Required IEP Sections in Alabama
What sections are required in an IEP in Alabama?
Alabama IEPs must contain all components required by federal law (34 CFR 300.320) as implemented through Ala. Admin. Code r. 290-8-9-.05. Every IEP must include: (1) present levels of academic achievement and functional performance; (2) measurable annual goals; (3) short-term objectives or benchmarks only for students taking alternate assessments aligned to alternate achievement standards; (4) a statement of special education, related services, supplementary aids, and program modifications based on peer-reviewed research to the extent practicable; (5) an explanation of the extent to which the child will not participate with nondisabled peers; (6) individual appropriate accommodations for state and district-wide assessments; (7) projected start dates, frequency, location, and duration of services; and (8) how progress toward annual goals will be measured and reported. For secondary students, transition components are required beginning at age 16 (or younger if the IEP team determines appropriate). Goals must align to Alabama general education content standards, Alabama Extended Standards (for students with significant cognitive disabilities), or Alabama Developmental Standards (for preschool students). The IEP must be developed within 30 calendar days of the eligibility determination.
What Alabama Requires
The IEP must include present levels of academic achievement and functional performance describing how the disability affects involvement in the general education curriculum; for preschool children, how the disability affects participation in appropriate activities (Ala. Admin. Code r. 290-8-9-.05; 34 CFR 300.320(a)(1)).
Measurable annual goals must be included; short-term objectives or benchmarks are required ONLY for students taking alternate assessments aligned to alternate achievement standards (Ala. Admin. Code r. 290-8-9-.05; 34 CFR 300.320(a)(2)).
Annual goals must align to Alabama's general education content standards, Alabama Extended Standards for students with significant cognitive disabilities, or Alabama Developmental Standards for preschool students (Ala. Admin. Code r. 290-8-9-.05).
The IEP must specify all special education, related services, supplementary aids and services, and program modifications based on peer-reviewed research, including projected start date, frequency, location, and duration (Ala. Admin. Code r. 290-8-9-.05; 34 CFR 300.320(a)(4)).
Individual appropriate accommodations for state and district-wide assessments must be included; if the child will not participate in a regular assessment, the IEP must explain why and identify the alternate assessment (34 CFR 300.320(a)(6)).
For students age 16 and older (or younger if the IEP team determines appropriate), the IEP must include measurable postsecondary goals and transition services based on age-appropriate transition assessments; transition goals must be written to Alabama's Transition Standards (Ala. Admin. Code r. 290-8-9-.05).
The IEP must be developed within 30 calendar days of the determination that the child needs special education and related services (Ala. Admin. Code r. 290-8-9-.05; 34 CFR 300.323(c)(1)).
Key Timelines
IEP must be developed within 30 calendar days of eligibility determination (Ala. Admin. Code r. 290-8-9-.05).
IEP must be reviewed and revised at least annually (34 CFR 300.324(b)).
IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
If an IEP meeting is requested, it must occur within 30 calendar days of the request (Ala. Admin. Code r. 290-8-9-.05).
No delay in implementing IEP while determining payment source for services (Ala. Admin. Code r. 290-8-9-.05).
For a child transitioning from Early Intervention, an IEP must be implemented no later than the child's third birthday (Ala. Admin. Code r. 290-8-9-.05).