Required IEP Sections in Idaho
What sections are required in an IEP in Idaho?
Idaho IEPs must contain all components required by federal IDEA (34 CFR 300.320) as implemented through IDAPA 08.02.03.110. Required sections include: a statement of the student's present levels of academic achievement and functional performance; measurable annual goals; a description of how progress toward annual goals will be measured; a statement of special education, related services, supplementary aids and services, and program modifications; an explanation of the extent to which the student will not participate with nondisabled peers; individual accommodations for state and districtwide assessments or a statement explaining why the student cannot participate and which alternate assessment is appropriate; the projected start date, frequency, location, and duration of services; and how progress will be reported to parents. For students age 16 or older (or younger if appropriate), the IEP must include measurable postsecondary goals and the transition services needed to reach them. At age 18, the IEP must document that the student has been notified that rights will transfer upon reaching the age of majority (IDAPA 08.02.03.110.08). Idaho follows federal IDEA IEP content requirements without significant additions beyond transition and age-of-majority documentation.
What Idaho Requires
Present levels of academic achievement and functional performance must describe how the disability affects involvement and progress in the general education curriculum (IDAPA 08.02.03.110.01; 34 CFR 300.320(a)(1)).
Measurable annual goals must address the student's disability-related needs and enable involvement and progress in the general curriculum (IDAPA 08.02.03.110.02; 34 CFR 300.320(a)(2)).
The IEP must specify all special education, related services, supplementary aids and services, and program modifications with projected start date, frequency, location, and duration (IDAPA 08.02.03.110.04; 34 CFR 300.320(a)(7)).
The IEP must include individual accommodations for state and districtwide assessments, or an explanation and designation of an alternate assessment if the student cannot participate in standard testing (IDAPA 08.02.03.110.06; 34 CFR 300.320(a)(6)).
Beginning at age 16 (or younger if determined appropriate by the IEP team), the IEP must include measurable postsecondary goals based on transition assessments and a statement of needed transition services (IDAPA 08.02.03.110.07; 34 CFR 300.320(b)).
At age 18, the IEP must document that the student has been informed of the transfer of educational rights at the age of majority (IDAPA 08.02.03.110.08; 34 CFR 300.320(c)).
The IEP must describe how progress toward annual goals will be measured and how parents will be periodically informed of that progress (IDAPA 08.02.03.110.03; 34 CFR 300.320(a)(3)).
Key Timelines
The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
An initial IEP must be developed within 30 days of the initial eligibility determination (34 CFR 300.323(c)).
The IEP must be reviewed at least annually and revised as needed (IDAPA 08.02.03.110; 34 CFR 300.324(b)).
Transition planning must begin at age 16 or earlier if the IEP team determines it is appropriate (IDAPA 08.02.03.110.07; 34 CFR 300.320(b)).
Prior written notice must be provided a reasonable time before the district proposes or refuses to initiate or change identification, evaluation, or educational placement (IDAPA 08.02.03.160; 34 CFR 300.503).