Required IEP Sections in Florida
What sections are required in an IEP in Florida?
Florida law requires every IEP for a student with a disability to contain specific components under FAC 6A-6.03028(3)(h) and 34 CFR 300.320. The IEP must include: (1) a statement of present levels of academic achievement and functional performance (PLAAFP), including how the disability affects involvement in the general education curriculum; (2) measurable annual goals with academic and functional components to enable progress in the general curriculum; (3) for students taking the Florida Alternate Assessment aligned to access points, benchmarks or short-term objectives; (4) a description of how progress toward annual goals will be measured and when periodic reports will be provided to parents, such as quarterly concurrent with report cards; (5) special education and related services, supplementary aids and services based on peer-reviewed research to the extent practicable, along with program modifications or supports for school personnel; (6) an explanation of the extent the student will not participate with nondisabled students in regular classes and nonacademic activities; (7) individual appropriate accommodations for statewide (FAST) or district assessments, or if the student takes the Florida Alternate Assessment, a statement of why and which assessment is selected; (8) projected dates for beginning services and anticipated frequency, location, and duration; (9) beginning no later than the student's seventh-grade year or age 12, identification of transition service needs (FAC 6A-6.03028(3)(h)); (10) beginning no later than ninth grade or age 14, consideration of postsecondary goals and transition services; (11) beginning one year before the student's 18th birthday, a statement that the student has been informed of IDEA rights transferring at age of majority (34 CFR 300.320(c)). Florida provides FAPE through age 22 — one year beyond the federal minimum — pursuant to F.S. §1003.57(1)(a), which explicitly extends the right to a free appropriate public education to exceptional students through age 22. The IEP team under FAC 6A-6.03028(3)(c) and 34 CFR 300.321 must include: the parent(s), at least one general education teacher, at least one special education teacher or provider, an LEA representative knowledgeable about the general curriculum and available resources, and an individual who can interpret evaluation results. Florida uses the Matrix of Services, a funding mechanism documenting service levels (cost factors 251-255) based on IEP team decisions for the FEFP ESE Guaranteed Allocation. The IEP must be developed within 30 calendar days of eligibility determination (FAC 6A-6.03028(3)(f)) and reviewed at least annually. Florida uses 'staffing' for IEP meetings, 'ESE' for special education, and 'BEESS' as its key oversight agency within the FDOE. Under Florida law, parents have the right to record IEP meetings without obtaining consent from other attendees, because Florida is a one-party consent state under F.S. §934.03.
What Florida Requires
IEP must include present levels of academic achievement and functional performance (PLAAFP) describing how the disability affects involvement in the general curriculum (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(1))
IEP must include measurable annual goals with academic and functional components designed to enable progress in the general curriculum (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(2))
Benchmarks or short-term objectives required for students taking the Florida Alternate Assessment aligned to access points (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(2)(ii))
Statement of special education, related services, supplementary aids and services, program modifications, and supports for school personnel, based on peer-reviewed research to the extent practicable (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(4))
Statement of accommodations for statewide (FAST) or district assessments, or if alternate assessment is appropriate, justification for that determination (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(6))
Projected dates for beginning services and anticipated frequency, location, and duration of services and modifications (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(7))
Explanation of the extent the student will not participate with nondisabled peers in the regular class and nonacademic activities (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(5))
Progress monitoring statement: how progress toward annual goals will be measured and when periodic reports will be provided to parents (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(3))
IEP team must include parent(s), general education teacher, special education teacher/provider, LEA representative, and evaluation results interpreter (FAC 6A-6.03028(3)(c); 34 CFR 300.321(a))
Matrix of Services must be completed based on IEP team decisions to determine ESE cost factor for funding (FEFP ESE Guaranteed Allocation; Support Levels 4-5 require matrix completion)
Transition service needs must be identified beginning no later than the student's seventh-grade year or age 12 (FAC 6A-6.03028(3)(h))
Postsecondary and career goals and transition services must be considered beginning no later than ninth grade or age 14 (FAC 6A-6.03028(3)(h))
Transfer of rights notification at least one year before the student's 18th birthday (FAC 6A-6.03028(3)(h); 34 CFR 300.320(c))
Florida provides FAPE through age 22 for students with disabilities — one year beyond the federal minimum of age 21 (F.S. §1003.57(1)(a))
Parents may record IEP meetings without the consent of school personnel; Florida is a one-party consent state for recording (F.S. §934.03)
Key Timelines
IEP must be developed within 30 calendar days following determination of eligibility for ESE services (FAC 6A-6.03028(3)(f))
IEP must be reviewed at least annually (FAC 6A-6.03028(3)(f); 34 CFR 300.324(b))
Written notice of IEP meeting must be provided to parents early enough to ensure opportunity to attend (FAC 6A-6.03028(3)(b))
At least 10 calendar days prior written notice required for meetings involving Florida Alternate Assessment or ESE center placement decisions (F.S. 1003.5715(4); FAC 6A-6.03028(3)(b))
Transition service needs identification begins no later than the student's seventh-grade year or age 12, whichever comes first (FAC 6A-6.03028(3)(h))
Postsecondary goals and transition services must be in place by the first IEP when student enters ninth grade or attains age 14 (FAC 6A-6.03028(3)(h))