Required IEP Sections in Iowa
What sections are required in an IEP in Iowa?
Iowa IEPs must contain all federally required components under 34 CFR 300.320, as implemented through 281 IAC 41.320 (formerly 281 IAC 41.324). Required sections include: present levels of academic achievement and functional performance; measurable annual goals; special education and related services, supplementary aids and services, and program modifications; extent of non-participation with nondisabled peers; participation in state and districtwide assessments (Iowa Statewide Assessment of Student Progress, ISASP); projected start dates, frequency, location, and duration of services; and how progress will be measured and reported to parents. Iowa also requires that the IEP specify any extended school year (ESY) services determined necessary by the IEP team (281 IAC 41.106). Beginning not later than the first IEP in effect when the student turns 14, the IEP must address transition needs including postsecondary expectations for living, learning, and working, and must invite the student to attend (281 IAC 41.320; Iowa DOE Secondary Transition guidance). At age 18, the IEP must document the transfer of procedural rights to the student (281 IAC 41.505). Iowa's unique AEA-based delivery system means the IEP must clearly delineate which services are provided by the LEA versus the AEA (Iowa Code § 256B.4).
What Iowa Requires
Present levels of academic achievement and functional performance must describe how the disability affects involvement and progress in the general curriculum, or for preschool children, participation in appropriate activities (281 IAC 41.320(1); 34 CFR 300.320(a)(1)).
Measurable annual goals must address all areas of identified disability-related need and enable progress in the general curriculum (281 IAC 41.320(1); 34 CFR 300.320(a)(2)).
The IEP must specify all special education, related services, supplementary aids and services, and program modifications with start date, frequency, location, and duration (281 IAC 41.320(1); 34 CFR 300.320(a)(7)).
The IEP must state the extent to which the student will not participate with nondisabled peers in regular classes and nonacademic activities (281 IAC 41.320(1); 34 CFR 300.320(a)(5)).
The IEP must address participation in the Iowa Statewide Assessment of Student Progress (ISASP) or, if using the Iowa Alternate Assessment, explain why and which alternate assessment is appropriate (281 IAC 41.320(1); 34 CFR 300.320(a)(6)).
Beginning no later than the first IEP in effect when the student turns 14, the IEP must include postsecondary expectations for living, learning, and working, appropriate transition assessments, and transition services (281 IAC 41.320; Iowa Code § 256B.4).
At age 18, the IEP must document that the student has been informed of the transfer of rights under IDEA (281 IAC 41.505; 34 CFR 300.520).
The IEP must clearly identify which services are provided by the district (LEA) and which are provided by the Area Education Agency (AEA), as Iowa's AEA system shares responsibility for FAPE delivery (Iowa Code § 256B.4; 281 IAC 41.39).
Key Timelines
The initial IEP must be developed within 30 calendar days of the eligibility determination (281 IAC 41.323; 34 CFR 300.323(c)).
The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
The IEP must be reviewed at least annually and revised as needed (281 IAC 41.324).
Transition planning must begin no later than the first IEP in effect when the student turns 14 (281 IAC 41.320; Iowa Code § 256B.4).
Transfer students from within Iowa must receive comparable services immediately; a new IEP must be completed within 30 days (34 CFR 300.323(e)-(f)).
Trial placements in general education settings may last up to 45 school days and must be incorporated into the IEP (281 IAC 41.116).