Required IEP Sections in Washington
What sections are required in an IEP in Washington?
Washington IEPs must contain all components required by federal IDEA (34 CFR 300.320) as implemented through WAC 392-172A-03090. Required components include: present levels of academic achievement and functional performance; measurable annual goals; benchmarks or short-term objectives (required only for students taking alternate assessments); a description of how progress will be measured and reported; special education, related services, supplementary aids and services based on peer-reviewed research; an explanation of non-participation in general education; individual assessment accommodations; projected start date, frequency, location, and duration of services; and for transition-age students beginning at age 16, measurable postsecondary goals and transition services. Washington also requires the IEP to include: (1) behavioral intervention plan procedures when determined necessary; (2) emergency response protocol procedures when determined necessary and parent consents (WAC 392-172A-02105); (3) a statement that the student has been informed of rights transferring at age 18, included in the IEP when the student is 17 (WAC 392-172A-05135); and (4) a description of how postsecondary transition goals align with the student's High School and Beyond Plan (WAC 392-172A-03090(1)(k)). Washington also requires that Specially Designed Instruction (SDI) be explicitly described in the IEP — not just services in general — consistent with OSPI guidance and WAC 392-172A-03090.
What Washington Requires
The IEP must include present levels of academic achievement and functional performance, describing how the disability affects involvement in the general education curriculum (WAC 392-172A-03090(1)(a); 34 CFR 300.320(a)(1)).
Measurable annual goals addressing academic and functional needs must be included; benchmarks or short-term objectives are required only for students taking alternate assessments (WAC 392-172A-03090(1)(b)-(c)).
The IEP must specify all special education, related services, supplementary aids and services, program modifications, and supports for personnel, based on peer-reviewed research to the extent practicable (WAC 392-172A-03090(1)(e)).
Individual accommodations needed for state and districtwide assessments must be listed; if the student takes an alternate assessment, the IEP must explain why and which alternate assessment is selected (WAC 392-172A-03090(1)(h)).
Beginning at age 16, the IEP must include measurable postsecondary goals and a description of how those goals and transition services align with the High School and Beyond Plan (WAC 392-172A-03090(1)(k)).
Starting with the IEP in effect when the student turns 17, the IEP must include a statement that the student has been informed of rights that will transfer at age 18 (WAC 392-172A-05135).
Specially Designed Instruction (SDI) must be explicitly described in the IEP, including the adaptations to content, methodology, or delivery of instruction needed to address the student's unique needs (WAC 392-172A-03090(1)(e); OSPI guidance).
A written copy of the IEP must be provided to parents (34 CFR 300.322(f); WAC 392-172A-03100).
Key Timelines
The IEP must be in effect at the beginning of each school year (WAC 392-172A-03105; 34 CFR 300.323(a)).
An IEP must be developed and implemented within 30 calendar days of the initial eligibility determination — a Washington-specific requirement under WAC 392-172A-03100.
The IEP must be reviewed and revised at least annually (WAC 392-172A-03110(2)).
For transfer students within Washington, the receiving district must provide comparable services and develop a new IEP with the parent (34 CFR 300.323(e)-(f)).
Progress on IEP goals must be reported to parents at least as often as report cards are issued to students without disabilities (WAC 392-172A-03090(1)(d)).