEP team determines that the child
			 must take the alternate assessment instead of the regular Statewide or a
			 district-wide assessment, a statement of why the child cannot participate in
			 the regular assessment, and why the alternate assessment is appropriate for the
			 child.