Required IEP Sections in Maryland
What sections are required in an IEP in Maryland?
Maryland IEPs must contain all components required by federal law (34 CFR 300.320) plus additional elements mandated by COMAR 13A.05.01.09. Under COMAR 13A.05.01.09(A), every IEP must include: (1) a statement of the child's present levels of academic achievement and functional performance (PLAAFP), including how the disability affects involvement in the general education curriculum (COMAR 13A.05.01.09(A)(1)); (2) measurable annual goals, including academic and functional goals designed to meet the child's needs resulting from the disability (COMAR 13A.05.01.09(A)(2)); (3) a description of how progress toward annual goals will be measured and when periodic reports on progress will be provided to parents (COMAR 13A.05.01.09(B)); (4) a statement of special education, related services, supplementary aids and services, and program modifications or supports for school personnel (COMAR 13A.05.01.09(A)(4)); (5) an explanation of the extent to which the child will not participate with nondisabled children in the regular class and in nonacademic and extracurricular activities (COMAR 13A.05.01.09(A)(5)); (6) a statement of any individual appropriate accommodations necessary for the child to participate in MCAP statewide assessments or, if the IEP team determines the child must take the alternate assessment (Alt-MCAP), a statement of why and which alternate assessment is selected (COMAR 13A.05.01.09(A)(6)); (7) the projected start date, frequency, location, and anticipated duration of all services and modifications (COMAR 13A.05.01.09(A)(7)); (8) beginning at age 14 (younger than the federal minimum of 16), transition planning including age-appropriate transition assessments, measurable postsecondary goals, and a coordinated set of transition activities (COMAR 13A.05.01.09(A)(3); Md. Code Ann., Ed. § 8-405(b)). Maryland further requires Extended School Year (ESY) eligibility to be considered as a standing agenda item at every annual IEP review (COMAR 13A.05.01.08(B)(2)). The Maryland State Department of Education (MSDE) has developed standardized IEP forms and guidance documents that LEAs must use or demonstrate equivalency. Maryland's 24 LEAs (23 counties plus Baltimore City) each implement IEP procedures under MSDE oversight. The IEP must also document whether the child requires assistive technology devices and services (COMAR 13A.05.01.09(A)(4); 34 CFR 300.105). A copy of the IEP must be provided to parents at no cost, and each teacher and service provider responsible for implementing the IEP must be informed of their specific responsibilities and the accommodations, modifications, and supports required (34 CFR 300.323(d)).
What Maryland Requires
The IEP must include present levels of academic achievement and functional performance describing how the disability affects involvement in the general education curriculum (COMAR 13A.05.01.09(A)(1); 34 CFR 300.320(a)(1)).
Measurable annual goals, both academic and functional, must be included to enable the child to be involved in and make progress in the general education curriculum (COMAR 13A.05.01.09(A)(2); 34 CFR 300.320(a)(2)).
The IEP must specify all special education, related services, supplementary aids and services, and program modifications, including frequency, location, duration, and projected start date (COMAR 13A.05.01.09(A)(4), (A)(7); 34 CFR 300.320(a)(4), (a)(7)).
A statement of any individual appropriate accommodations necessary for MCAP statewide assessments must be included, or an explanation of why the Alt-MCAP alternate assessment is selected (COMAR 13A.05.01.09(A)(6); 34 CFR 300.320(a)(6)).
Beginning at age 14, the IEP must include transition planning components — earlier than the federal minimum age of 16 — with age-appropriate transition assessments, postsecondary goals, and transition services (COMAR 13A.05.01.09(A)(3); Md. Code Ann., Ed. § 8-405(b)).
Extended School Year (ESY) eligibility must be considered at every annual IEP review as a standing agenda item (COMAR 13A.05.01.08(B)(2)).
A copy of the IEP must be provided to parents at or before the initiation of services, and all teachers and providers must be informed of their implementation responsibilities (COMAR 13A.05.01.09; 34 CFR 300.322(f); 34 CFR 300.323(d)).
The IEP must document whether the child requires assistive technology devices and services, including use at home when the IEP team determines it is necessary for FAPE (COMAR 13A.05.01.09(A)(4); 34 CFR 300.105).
Key Timelines
An IEP must be developed within 30 calendar days of a determination that a child is eligible for special education (COMAR 13A.05.01.08(A)).
The IEP must be in effect at the beginning of each school year for every child with a disability (34 CFR 300.323(a)).
The IEP must be reviewed and revised at least annually, with ESY considered at each review (COMAR 13A.05.01.08(B); 34 CFR 300.324(b)).
For transfer students from within Maryland, the receiving LEA must provide comparable services immediately and develop a new IEP within 30 calendar days (COMAR 13A.05.01.09(E)).
Parents must receive evaluation reports and draft IEP at least 5 business days before the IEP meeting (COMAR 13A.05.01.07(D)).
Sources
Related IEP Guides
How to Read Your Child's IEP: A Parent's Guide
A plain-language guide to every section of your child's IEP. Learn what each part means, what to look for, and what questions to ask the school team.
Your IEP Rights: What Schools Must Do
Know your rights in the IEP process. Learn about Prior Written Notice, independent evaluations, stay-put, due process, and 10 rights every parent should know.