Required IEP Sections in South Dakota
What sections are required in an IEP in South Dakota?
South Dakota IEPs must comply with both federal IDEA requirements (34 CFR 300.320) and state administrative rules under ARSD 24:05:27:01.03. The IEP must include: a statement of the child's present levels of academic achievement and functional performance (PLAAFP); measurable annual goals; a description of how progress toward annual goals will be measured and when periodic reports will be provided to parents; a statement of the special education and related services to be provided; an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class; a statement of individual appropriate accommodations needed to measure academic and functional performance on state and districtwide assessments; the projected date for the beginning of services and modifications, and the anticipated frequency, location, and duration of those services; and, beginning not later than the first IEP in effect when the student turns 16, appropriate measurable postsecondary goals and transition services. South Dakota's IEP form is organized under ARSD 24:05:27 and includes student demographic data, IEP team documentation, prior written notice acknowledgment, and parent consent for placement. A copy of the IEP must be provided to the parent at the close of the IEP team meeting (ARSD 24:05:27:01.03). The IEP team includes the parent, at least one regular education teacher, at least one special education teacher, a district representative, and an individual who can interpret evaluation results (ARSD 24:05:25:16).
What South Dakota Requires
The IEP must include present levels of academic achievement and functional performance, describing how the disability affects involvement in the general curriculum (ARSD 24:05:27:01.03; 34 CFR 300.320(a)(1)).
Measurable annual goals aligned to academic and functional needs must be included, along with short-term objectives for students who take alternate assessments (ARSD 24:05:27:01.03; 34 CFR 300.320(a)(2)).
The IEP must state the specific special education, related services, supplementary aids and services, and program modifications to be provided, including projected start date, frequency, location, and duration (ARSD 24:05:27:01.03).
Accommodations for state and districtwide assessments must be specified; if the IEP team determines a student will take an alternate assessment, the justification must be documented (ARSD 24:05:27:01.03; 34 CFR 300.320(a)(6)).
A copy of the IEP must be provided to parents at the close of the IEP team meeting, and all service providers must be informed of their specific responsibilities (ARSD 24:05:27:01.03; 34 CFR 300.323(d)).
The IEP must document the extent to which the student will not participate with nondisabled peers in regular class and extracurricular/nonacademic activities (34 CFR 300.320(a)(5)).
Key Timelines
The IEP must be in effect at the beginning of each school year for every eligible child (34 CFR 300.323(a)).
The IEP must be reviewed and revised at least annually (ARSD 24:05:27:01.03; 34 CFR 300.324).
Progress reports to parents must be provided at least as frequently as report cards are issued to nondisabled students, typically quarterly (ARSD 24:05:27:01.03; 34 CFR 300.320(a)(3)).
Within 30 days of a child's initial determination of eligibility, the IEP must be developed and implemented (34 CFR 300.323(c)).