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The Oklahoma Individualized Education Program (IEP) form is a critical tool designed to ensure that students with disabilities receive the support they need to succeed in school. This comprehensive document includes essential information such as the child's name, student ID, birthdate, and grade level. It also captures details about the parents or guardians, including contact information and home address. The form outlines the child's present levels of academic achievement and functional performance, providing a clear picture of how the child's disability impacts their learning and participation in the general education curriculum. Additionally, it identifies the child's strengths, needs, and any special factors that may influence their educational experience, such as language needs or assistive technology requirements. The IEP sets measurable annual goals tailored to the child’s unique needs, ensuring that progress can be tracked effectively. For students approaching transition age, the form includes provisions for postsecondary goals, guiding their journey towards independence and successful adulthood. This structured approach not only fosters collaboration among educators and parents but also empowers students to thrive academically and socially.

Document Properties

Fact Name Description
Governing Law The Oklahoma IEP form is governed by the Individuals with Disabilities Education Act (IDEA) and Oklahoma Statutes Title 70, Section 13-101.
Child's Information The form requires detailed information about the child, including their name, student ID, birthdate, grade, and age.
Parent Contact Parents must provide their contact information, including phone numbers and home address, to facilitate communication.
IEP Team Considerations The IEP team must consider special factors relevant to the child, such as behavior interventions and language needs.
Annual Goals Measurable annual goals must be established to help the child progress in the general education curriculum.
Transition Services For students aged 16 and older, the IEP must include transition goals to prepare them for postsecondary education and employment.
Progress Reporting Parents are to be informed regularly about their child's progress toward annual goals and overall academic performance.

Common mistakes

  1. Incomplete Information: Failing to fill in all required fields, such as the child's full name, student ID, or birthdate, can lead to delays in processing the IEP.

  2. Vague Goals: Setting unclear or non-measurable goals can make it difficult to track the child's progress effectively. Goals should be specific and achievable.

  3. Neglecting Parent Input: Not including parent concerns or insights can overlook critical information that may impact the child's education and support needs.

  4. Ignoring Strengths: Focusing solely on weaknesses without acknowledging the child's strengths may lead to a lack of balanced support and encouragement.

  5. Skipping Assessment Data: Omitting current evaluation data can result in an incomplete understanding of how the child's disability affects their learning and participation.

  6. Inadequate Transition Planning: Failing to address transition goals for older students can hinder their preparation for postsecondary education or employment opportunities.

  7. Overlooking Special Factors: Not checking or addressing relevant special factors, such as communication needs or assistive technology, can lead to insufficient support.

  8. Insufficient Communication Plans: Not detailing how and when parents will be informed about their child's progress can create misunderstandings and lack of engagement.

  9. Failure to Update: Not amending the IEP when necessary can result in outdated information that no longer reflects the child's current needs and goals.

  10. Neglecting Short-Term Objectives: Omitting short-term objectives or benchmarks can make it challenging to monitor progress toward annual goals effectively.

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Misconceptions

  • Misconception 1: The IEP is a one-time document that does not require updates.

    • Many people believe that once an IEP is created, it remains unchanged throughout the child's education. In reality, the IEP must be reviewed and updated at least annually to reflect the child's progress and changing needs.

  • Misconception 2: The IEP is solely the responsibility of the school.

    • Some parents think that the school is solely responsible for the IEP process. However, the IEP is a collaborative effort involving parents, teachers, and specialists. Parents play a crucial role in providing insights about their child's strengths and needs.

  • Misconception 3: The IEP guarantees specific services and placements.

    • It is a common belief that an IEP guarantees certain services or placements. While it outlines the support a child requires, the availability of specific services may depend on the school district's resources and policies.

  • Misconception 4: All children with disabilities are eligible for the same services.

    • Some assume that all children with disabilities receive identical services. Each IEP is tailored to the individual needs of the child, and services vary based on the specific challenges and strengths of each student.

  • Misconception 5: Parents cannot challenge decisions made in the IEP.

    • Many parents believe they have no power to contest decisions made during the IEP meetings. In fact, parents have the right to request changes and can advocate for their child's needs if they feel the IEP does not adequately address them.

