Required IEP Sections in New Jersey
What sections are required in an IEP in New Jersey?
New Jersey IEPs must contain all components required by federal law (34 CFR 300.320) plus additional elements mandated by N.J.A.C. 6A:14-3.7. Under N.J.A.C. 6A:14-3.7(e), every IEP must include: (1) present levels of academic achievement and functional performance; (2) measurable annual academic and functional goals aligned with state learning standards; (3) benchmarks or short-term objectives addressing disability-related needs; (4) special education, related services, and supplementary aids and services; (5) integrated therapy services when appropriate; (6) a statement of the extent to which the student will not participate with nondisabled peers; (7) assessment modifications or participation in alternate assessments; (8) projected start dates, frequency, location, and duration of services; (9) how progress toward annual goals will be measured; and (10) how parents will be regularly informed of progress. For secondary students, additional requirements include a statement of graduation requirements ((e)(9)), elementary-to-secondary transition ((e)(10)), strengths/interests/preferences and course of study beginning at age 14 ((e)(11)), postsecondary goals and transition services beginning at age 16 ((e)(12)), a liaison to postsecondary resources ((e)(13)), and notification of rights transfer at age 18 ((e)(14)). New Jersey uniquely requires benchmarks or short-term objectives for all students with disabilities, not just those taking alternate assessments, which exceeds the federal requirement.
What New Jersey Requires
The IEP must include present levels of academic achievement and functional performance, describing how the disability affects involvement in the general education curriculum (N.J.A.C. 6A:14-3.7(e)(1)).
Measurable annual goals aligned with NJ Student Learning Standards must be included, along with benchmarks or short-term objectives for all classified students (N.J.A.C. 6A:14-3.7(e)(2)-(3)).
The IEP must specify all special education, related services, supplementary aids and services, and program modifications, including frequency, location, duration, and projected start date (N.J.A.C. 6A:14-3.7(e)(4), (e)(8)).
A statement of assessment modifications or, if the student will take an alternate assessment, an explanation of why and which alternate assessment is selected (N.J.A.C. 6A:14-3.7(e)(7)).
For students age 14 and older, the IEP must include a statement of the student's strengths, interests, and preferences, a course of study, and transition planning components (N.J.A.C. 6A:14-3.7(e)(11)).
Beginning at age 16, the IEP must include measurable postsecondary goals based on age-appropriate transition assessments related to training, education, employment, and independent living (N.J.A.C. 6A:14-3.7(e)(12)).
A written copy of the IEP must be provided to parents at the conclusion of the meeting (N.J.A.C. 6A:14-3.7(l)).
Key Timelines
An IEP must be developed within 30 calendar days of a determination that a student is eligible for special education (N.J.A.C. 6A:14-3.7(a)).
The IEP must be reviewed and revised at least annually, or more often if necessary (N.J.A.C. 6A:14-3.7(i); 34 CFR 300.324(b)).
The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
For transfer students, the receiving district must provide comparable services and develop a new IEP within 30 days (N.J.A.C. 6A:14-4.1(g)).
IEP amendments without a full meeting require parent consent within 15 days of the district's proposal (N.J.A.C. 6A:14-3.7(d)(2)).