Required IEP Sections in Arizona
What sections are required in an IEP in Arizona?
Arizona IEPs must contain all components required by federal law (34 CFR 300.320) as implemented through A.A.C. R7-2-401 and A.R.S. §§ 15-761 through 15-774. Required components include: present levels of academic achievement and functional performance (PLAAFP); measurable annual goals; a description of how progress will be measured and reported; a statement of the special education and related services and supplementary aids and services to be provided; an explanation of the extent the pupil will not participate with nondisabled peers; assessment accommodations; and projected start dates, frequency, duration, and location of each service (34 CFR 300.320(a); A.A.C. R7-2-401(D)(3)). Arizona adds two state-specific mandatory elements: (1) for pupils identified with a specific learning disability, the IEP must state whether the pupil has been diagnosed with dyslexia (A.R.S. § 15-763(B)); and (2) the IEP must include any testing accommodations required for participation in statewide assessments including the Arizona Measurement of Educational Readiness to Inform Teaching (AzM2) (A.R.S. § 15-763(A)). For students age 16 or older, the IEP must include measurable postsecondary goals and transition services (34 CFR 300.320(b); A.A.C. R7-2-401(D)(4)). Beginning at least one year before the student turns 18, the IEP must include a statement that the student was informed of the rights transfer that occurs at age 18 under A.R.S. § 15-773. The Arizona Department of Education Exceptional Student Services (ADE-ESS) division is the state educational agency responsible for ensuring IDEA compliance.
What Arizona Requires
The IEP must include all components required by 34 CFR 300.320 and A.A.C. R7-2-401, including PLAAFP, measurable annual goals, services, LRE statement, assessment accommodations, and progress reporting schedule.
For pupils identified with a specific learning disability, the IEP must affirmatively state whether the pupil has been diagnosed with dyslexia (A.R.S. § 15-763(B)) — this exceeds the federal IDEA baseline.
The IEP must include any testing accommodations necessary for the pupil to participate in state assessments, including the AzM2; if the pupil cannot participate in the AzM2 even with accommodations, the IEP must identify the alternate assessment (MSAA) and explain why (A.R.S. § 15-763(A); 34 CFR 300.320(a)(6)).
Each service must specify its projected start date, frequency, location, and duration (34 CFR 300.320(a)(7); A.A.C. R7-2-401(D)(3)).
The IEP must explain the extent to which the pupil will not participate with nondisabled pupils in the regular class (34 CFR 300.320(a)(5); A.R.S. § 15-764).
Beginning at least one year before the student turns 18, the IEP must include a statement that the student was informed of the rights transfer at age 18 (A.R.S. § 15-773; 34 CFR 300.320(c)).
A written copy of the IEP must be provided to parents; all special education and related services are provided at no cost to parents as part of FAPE (A.R.S. § 15-761; 34 CFR 300.17).
Key Timelines
The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
The IEP must be reviewed and, if appropriate, revised at least annually (A.A.C. R7-2-401; 34 CFR 300.324(b)).
Following an eligibility determination, an IEP must be developed and services initiated within 30 days of the eligibility finding (34 CFR 300.323(c)(1); per federal baseline applied in AZ).
For transfer students within Arizona, the receiving district must provide comparable services within the same school year while developing a new IEP (34 CFR 300.323(e)).
For transfer students from out of state, comparable services must begin promptly; a new IEP is developed as soon as practicable (34 CFR 300.323(f)).