(1) DefinitionsIn this chapter:
how the child’s disability affects the child’s involvement and progress in the general education curriculum;
for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities; and
for children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;
meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and
meet each of the child’s other educational needs that result from the child’s disability;
a description of how the child’s progress toward meeting the annual goals described in subclause (II) will be measured and when periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;
to advance appropriately toward attaining the annual goals;
to be involved in and make progress in the general education curriculum in accordance with subclause (I) and to participate in extracurricular and other nonacademic activities; and
to be educated and participate with other children with disabilities and nondisabled children in the activities described in this subparagraph;
an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in subclause (IV)(cc);
a statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments consistent with section 1412(a)(16)(A) of this title; and
(bb) if the IEP Team determines that the child shall take an alternate assessment on a particular State or districtwide assessment of student achievement, a statement of why—
the child cannot participate in the regular assessment; and
the particular alternate assessment selected is appropriate for the child;
the projected date for the beginning of the services and modifications described in subclause (IV), and the anticipated frequency, location, and duration of those services and modifications; and
appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills;
the transition services (including courses of study) needed to assist the child in reaching those goals; and
beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under this chapter, if any, that will transfer to the child on reaching the age of majority under section 1415(m) of this title.
that additional information be included in a child’s IEP beyond what is explicitly required in this section; and
the IEP Team to include information under 1 component of a child’s IEP that is already contained under another component of such IEP.
the parents of a child with a disability;
not less than 1 regular education teacher of such child (if the child is, or may be, participating in the regular education environment);
not less than 1 special education teacher, or where appropriate, not less than 1 special education provider of such child;
is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
is knowledgeable about the general education curriculum; and
is knowledgeable about the availability of resources of the local educational agency;
an individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in clauses (ii) through (vi);
at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
whenever appropriate, the child with a disability.
A member of the IEP Team shall not be required to attend an IEP meeting, in whole or in part, if the parent of a child with a disability and the local educational agency agree that the attendance of such member is not necessary because the member’s area of the curriculum or related services is not being modified or discussed in the meeting.
the parent and the local educational agency consent to the excusal; and
the member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting.
A parent’s agreement under clause (i) and consent under clause (ii) shall be in writing.
In the case of a child who was previously served under subchapter III, an invitation to the initial IEP meeting shall, at the request of the parent, be sent to the subchapter III service coordinator or other representatives of the subchapter III system to assist with the smooth transition of services.