What should be in an IEP? A plain-English checklist

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.