What should be in an IEP? A plain-English checklist
IDEA specifies required IEP content, including present levels, measurable annual goals, services, participation, accommodations and how progress will be measured.
IDEA and Section 504 are federal laws, but states and school districts can have additional procedures, forms, timelines and protections. Check your state education agency and district notices.
Present levels and needs
The IEP should describe how the child is currently doing academically and functionally and, for a child with a disability, how the disability affects involvement and progress in the general education curriculum. This section should give the team a clear starting point for goals and services.
Measurable annual goals
The IEP must include measurable annual goals designed to meet disability-related needs so the child can be involved in and make progress in the general education curriculum and meet other educational needs resulting from the disability. For some children, the IEP must also include short-term objectives or benchmarks.
Services, supports and participation
The IEP must describe the special education and related services and supplementary aids and services to be provided, as well as program modifications or supports for school personnel where required. It must also explain, when applicable, the extent to which the child will not participate with nondisabled children in the regular class and other activities.
Progress and key dates
The IEP must state how progress toward annual goals will be measured and when periodic progress reports will be provided. It also includes projected service start dates and anticipated frequency, location and duration, among other required elements.
Official sources
FAQ: IDEA IEP requirements and required components
What must be included as a key component of a student's IEP?
Under federal IDEA regulations, an IEP includes present levels of academic achievement and functional performance, measurable annual goals, how progress will be measured and reported, special education and related services, supplementary aids and services, program modifications and supports for school personnel, participation with nondisabled peers, assessment accommodations, and the projected start date, frequency, location and duration of services.
Does an IEP need measurable annual goals?
Yes. Annual goals must be measurable and designed to meet needs resulting from the disability so the child can be involved in and make progress in the general education curriculum and meet other educational needs. For some students, short-term objectives or benchmarks are also required under IDEA.
Are IEPs legal documents?
An IEP is a written plan required by IDEA and the school must implement the services it specifies. It is not a general-purpose contract, and state-specific rules may add requirements. If services are missed, see our school not following the IEP guide.
Is an IEP the same as a Section 504 plan?
No. They arise under different federal laws and have different eligibility and planning requirements. See IEP versus Section 504 plan. Official source: 34 CFR §300.320.
FAQ: What does SLI mean in special education?
In the United States, SLI commonly means speech or language impairment, an IDEA disability category. Federal regulations describe a communication disorder, such as stuttering, impaired articulation, a language impairment or a voice impairment, that adversely affects a child's educational performance.
Does an SLI diagnosis automatically qualify a child for an IEP?
No. The eligibility team must determine whether the child meets IDEA disability criteria and, because of the disability, needs special education and related services. Schools must use appropriate evaluation procedures; a medical diagnosis alone does not decide IDEA eligibility.
Is speech therapy always an IEP service?
Speech-language pathology may be special education or a related service, depending on the child's needs and state rules. See related services in an IEP. Official reference: 34 CFR §300.8.
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