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The Individualized Education Program (IEP)

If a child is eligible for special education services, the admission, review, and dismissal (ARD) committee is required to develop an individualized education program (IEP). [34 CFR §300.320 - Definition of individualized education program.]

The ARD committee must consider:

  • The most recent evaluation
  • The strengths of the child
  • Parent input
  • Academic, developmental, and functional needs of the child

The IEP must contain:

  • A statement of present levels of academic achievement and functional performance (PLAAFP)
  • A statement of annual goal(s) and how progress toward meeting the annual goal will be measured.  For students with disabilities who take alternate assessment, a description of benchmarks or short-term objectives must be included    
  • A description of special education and related services designed to meet the student’s needs
  • A description of the frequency for reporting progress to the parents
  • A statement of participation in state and districtwide assessments (see information for the STAAR Alternate 2 Eligibility module below)
  • A description of opportunities to participate in extracurricular and nonacademic activities or justification for nonparticipation
  • A description of the instructional setting and lengths of the student’s school day
  • Documentation of the meeting participants
  • Documentation of decisions of the ARD committee with regard to the issues discussed at the meeting
  • Completion of the supplement for transition services (beginning for a student not later than when the student reaches 14 years of age)
  • Documentation of information provided to the parents and student regarding transfer of rights at age of majority
  • Completion of supplements for additional areas that are addressed for children with certain disabilities or needs:
    • Student who is blind or visually impaired
    • Transportation
    • Extended school year
    • Autism
    • Placement in a residential educational placement
    • Placement at the Texas School for the  Blind and Visually Impaired (TSBI) or the Texas School for the Deaf
    • Behavior intervention plan

The Texas Education Agency (TEA) has developed a model individualized education program form.  This form contains only the required essential components in 34 Code of Federal Regulations [34 CFR §300.320 – Definition of individualized education program]


STAAR Alternate 2 Eligibility Module

As part of the Texas Education Agency’s (TEA) ongoing efforts to improve the state’s testing program, the Student Assessment Division has developed a web-based training, the STAAR Alternate 2: Eligibility module to provide guidance to Admission, Review and Dismissal (ARD) committees to make assessment decisions based on state guidelines. This module helps ARD committee members assure that only students with significant cognitive disabilities are assessed with an alternate assessment. It is designed to supplement, not replace, the mandatory training required of all personnel involved in testing.

The Progress in the General Curriculum (PGC) Network, in collaboration with the Texas Education Agency (TEA) has focused on all students with disabilities gaining access to and showing progress in the general curriculum. The PGC Network has created resources to assist educators and administrators in developing appropriate IEPs for students with disabilities, including:

Online modules for IEP Goal Development in Texas 2020–2021 (Modules 1–7)

This is a free online course open to all educators. It focuses on developing a standards- based individualized education program (IEP). Although all parts of the IEP will be addressed, the focus is on using the present levels of academic achievement and functional performance (PLAAFP) to create enrolled grade level, measurable annual academic goals.

The Child Find, Evaluation, and ARD Supports Network will continue this work originally developed by the PGC Network.