Preview - Oklahoma Iep Form

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

NAME OF CHILD: ____________________________________________________STUDENT ID: ____________________________

FIRST MIDDLELAST

BIRTHDATE: ___________________________

GRADE: ____________________

AGE: ___________________________

MONTH/DAY/YEAR

 

 

 

 

 

PARENT(S):_______________________________________________________________________________________________

PHONE: (WORK) _______________________ (HOME) ________________________

(OTHER) __________________________

HOME ADDRESS: _______________________________________________________ DISTRICT/AGENCY: ________________

STREET ADDRESS/P.O. BOX

CITY

STATE

ZIP

 

BUILDING:________________

SITE CODE: __________

IEP TEACHER OF RECORD:______________________________

 

 

 

 

 

 

INITIAL IEP:___________

INTERIM IEP:__________

SUBSEQUENT IEP:__________

DATE

DATE

DATE

AMENDED or MODIFIED:__________

DATE

Present Levels of Academic Achievement and Functional Performance: Document current evaluation data and write objective statements, (may include most recent statewide and districtwide assessments) to demonstrate how the child’s disability affects the child’s involvement, functional performance, and progress in the general education curriculum and postsecondary transition, as appropriate. For students of transition age, document transition assessment results as they relate to the postsecondary goal(s). For preschool children, describe how the disability affects the child’s participation in age appropriate activities.

Current Assessment Data

Objective Statements

OSDE Form 7

Page __ of __

 

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

IEP – Strengths/Needs, Special Factors, and Parent Concerns Page

List strengths of the child and a statement of the anticipated

List the educational needs resulting from the child’s disability,

effects on the child’s participation in the general education

which may require special education, related services,

curriculum or appropriate activities.

supplementary aids, supports for personnel, or modifications.

 

 

Strengths:

 

Anticipated Effects:

Consideration of special factors: Check yes or no whether the IEP team considers each special factor to be relevant to this child. Yes No

Strategies, positive behavior interventions and supports, as appropriate, if behavior impedes learning of self or others

Language needs as related to the IEP for a child with limited English proficiency (LEP)

Instruction and use of Braille if child is blind or visually impaired, unless determined inappropriate based on evaluation.

Communication needs, and for child who is deaf or hard of hearing, the language and communication needs and opportunities for communication and instruction in the child’s native language and communication mode

Whether this child requires assistive technology devices and service

For special factors checked yes, explain determinations of the team as to whether services are required in the IEP.

Parent Concerns for Enhancing the Child’s Education:

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

IEP – Goals Page

NAME OF CHILD:

 

 

 

STUDENT ID:_________________________

 

FIRST

MIDDLE

LAST

Annual Goals:

Provide measurable annual goals, including academic and functional goals to enable the child to be involved in and make progress in the general education curriculum (for a preschool child in the appropriate activities), and to meet other educational needs that result from the disability.

GOAL # _______

Parents are to be informed of progress in annual goals, in addition to general education academic performance reports. Describe how often this will occur and what methods will be utilized.

Record the extent of progress toward achieving the annual goals by the end of the year (i.e., one-half, two-thirds, fifty percent, passing grades in general curriculum).

DATE

DATE

DATE

DATE

DATE

DATE (ESY)

How will the extent of progress toward annual goals be measured?

GOAL # _______

Parents are to be informed of progress in annual goals, in addition to general education academic performance reports. Describe how often this will occur and what methods will be utilized.

Record the extent of progress toward achieving the annual goals by the end of the year (i.e., one-half, two-thirds, fifty percent, passing grades in general curriculum).

DATE

DATE

DATE

DATE

DATE

DATE (ESY)

How will the extent of progress toward annual goals be measured?

GOAL # _______

Parents are to be informed of progress in annual goals, in addition to general education academic performance reports. Describe how often this will occur and what methods will be utilized.

Record the extent of progress toward achieving the annual goals by the end of the year (i.e., one-half, two-thirds, fifty percent, passing grades in general curriculum).

DATE

DATE

DATE

DATE

DATE

DATE (ESY)

How will the extent of progress toward annual goals be measured?

