special education rights and responsibilities - Disability Rights ...

Information on IEP Process
19. What should be written in the IEP?
The IEP for each student must include:
(1) The present levels of educational performance, including how the
student’s disability affects his involvement and progress in the general
curriculum (for preschoolers, present levels must include how the
disability affects the child’s participation in appropriate activities);
(2) A statement of measurable annual goals related to:
a. Meeting each of the student’s educational needs that result from
the disability, and
b. Meeting the student’s needs that result from his disability to enable
his to be involved in and progress in the general curriculum.
For students who take alternate assessments aligned to alternate achievement
standards, a description of measurable benchmarks or short-term objectives must
also be included;
(1) A description of how the student’s progress toward meeting the annual
goals will be measured, and when periodic progress reports will be
provided (such as quarterly or at the same time report cards are issued);
(2) A statement of specific special education and related services (for
example, physical education, vocational education, extended school year,
instruction in academic or perceptual areas, teacher qualifications, class
size) and supplementary aids and services (instructional aides, note
takers, use of the resource room, etc.) to be provided. Special education
and services must be based on peer-reviewed research to the extent
practicable. The IEP must also contain a statement of the program
modifications or supports for school personnel that will be provided to
allow the student: (i) to advance appropriately toward attaining the
annual goals; (ii) to be involved and progress in the general curriculum
and to participate in extracurricular and other nonacademic activities; and
(iii) to be educated and participate with other students with disabilities
and nondisabled students (for example, modifications to the regular class
curriculum, use of computer-assisted devices, special education training
for the regular teacher, etc.);
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