What Must Be Included in Every IEP
A Complete Reference Guide | The IEP Coach
IEP Requirements Reference Guide
About This Guide
This reference guide outlines the nine essential components that must be included in every Individualized Education Program (IEP) to ensure legal compliance under IDEA. Each section includes the legal requirement, practical examples, and best practice tips.
Table of Contents
- 1. Present Levels of Academic Achievement and Functional Performance (PLAAFP)
- 2. Measurable Annual Goals
- 3. Special Education and Related Services
- 4. Accommodations and Modifications
- 5. Participation in State/District Testing
- 6. How Progress Will Be Measured and Reported
- 7. Transition Plan (Age 14+ in Texas)
- 8. Extended School Year (ESY), If Applicable
- 9. Statement of Least Restrictive Environment (LRE)
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
What It Is:
Describes current performance in academics and functional areas. Must be data-driven with concrete strengths and needs. Shows how the disability affects access to the general curriculum.
Legal Requirement:
Include baseline data, teacher input, and evaluation results. Must connect directly to goals and services.
Legal Reference: 34 CFR § 300.320(a)(1)
Example:
Reading: Michael is a 6th-grade student reading at a mid-3rd grade level according to his most recent Fountas & Pinnell assessment (Level N). He can decode CVC and CCVC words with 85% accuracy but struggles with multisyllabic words. Michael requires repeated modeling to comprehend nonfiction text. His disability affects his ability to access grade-level curriculum without accommodations such as read-aloud and guided reading support.
Functional: Michael demonstrates age-appropriate social skills but has difficulty initiating tasks independently. He completes independent assignments with adult prompting in 4 out of 5 trials.
Best Practice Tip:
Avoid vague phrases like "below grade level." Use measurable, current language that clearly outlines where the student is right now.
Measurable Annual Goals
What It Is:
Define what the student is expected to achieve in 12 months. Must be specific and measurable. Must directly align with the PLAAFP.
Legal Requirement:
Include a baseline, target, and method of measurement. Ensure it's appropriate and ambitious for the student's needs.
Legal Reference: 34 CFR § 300.320(a)(2)
Example:
Goal: Given a 5th-grade expository text, Michael will identify the main idea and at least two supporting details with 80% accuracy in 4 out of 5 trials by March 2026.
Structure:
- • Given (conditions): Given a 5th-grade expository text
- • Who (the student): Michael
- • What (observable skill): will identify the main idea and two supporting details
- • How well (criteria): with 80% accuracy in 4/5 trials
- • By when (timeframe): by March 2026
Best Practice Tip:
Use the SMART framework: Specific, Measurable, Achievable, Relevant, Time-bound.
Special Education and Related Services
What It Is:
Describes all specially designed instruction and related services. Must include frequency, duration, setting, and provider.
Legal Requirement:
Include both academic and functional services. Related services (e.g., speech, OT, counseling) must be listed if needed for the student to benefit from special ed.
Legal Reference: 34 CFR § 300.320(a)(4)
Example:
Special Education:
- • Reading intervention (resource setting) – 45 min/day, 5x/week
Related Services:
- • Speech-language therapy – 30 min/week, individual, in therapy room
Best Practice Tip:
Don't write "as needed." Services must be clearly scheduled and intentional.
Accommodations and Modifications
What It Is:
Accommodations support access to grade-level curriculum. Modifications change what is expected or taught.
Legal Requirement:
Match student's disability-related needs. Be documented across both instruction and assessment.
Legal Reference: 34 CFR § 300.320(a)(4)
Example:
Accommodations:
- • Text-to-speech for all reading assignments and assessments
- • Extended time (double time) for written assignments
- • Use of graphic organizers for written responses
Modifications:
- • Reading passages at instructional level (if appropriate)
- • Reduced number of answer choices on multiple-choice tests (if justified)
Best Practice Tip:
Every accommodation listed should already be used during instruction. Don't "test-drive" them during state assessments.
Participation in State/District Testing
What It Is:
Identifies which assessments (STAAR, STAAR Alt 2, TELPAS, etc.) the student will take. Documents justification if alternate assessment is chosen.
Legal Requirement:
Include testing accommodations. Link choices to the student's needs, not placement or disability label.
Legal Reference: 34 CFR § 300.320(a)(6)
Example:
Michael will participate in the STAAR with accommodations. He will receive:
- • Text-to-speech for reading
- • Extended time
- • Frequent breaks
Alternate assessment is not recommended because Michael accesses grade-level TEKS with supports.
Best Practice Tip:
Ensure alignment with classroom accommodations.
How Progress Will Be Measured and Reported
What It Is:
Describes how goal progress will be objectively tracked. Specifies reporting frequency to parents.
Legal Requirement:
Must include the data collection method and report schedule (e.g., every 9 weeks).
Legal Reference: 34 CFR § 300.320(a)(3)
Example:
Progress toward annual goals will be measured through weekly teacher-created probes and quarterly curriculum-based assessments. Michael's progress will be reported to parents every 9 weeks via IEP progress reports sent with report cards.
Best Practice Tip:
Reports should be meaningful. Use visuals or percentages to show trends.
Transition Plan (Age 14+ in Texas)
What It Is:
Required by age 14 in Texas. Based on transition assessments and student/family input.
Legal Requirement:
Must include postsecondary goals and courses of study. Should address education, training, employment, and independent living as appropriate.
Legal Reference: 34 CFR § 300.320(b), TAC § 89.1055(h)
Example:
Postsecondary goal (education):
After high school, Deja will enroll in a two-year culinary arts program.
Postsecondary goal (employment):
Deja will work in a commercial kitchen or bakery with part-time support.
Independent living goal:
Deja will live with a roommate and manage her own schedule using a phone app.
Best Practice Tip:
Avoid generic goals like "attend college." Use specific, student-driven statements based on assessments.
Extended School Year (ESY), If Applicable
What It Is:
ESY is not just summer school. It's about preventing regression. Must be based on data and reviewed annually.
Legal Requirement:
Include ESY goals, services, and duration, if applicable. Document the decision and justification, even if ESY is not recommended.
Legal Reference: 34 CFR § 300.106, TAC § 89.1065
Example:
Deja qualifies for ESY due to significant regression in basic math skills, as shown by pre- and post-break assessment data. She will receive 3 hours/week of math intervention for 6 weeks in summer 2026 to maintain IEP goals related to budgeting and money handling.
Best Practice Tip:
Use teacher-collected data to show regression/recoupment, not just team opinions.
Statement of Least Restrictive Environment (LRE)
What It Is:
Must explain why the student is not in general ed full-time (if applicable). LRE decisions must be based on needs, not disability labels or location.
Legal Requirement:
Include an LRE justification statement. Must show that the team considered supports before removal from general ed.
Legal Reference: 34 CFR § 300.114–116, 34 CFR § 300.320(a)(5)
Example:
Michael will receive reading instruction in a resource room due to his need for direct instruction in foundational reading skills. He will participate in general education for all other subjects with accommodations and support. Supplementary aids were considered but determined insufficient to support reading progress in the general education setting.
Best Practice Tip:
Always consider supplementary aids and services before more restrictive placements.
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