Monarch Center for Autism Cleveland Ohio

Content of the IEP

The IEP248 should address all areas in which a child needs educational assistance. These can include academic and non-academic goals if the services to be provided will result in educational benefit for the child. All areas of projected need, such as social skills (playing with other children, responding to Q&A), functional skills (dressing, crossing the street), and related services (occupational, speech, or physical therapy), can also be included in the IEP.

The IEP should list the setting in which the services will be provided and the professionals who will provide the service. Content of an IEP must include the following:

  • A statement of the child's present level of educational performance. This should include both academic and nonacademic aspects of his/her performance.
  • A statement of annual goals that the student may reasonably accomplish in the next 12 months. This statement should also include a series of measurable, intermediate objectives for each goal. This will help both the parents and educators know whether the child is progressing and benefiting from his/her education. The development of specific, well-defined goals and objectives is crucial to your child receiving an appropriate education.
  • Appropriate objective criteria, evaluation procedures and schedules for determining, at least annually, whether the child is achieving the short-term objectives set out in the IEP (e.g., "How are we judging whether intervention is successful?" "How long will my child be in this program?").
  • A description of all specific special education and related services, including individualized instruction and related supports and services to be provided (e.g., occupational, physical, and speech therapy; transportation; recreation). This includes the extent to which the child will participate in regular educational programs.
  • The initiation date and duration of each of the services, as determined above, to be provided (this can include extended school year services). You may include the person who will be responsible for implementing each service.
  • If your child is 16 years of age or older, the IEP must include a description of transitional services (coordinated set of activities designed to assist the student in movement from school to post-school activities).

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