Required IEP Sections in California
What sections are required in an IEP in California?
California IEPs must contain all components required by federal law (34 CFR 300.320) and additional elements mandated by the California Education Code. Under EC 56345(a), every IEP must include: (1) a statement of the child's present levels of academic achievement and functional performance; (2) measurable annual goals including, for students taking alternate assessments, benchmarks or short-term objectives; (3) a description of how progress toward goals will be measured and when periodic reports will be provided; (4) a statement of special education, related services (called Designated Instruction and Services or DIS in California), supplementary aids, and program modifications; (5) an explanation of the extent to which the child will not participate with nondisabled children; (6) any individual appropriate accommodations on state and districtwide assessments, or if the IEP team determines the child will take an alternate assessment, a statement of why and which alternate assessment is selected; (7) the projected date for beginning services, frequency, location, and duration; and (8) if determined appropriate by the IEP team, beginning when the student starts their high school experience, or not later than the first IEP in effect at age 16 (as amended by AB 438, effective July 1, 2025), an Individual Transition Plan (ITP) addressing postsecondary goals and transition services. The IEP must also state the least restrictive environment (LRE) determination with a justification for any removal from the general education setting, and 5 CCR 3042 requires documentation of the specific educational placement—the unique combination of facilities, personnel, location, and equipment necessary to serve the student. California uses the SELPA (Special Education Local Plan Area) system, so the IEP must also comply with local SELPA policies while meeting all state and federal minimums.
What California Requires
The IEP must include present levels of academic achievement and functional performance, including how the child's disability affects involvement in the general education curriculum (EC 56345(a)(1)).
Measurable annual goals must be included, and for students who take alternate assessments aligned to alternate achievement standards, the IEP must include benchmarks or short-term objectives (EC 56345(a)(2)).
A statement of the special education and related services (DIS), supplementary aids and services, and program modifications or supports for school personnel must be provided (EC 56345(a)(4)).
For statewide assessments (CAASPP, ELPAC, CAA), the IEP must specify any individual accommodations, or if the child will take an alternate assessment, it must explain why and identify which one (EC 56345(a)(6)).
If determined appropriate by the IEP team, beginning when the student starts their high school experience, or not later than the first IEP in effect at age 16 (whichever comes first), the IEP must include an Individual Transition Plan (ITP) with measurable postsecondary goals and transition services (EC 56345(a)(8), as amended by AB 438, effective July 1, 2025).
The IEP must document the frequency, location, and duration of all services, the projected start date, and a statement regarding the least restrictive environment (EC 56345(a)(7); 34 CFR 300.320(a)(7)).
The IEP must describe how and when periodic progress reports will be provided to parents—at least as frequently as report cards are issued to all students (EC 56345(a)(3)).
Key Timelines
IEP must be developed within 60 days of receiving parental consent for assessment, not counting school vacations exceeding 5 school days (EC 56344(a); EC 56043(c)). Federal law also requires the IEP meeting within 30 days of eligibility determination (34 CFR 300.323(c)).
IEP must be reviewed and revised at least annually (EC 56343(d); 34 CFR 300.324(b)).
IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
For transfer students from within California, the receiving district must implement the existing IEP or develop a new one within 30 days (EC 56325(a)(1)).
For transfer students from out of state, the receiving district must provide comparable services and complete new assessments and IEP (if needed) within 30 days (EC 56325(a)(2)).