Required IEP Sections in North Carolina
What sections are required in an IEP in North Carolina?
In North Carolina, the Individualized Education Program (IEP) is developed by the IEP Team for each child identified as a child with a disability under the NC Policies Governing Services for Children with Disabilities (NC 1503-5) and federal IDEA (34 CFR 300.320). The IEP must contain: (1) a statement of the child's present levels of academic achievement and functional performance (PLAAFP), including how the disability affects involvement and progress in the general education curriculum (34 CFR 300.320(a)(1)); (2) measurable annual goals, including academic and functional goals, with benchmarks or short-term objectives for students assessed on alternate assessments aligned to alternate achievement standards (34 CFR 300.320(a)(2)); (3) a description of how progress toward annual goals will be measured and when periodic progress reports will be provided to parents (34 CFR 300.320(a)(3)); (4) a statement of special education and related services, supplementary aids and services, and program modifications or supports for school personnel, based on peer-reviewed research to the extent practicable (34 CFR 300.320(a)(4)); (5) an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class (34 CFR 300.320(a)(5)); (6) a statement of individual appropriate accommodations for state and districtwide assessments, including the NC End-of-Grade (EOG) and End-of-Course (EOC) tests, or a statement of why the child cannot participate and why the NCEXTEND1 alternate assessment is appropriate (34 CFR 300.320(a)(6)); and (7) the projected dates for beginning of services, anticipated frequency, location, and duration of services and modifications (34 CFR 300.320(a)(7)). North Carolina uses ECATS (Exceptional Children Accountability and Tracking System) as the mandatory statewide electronic IEP documentation system for all LEAs and charter schools, required by NC DPI State Board of Education policy. The IEP Team must include the parents, at least one regular education teacher, at least one special education teacher or provider, an LEA representative who is qualified to provide or supervise specially designed instruction and is knowledgeable about the general education curriculum and available resources, an individual who can interpret evaluation results, and at the discretion of the parent or agency, other individuals with knowledge or special expertise (NC 1503-4.2; 34 CFR 300.321). The LEA representative cannot be excused from the IEP meeting. North Carolina requires that the entire process from written referral through evaluation, IEP development, and placement be completed within 90 calendar days (NC 1503-2.3). FAPE is provided through age 21 under N.C.G.S. §115C-107.2, with services continuing until the student graduates with a regular diploma or reaches age 22.
What North Carolina Requires
The IEP must include PLAAFP, measurable annual goals, progress measurement methods, special education and related services, LRE explanation, assessment accommodations, and service dates/frequency/location/duration (34 CFR 300.320(a)(1)-(7); NC 1503-5)
IEP Team must include parents, regular education teacher, special education teacher or provider, LEA representative (who cannot be excused), evaluation interpreter, and others at parent or agency discretion (NC 1503-4.2; 34 CFR 300.321)
The LEA representative must be qualified to provide or supervise specially designed instruction, knowledgeable about the general curriculum, and knowledgeable about agency resources (34 CFR 300.321(a)(4))
North Carolina uses ECATS (Exceptional Children Accountability and Tracking System) as the mandatory statewide electronic IEP documentation system for all LEAs and charter schools
The entire process from written referral to evaluation, IEP development, and placement must be completed within 90 calendar days measured in calendar days, not school days (NC 1503-2.3)
For students assessed on alternate assessments (NCEXTEND1), the IEP must include benchmarks or short-term objectives in addition to annual goals (34 CFR 300.320(a)(2)(ii))
The IEP may be amended without holding a meeting if the parent and LEA agree, but the IEP Team must be informed of changes (34 CFR 300.324(a)(4); NC 1503-5)
Parents must receive written notice (Prior Written Notice) of any proposal or refusal to initiate or change the identification, evaluation, educational placement, or provision of FAPE (34 CFR 300.503; NC 1504-1.4)
FAPE is provided through age 21; services continue until the student graduates with a regular diploma or reaches age 22, whichever occurs first (N.C.G.S. §115C-107.2)
Key Timelines
90 calendar days from receipt of written referral to complete evaluation, IEP development, and placement (NC 1503-2.3)
Within 30 calendar days after a child is determined eligible, the IEP Team must meet to develop the IEP (34 CFR 300.323(c)(1))
The IEP must be reviewed at least annually by the IEP Team to determine whether annual goals are being achieved (34 CFR 300.324(b)(1))
Special education and related services must be made available as soon as possible following development of the IEP (34 CFR 300.323(c)(2))
Parents must receive reasonable advance notice of IEP meetings, including purpose, time, location, and attendees (34 CFR 300.322(b))