COMMENTS:

OSDE Form 7

 

Page __ of __

 

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

 

 

IEP – Goals and Short-Term Objective/Benchmark Page

NAME OF CHILD:

 

 

 

STUDENT ID:_________________________

 

FIRST

MIDDLE

LAST

Annual Goals:

Provide measurable annual goals, including academic and functional goals to enable the child to be involved in and make progress in the general education curriculum (for a preschool child in the appropriate activities), and to meet other educational needs that result from the disability.

Short-term Objectives or Benchmarks: In addition to Annual Goals, provide at least two short-term objectives or benchmarks per goal for children who take alternate assessments aligned to alternate achievement of the standards.

GOAL # _______

SHORT-TERM OBJECTIVE/BENCHMARK #________

SHORT-TERM OBJECTIVE/BENCHMARK #________

SHORT-TERM OBJECTIVE/BENCHMARK #________

SHORT-TERM OBJECTIVE/BENCHMARK #________

Parents are to be informed of progress in annual goals, in addition to general education academic performance reports. Describe how often this will occur and what methods will be utilized.

Record the extent of progress toward achieving the annual goals by the end of the year (i.e., one-half, two-thirds, fifty percent, passing grades in general curriculum).

DATE

DATE

DATE

DATE

DATE

DATE (ESY)

How will the extent of progress toward annual goals be measured?

COMMENTS:

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

IEP – Transition Services Plan – Goals and Activities Page

(Beginning not later than the first IEP developed during the student’s ninth grade year, or upon turning 16 years of age, whichever occurs first)

NAME OF CHILD:

 

 

 

STUDENT ID: ________________________

 

FIRST

MIDDLE

LAST

Postsecondary Goal(s): _________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Annual Transition Goals

Provide measurable annual transition goals to assist the young adult in working toward their postsecondary goal(s). The annual transition goal(s) must include academic and functional goals to enable the young adult to be involved in and make progress in the general education curriculum and in community experiences. For a young adult beginning with the first IEP developed during the student’s ninth grade year or upon turning 16 years of age, whichever occurs first, postsecondary goal(s) based upon age appropriate transition assessments related to education/training, employment, and where appropriate, independent living skills, and to meet other educational needs that result from the disability. For young adults being taught to alternate achievement of the standards, include a minimum of two (2) short-term objectives or benchmarks for each annual goal.

Education/Training Goal(s)

Short-Term Objectives/Benchmarks (as needed)

 

 

 

 

 

 

 

Coordinated Activities

Responsible Party(ies)

 

 

 

 

 

 

 

 

 

 

Parents are to be informed of progress in annual goals, in addition to general

Extent of progress toward achieving the annual transition goals by

education academic performance reports. Describe how often this will occur

the end of the year (i.e., one-half, two-thirds, fifty percent, passing

and what methods will be utilized.

grades in general curriculum).

 

 

 

 

DATE

DATE

DATE

DATE

DATE

DATE (ESY)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How will the extent of progress toward annual goals be measured?

 

 

 

 

 

 

 

 

 

 

 

 

 

Employment Goal(s)

Short-Term Objectives/Benchmarks (as needed)

 

 

 

 

 

 

 

Coordinated Activities

Responsible Party(ies)

 

 

 

 

 

 

 

Parents are to be informed of progress in annual goals, in addition to general

Extent of progress toward achieving the annual transition goals by

education academic performance reports. Describe how often this will occur

the end of the year (i.e., one-half, two-thirds, fifty percent, passing

and what methods will be utilized.

grades in general curriculum).

 

 

 

 

DATE

DATE

DATE

DATE

DATE

DATE (ESY)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How will the extent of progress toward annual goals be measured?

 

 

 

 

 

 

 

 

 

 

 

 

 

OSDE Form 7

 

 

 

 

 

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

IEP – Transition Services Plan – Transition Goals/Course of Study

(Beginning not later than the first IEP developed during the student’s ninth grade year or upon turning 16 years of age, whichever occurs first.)

