What are the Parts of the IEP?

In a charter school in New Hampshire, all services will be listed as happening in the regular education setting. While services may be delivered in a resource room at the charter school, it is listed as a regular education setting because charter schools are not identified as special education placements outside of the local schools.

From the Parent Information Center of New Hampshire

• Child’s present levels of academic achievement and functional performance in the general education curriculum

• How your child’s disability affects his/her involvement and progress in the general curriculum, or in appropriate preschool activities

• Measurable Annual Goals

• Benchmarks or short-term objectives (unless the parent determines they are not needed for one or more of the goals)

• A statement of how progress towards annual goals will be measured, how and when parents will be provided periodic reports of progress, including whether the progress is sufficient to meet the annual goal by the end of the school year

• An explanation of the extent, if any, child will not participate with children who do not have disabilities in the regular class and activities, including extracurricular and nonacademic activities

• The special education, related services and other supports (including supports for school personnel) that will provided to your child, or on behalf of your child, to enable him/her to advance towards his/her annual goals, progress in the general curriculum, participate in extracurricular and nonacademic activities, and be educated and participate with children who do not have disabilities

• Modifications and/or accommodations

• Date for services to begin

• Frequency, location & duration of the services

• The length of the school year and school day required to implement the IEP

• Appropriate accommodations to state or district-wide assessments. (If the Team determines that your child cannot participate in the state or district-wide assessments, and needs to take an alternative assessment, a statement of why the child cannot participate and why the alternate assessment selected is appropriate for the child must be included in the IEP)

• Individuals or service providers responsible for implementing the IEP

• A statement of the party/parties financially responsible for implementing the IEP (the school district)

• Parent and of LEA (school district) signatures approving the IEP