Required IEP Sections in Oregon
What sections are required in an IEP in Oregon?
Oregon Individualized Education Programs must contain all sections required by federal IDEA (34 CFR 300.320) and are governed by Oregon Revised Statutes Chapter 343 and Oregon Administrative Rules OAR 581-015-2200 through 581-015-2225. Under ORS 343.151, school districts must develop, review, and revise IEPs according to State Board of Education rules, and all districts must use the Oregon Standard IEP form unless they have received ODE approval for an alternate form (OAR 581-015-2215). The Standard IEP form has been required statewide since September 1, 2015. Required IEP sections include: (1) present levels of academic achievement and functional performance (PLAAFP), including how the disability affects involvement and progress in the general education curriculum (OAR 581-015-2200(1)(a); 34 CFR 300.320(a)(1)); (2) measurable annual goals, with benchmarks or short-term objectives for students taking alternate assessments (OAR 581-015-2200(1)(b); 34 CFR 300.320(a)(2)); (3) a description of how progress will be measured and when periodic progress reports will be provided (OAR 581-015-2200(1)(c); 34 CFR 300.320(a)(3)); (4) a statement of special education and related services, supplementary aids and services, and program modifications (OAR 581-015-2200(1)(d); 34 CFR 300.320(a)(4)); (5) an explanation of the extent to which the child will not participate with nondisabled children in general education (OAR 581-015-2200(1)(e); 34 CFR 300.320(a)(5)); (6) individual appropriate accommodations for state and districtwide assessments (OAR 581-015-2200(1)(f); 34 CFR 300.320(a)(6)); (7) projected service start dates, frequency, location, and duration (OAR 581-015-2200(1)(g); 34 CFR 300.320(a)(7)); and (8) for students aged 16 and above, a transition plan including measurable postsecondary goals and transition services (OAR 581-015-2200(2); 34 CFR 300.320(b)). The Oregon Standard IEP is available in eight languages (English, Spanish, Chinese, Arabic, Russian, Somali, Vietnamese, and Ukrainian). ODE provides toolkit components including PLAAFP writing templates, goal-writing guides, transition planning charts, and assessment accessibility manuals. Under OAR 581-015-2205, IEP Team meetings must be scheduled at a mutually agreed upon time and place, and districts must give parents sufficient advance notice of the meeting including purpose, time, location, and participants.
What Oregon Requires
All Oregon school districts and ESDs must use the Oregon Standard IEP form (OAR 581-015-2215); alternate forms require ODE approval.
The IEP must include PLAAFP, measurable annual goals, progress measurement, special education and related services, LRE explanation, assessment accommodations, and service dates/frequency/location/duration (OAR 581-015-2200(1)(a)-(g); 34 CFR 300.320(a)(1)-(7)).
IEP Team must include parents, at least one general education teacher, at least one special education teacher or provider, an LEA representative, and an individual able to interpret evaluation results (OAR 581-015-2210(1)(a)-(e); 34 CFR 300.321).
For students taking alternate assessments aligned to alternate achievement standards, the IEP must include benchmarks or short-term objectives in addition to annual goals (OAR 581-015-2200(1)(b); 34 CFR 300.320(a)(2)(ii)).
When an IEP is developed, revised, or reviewed for a child who is deaf, deafblind, or hard of hearing, parents must receive information about services and placements offered by the school district, ESD, regional programs, and the Oregon School for the Deaf (ORS 343.148).
The IEP may be amended without holding a full meeting if the parent and district agree in writing; IEP Team members must be notified of any such changes (OAR 581-015-2225; 34 CFR 300.324(a)(4)).
The Oregon Standard IEP form is available in English, Spanish, Chinese, Arabic, Russian, Somali, Vietnamese, and Ukrainian (OAR 581-015-2215).
Districts must give parents sufficient advance notice of IEP meetings including purpose, time, location, and who will attend (OAR 581-015-2205; 34 CFR 300.322(b)).
Key Timelines
IEP must be in effect at the beginning of each school year and as soon as possible after the initial eligibility determination (OAR 581-015-2220; 34 CFR 300.323(a)).
IEP Team must meet to develop the initial IEP within 30 calendar days of the eligibility determination (OAR 581-015-2220(2); 34 CFR 300.323(c)(1)).
IEP must be reviewed at least annually by the IEP Team (OAR 581-015-2225(1); 34 CFR 300.324(b)(1)).
Progress reports on annual goals must be provided at least as frequently as report cards are issued to nondisabled students (OAR 581-015-2200(1)(c); 34 CFR 300.320(a)(3)).
Services must begin as soon as possible following development of the IEP (OAR 581-015-2220(3); 34 CFR 300.323(c)(2)).
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.