NAME OF CHILD:

 

 

 

 

STUDENT ID:_________________________

 

FIRST

MIDDLE

LAST

 

 

 

 

 

 

Independent Living Goal(s) (if appropriate)

 

 

Short-Term Objectives/Benchmarks (as needed)

 

 

 

 

 

 

 

 

 

Coordinated Activities

 

 

Responsible Party(ies)

 

 

 

 

 

 

 

 

 

 

 

Parents are to be informed of progress in annual goals, in addition to general

 

Extent of progress toward achieving the annual transition goals by

education academic performance reports. Describe how often this will occur

 

the end of the year (i.e., one-half, two-thirds, fifty percent, passing

and what methods will be utilized.

 

 

grades in general curriculum).

 

 

 

 

 

 

 

DATE

DATE

DATE

DATE

DATE

DATE (ESY)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How will the extent of progress toward annual goals be measured?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Build a course of study, to be updated annually, to assist the young adult in achieving their postsecondary goal(s):

Grade __________

Grade __________

Grade __________

Grade __________

Grade ___________

Projected date of graduation/program completion and type:

______________________________________

______________________________________

Standard Diploma

General Education Development (GED) Other _____________________________

In planning the course of study, is information needed regarding opportunities for vocational education (e.g., high school vocational education courses, school-based training, work study programs, technology education, or area career technology center programs)?

Yes No

If yes, document date(s) when information was provided to young adult and parent(s). Date: ______________________

By age 16, the young adult has been referred to the vocational rehabilitation counselor in the young adult’s school district.

Yes No

Person responsible for the referral: __________________________________________Date:__________________________________

Name of the Vocational Rehabilitation Counselor: ____________________________________________________________________

Have the young adult and parent(s) been provided a copy of the referral form? Yes No

If no, explain why. _____________________________________________________________________________________________

If yes, explain how. ____________________________________________________________________________________________

By age 17, have young adult and parent(s) been informed of any transfer of rights at age of majority? Yes No

If no explain why: _____________________________________________________________________________________________

Comments: __________________________________________________________________________________

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

IEP – Services Page

NAME OF CHILD:

 

 

 

 

 

STUDENT ID:_________________________

 

FIRST

 

MIDDLE

LAST

 

 

 

 

 

 

 

 

 

 

 

Special Education Services: List each special education service.

 

 

 

 

Type of Service(s)

 

 

Amount of Services (Time

Starting Date

Ending Date

Person Responsible

 

 

 

 

 

 

and Frequency)

 

 

 

(Title)

 

 

 

 

 

 

Related Services: List each related service necessary for the child to benefit from special education.

 

Type of Service(s)

 

Location of

 

Amount of Services (Time

Starting Date

Ending Date

Person Responsible

 

 

 

Services

 

 

and Frequency)

 

 

 

(Title)

 

 

 

 

 

 

 

 

 

 

 

Provide an explanation of the extent, if any, to which the child will not participate with nondisabled children in the general education curriculum or age-appropriate activities:

The continuum of placements for the least restrictive environment (LRE) includes regular classes full-time, special classes part-time or full-time, public/private separate day school facility, public/private residential facility, home instruction/hospital environment, correctional facility, or parentally placed in private schools. For preschool children (aged 3 through 5), the continuum includes early childhood program, special education program, residential facilities, home, service provider location.

Continuum of Placement:

Amount of time in general education setting: _____ of _____ periods per day OR __________ % of instructional day.

If block schedule, describe:

Is this child’s instructional day the same length as nondisabled peers? Yes No

If no, describe the reason(s) for a shortened school day:

Regular PE Adapted PE NA

List modifications necessary for this child to participate in regular PE

If not applicable provide justification:

(specially designed adapted PE, if needed, must be addressed on the IEP):

 

 

 

Supplementary aids and services, program modifications and/or supports for personnel in general education or other education-related settings not otherwise addressed as special education or related services:

Supplementary aids and services:

Location/Class/Settings

 

 

Program modifications:

Location/Class/Settings

 

 

Supports for personnel:

Location/Class/Settings

 

 

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

IEP – Signature Page

NAME OF CHILD:

 

 

 

STUDENT ID:_________________________

 

FIRST

MIDDLE

LAST

 

 

State and Districtwide Assessment Programs

 

 

 

Child will participate in:

Oklahoma Core Curriculum Tests (OCCT)

Alternate Assessment (OAAP or OMAAP)

If the child is participating in alternate assessment, has the IEP team considered the guidelines for participation in alternate assessment?

