Required IEP Sections in Montana
What sections are required in an IEP in Montana?
Montana IEPs must comply with the federal IDEA content requirements as incorporated through ARM 10.16.3340, which directs local educational agencies to develop, implement, review, and revise IEPs in accordance with 34 CFR 300.320 through 300.328. The Montana OPI IEP template, published for informational purposes, organizes the document into the following required components: (1) present levels of academic achievement and functional performance (PLAAPF); (2) measurable annual goals and, for students taking alternate assessments, benchmarks or short-term objectives; (3) description of how progress toward each goal will be measured and when periodic reports will be provided to parents; (4) statement of special education services, related services, supplementary aids and services, and program modifications; (5) explanation of the extent to which the child will not participate with nondisabled children in regular class; (6) individual appropriate accommodations for state and districtwide assessments, or explanation why the student will take an alternate assessment; (7) projected dates for services to begin, anticipated frequency, location, and duration; (8) postsecondary transition plan beginning with the first IEP in effect when the student turns 16 (or younger if determined appropriate); and (9) statement of how parents will be regularly informed of progress. Montana also requires IEP teams to address special factors including behavior impeding learning, communication needs, assistive technology, English Learner status, and visual impairment orientation/mobility needs. Per ARM 10.16.3340, placement decisions must be made in accordance with least restrictive environment provisions at 34 CFR 300.114 through 300.118. Montana's OPI publishes an IEP form for informational purposes, though districts may use their own forms that meet all requirements.
What Montana Requires
Montana LEAs must develop, implement, review, and revise IEPs in accordance with 34 CFR 300.320 through 300.328 (ARM 10.16.3340).
The IEP must include present levels of academic achievement and functional performance (PLAAPF) describing how the disability affects involvement and progress in the general curriculum (34 CFR 300.320(a)(1)).
Annual measurable goals must address all areas of identified need; students taking alternate assessments must also have benchmarks or short-term objectives (34 CFR 300.320(a)(2)-(3)).
The IEP must specify how progress toward each annual goal will be measured and when periodic progress reports will be provided to parents, at least as frequently as report cards are issued to nondisabled peers (34 CFR 300.320(a)(3)).
A statement of special education, related services, supplementary aids and services, and program modifications must be included, with projected start dates, frequency, location, and duration (34 CFR 300.320(a)(4), (7)).
Placement decisions must follow the LRE continuum and be made by the IEP team in accordance with 34 CFR 300.114 through 300.118 (ARM 10.16.3340).
Special factors checklist must address behavior, communication, assistive technology, EL status, and visual impairment (34 CFR 300.324(a)(2); ARM 10.16.3340).
Key Timelines
The IEP must be in effect at the beginning of each school year and implemented as soon as possible following the IEP meeting (34 CFR 300.323(a)).
The IEP must be reviewed and revised at least annually (ARM 10.16.3340; 34 CFR 300.324(b)).
Progress reports on annual goals must be provided to parents at least as frequently as report cards are issued to nondisabled students (34 CFR 300.320(a)(3)).