Required IEP Sections in Indiana
What sections are required in an IEP in Indiana?
Indiana IEPs must contain all components required by federal law (34 CFR 300.320) plus additional elements specified in 511 IAC 7-42-6. The IEP is developed, reviewed, and revised by the Case Conference Committee (CCC) — Indiana's term for the IEP team — as defined in 511 IAC 7-32-48 and 511 IAC 7-42. Required components include: present levels of academic achievement and functional performance; measurable annual goals (with benchmarks or short-term objectives required only for students taking alternate assessments aligned to alternate achievement standards); a description of how progress toward annual goals will be measured and reported to parents; special education and related services, supplementary aids and services, and program modifications based on peer-reviewed research to the extent practicable; an LRE explanation of the extent to which the student will not participate with nondisabled students; assessment participation statement including accommodations; projected service initiation, frequency, location, and duration; and an extended school year determination. In Indiana, the CCC typically develops the IEP at or immediately following the eligibility determination meeting, rather than within a separate 30-day window. When a student enters 9th grade or the school year in which the student turns 14 (whichever is first), the IEP becomes a Transition IEP (TIEP) governed by 511 IAC 7-43-4, adding measurable postsecondary goals, a course of study, transition services, and the required Statement of Transition Service Needs. Beginning not later than one year before the student turns 18, the IEP must include a statement that parental rights will transfer to the student at age 18 under 511 IAC 7-43-5. The public agency must provide the parent a copy of the IEP at no cost, either at the CCC meeting or mailed within ten (10) business days (511 IAC 7-42-6(c)). FAPE is available for students ages 3 through the school year in which the student turns 22 (IC 20-35-1-7; 511 IAC 7-42-10).
What Indiana Requires
The IEP must include a statement of the student's present levels of academic achievement and functional performance, including how the disability affects involvement in the general education curriculum (511 IAC 7-42-6(a)(1)).
Measurable annual goals addressing disability-related needs and enabling progress in the general education curriculum are required; benchmarks or short-term objectives are required only for students taking alternate assessments aligned to alternate achievement standards (511 IAC 7-42-6(a)(2)-(3)).
The IEP must specify each special education service, related service, supplementary aid or service, and program modification with projected start date, frequency, location, and duration (511 IAC 7-42-6(a)(5)-(9)).
The IEP must include an explanation of the extent to which the student will not participate with nondisabled students in the regular classroom (511 IAC 7-42-6(a)(7)).
The CCC must determine whether the student requires extended school year (ESY) services; ESY may not be limited to particular disability categories or types of disability (511 IAC 7-42-6(a)(10)).
When the student enters 9th grade or turns 14, a Transition IEP (TIEP) must be developed with measurable postsecondary goals, a course of study, and transition services in education/training, employment, and if appropriate, independent living (511 IAC 7-43-4).
A parent copy of the IEP must be provided at no cost — either at the CCC meeting or mailed within ten (10) business days (511 IAC 7-42-6(c)).
Indiana uses 'Case Conference Committee (CCC)' — not 'IEP team' — as the statutory term for the decision-making body at all special education stages (511 IAC 7-42-3; 511 IAC 7-32-48).
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 necessary, revised at least annually by the CCC (511 IAC 7-42-7).
A Transition IEP (TIEP) must be in effect when the student enters 9th grade or the school year in which the student turns 14, whichever is first (511 IAC 7-43-4).
CCC meetings for students receiving services in homebound or out-of-school placements must occur at least every 60 instructional days (511 IAC 7-42-5).
Parent copy of IEP provided at meeting conclusion or mailed within 10 business days (511 IAC 7-42-6(c)).
Rights-transfer notification must be included in the TIEP beginning one year before the student turns 18 (511 IAC 7-43-5).