Yes No If no, explain why:

 

 

If the child is participating in an alternate assessment, how will the child be assessed?

OAAP Portfolio

OMAAP

If the child is participating in OMAAP, list each subject for which the child will participate.

 

Specify state approved accommodations used in each test administration.

 

 

Extended School Year (ESY) Services

ESY Services: Requires further data; will reconvene by ___/____/___

are necessary

are not necessary

If necessary, describe services provided:

 

 

Documentation of LRE Placement Considerations

Describe continuum of placements considered and reasons determined not appropriate:

Is this placement in the school the child would normally attend if nondisabled? Yes No

If no, is the placement as close as possible to the child’s home? Yes No

If no, explain why the IEP requires other arrangements:

Explain considerations of potential harmful effects on the child or the quality of services needed:

When special classes, separate schools/facilities, or other removal from the general education environment occurs, describe how the nature and severity of the disability is such that education in general education classes, with the use of supplementary aids and services, cannot be achieved satisfactorily:

Date of next IEP _______________________________________________________________Date of next 3 year reevaluation ______________

FROM INITIAL

FROM INTERIM

FROM SUBSEQUENT

 

 

Team Participant Signatures:

 

 

 

 

 

Parent(s)________________________________________________

Date _________________

Agree

*Disagree

Special Education Teacher__________________________________

Date _________________

Agree

*Disagree

Regular Education Teacher _________________________________

Date _________________

Agree

*Disagree

Administrative Representative_______________________________

Date _________________

Agree

*Disagree

Student _________________________________________________

Date _________________

Agree

*Disagree

Other___________________________________________________

Date _________________

Agree

*Disagree

*Team members who disagree may submit separate statements presenting their conclusions. (Complete Comment Form as necessary.)

If parent(s) did not attend the IEP meeting, explain other methods to ensure parent participation (and/or child as appropriate): (e.g., conference call, videoconference, home visit)

Parent(s) have protection under the procedural safeguards.

Translation/Interpretation needed:

Yes No

Parent(s) received Parents Rights in Special Education:

If yes, specify how provided: ______________________

Notice of Procedural Safeguards

 

 

Yes

No

 

 

Parent(s) received Parent Survey form and business reply envelope:

Parent Initial: _____________________

Yes

No

 

 

Parent consent for initial placement (consent is voluntary and may be revoked at any time)

Yes No

Parent Signature: _______________________________________________________ Date: _________________________________

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

FAQ

What is an IEP in Oklahoma?

An Individualized Education Program (IEP) is a written plan designed to meet the unique educational needs of a child with a disability. In Oklahoma, the IEP outlines the specific services, accommodations, and goals tailored to help the child succeed in school. The IEP is developed by a team that includes parents, teachers, and other professionals who understand the child's needs. It is essential for ensuring that students receive the support they need to thrive in their educational environment.

How do I initiate the IEP process for my child?

To start the IEP process, a parent or guardian can request an evaluation from the school district. This request can be made verbally or in writing. Once the school receives the request, they will evaluate the child to determine if they qualify for special education services. If eligible, an IEP meeting will be scheduled to develop the plan. It’s important for parents to be involved throughout this process, as their insights about their child’s strengths and needs are invaluable.

What should be included in my child’s IEP?

Your child’s IEP should include several key components: the child’s current academic and functional performance, measurable annual goals, specific services and supports the child will receive, and how progress will be measured. Additionally, any special factors that may affect the child’s education, such as language needs or behavioral strategies, should be documented. This comprehensive approach ensures that all aspects of your child’s education are addressed.

How often will I be informed about my child's progress?

The IEP should specify how often parents will receive updates on their child’s progress towards the annual goals. Typically, schools provide this information at least as often as general education progress reports are given, which may be quarterly or biannually. The IEP will outline the methods used to measure progress, ensuring parents are kept informed and involved in their child's educational journey.

What happens if I disagree with the IEP team’s decisions?

If you disagree with the decisions made by the IEP team, you have several options. First, you can request a meeting to discuss your concerns and seek clarification. If that doesn’t resolve the issue, you may consider mediation or a due process hearing. It’s important to know that you have the right to advocate for your child’s educational needs, and there are resources available to help guide you through this process.

⇓ Oklahoma Iep PDF Form

Documents used along the form

The Oklahoma Individualized Education Program (IEP) form is a critical document used to outline the educational plan for students with disabilities. Alongside this form, several other documents are often utilized to ensure a comprehensive approach to the student's education. These documents help in addressing various aspects of the student's needs, rights, and educational strategies. Below is a list of commonly used forms and documents that complement the Oklahoma IEP form.

  • Evaluation Report: This document summarizes the results of assessments conducted to determine a student's eligibility for special education services. It includes data on academic performance, cognitive abilities, and any other relevant evaluations.
  • Parent Consent Form: This form is essential for obtaining permission from parents or guardians before conducting evaluations or implementing the IEP. It ensures that parents are informed and involved in the decision-making process.
  • Progress Reports: These reports provide updates on a student's progress toward meeting the goals outlined in the IEP. They detail how often parents will receive updates and the methods used to measure progress.
  • Behavior Intervention Plan (BIP): If a student's behavior significantly impacts their learning, a BIP may be developed. This plan outlines specific strategies and interventions to address behavioral issues and promote positive behavior.
  • Transition Plan: For students approaching adulthood, this plan outlines goals and activities to prepare them for postsecondary education, employment, and independent living. It is particularly important for students transitioning from high school.
  • Service Delivery Plan: This document details the specific services and supports that will be provided to the student, including frequency and duration. It ensures that all necessary services are clearly outlined and accessible.
  • Assistive Technology Assessment: If a student requires assistive technology to support their learning, this assessment identifies the specific tools and devices needed. It ensures that the student has access to appropriate technology.
  • Meeting Notes: These notes capture the discussions and decisions made during IEP meetings. They serve as a record of what was agreed upon and help keep all team members informed.
  • Referral for Special Education Services: This document initiates the process for evaluating a student for special education services. It outlines the reasons for the referral and any previous interventions that have been attempted.
  • RV Bill of Sale Form: This document acts as proof of transfer of ownership for recreational vehicles in Texas, ensuring all legal aspects are settled during the transaction. For more information, you can visit UsaLawDocs.com.
  • Annual Review Documentation: This form is used during the annual review of the IEP to assess the effectiveness of the current plan and make necessary adjustments. It ensures that the IEP remains relevant to the student's evolving needs.

These documents collectively support the development and implementation of a student’s IEP, ensuring that educational needs are met effectively. Each form plays a vital role in facilitating communication among educators, parents, and support staff, ultimately contributing to the student's success in their educational journey.

Guide to Using Oklahoma Iep

Filling out the Oklahoma IEP form is an important step in ensuring that a child receives the appropriate educational support tailored to their individual needs. The process involves gathering necessary information about the child, documenting their strengths and needs, and establishing measurable goals. Following these steps will help streamline the completion of the form.

  1. Gather Information: Collect the child's full name, student ID, birthdate, grade, and age. Make sure to have parent or guardian contact details ready, including phone numbers and home address.
  2. Complete Basic Details: Fill in the district or agency name, building, and site code. Identify the IEP teacher of record and indicate whether this is an initial, interim, or subsequent IEP.
  3. Present Levels of Performance: Document current evaluation data and write objective statements that describe how the child’s disability affects their involvement in the general education curriculum. Include any relevant transition assessment results for older students.
  4. Identify Strengths and Needs: List the child’s strengths and anticipated effects of their disability on participation in educational activities. Document any special factors that apply, such as behavior interventions or communication needs.
  5. Set Annual Goals: Provide measurable annual goals that enable the child to progress in the general curriculum. Include how often parents will be informed of progress and the methods used to measure this progress.
  6. Develop Short-Term Objectives: For each annual goal, outline at least two short-term objectives or benchmarks, particularly for students taking alternate assessments.
  7. Transition Services Plan: For students aged 16 and older, establish postsecondary goals and measurable annual transition goals. Include coordinated activities and responsible parties for achieving these goals.
  8. Review and Finalize: Check all sections for completeness and accuracy. Ensure that all necessary signatures are obtained before submitting the form.