Oregon Administrative Rules
Chapter 581 - OREGON DEPARTMENT OF EDUCATION
Division 15 - SPECIAL EDUCATION
Section 581-015-2200 - Content of IEP
Universal Citation: OR Admin Rules 581-015-2200
Current through Register Vol. 63, No. 9, September 1, 2024
(1) The individualized education program (IEP) must include:
(a) A statement of the child's present levels
of academic achievement and functional performance, including how the child's
disability affects the child's involvement and progress in the general
education curriculum.
(b) A
statement of measurable annual goals, including academic and functional goals
(and, for children with disabilities who take alternate assessments aligned to
alternate achievement standards, a description of short-term objectives)
designed to:
(A) Meet the child's needs that
result from the child's disability to enable the child to be involved in and
make progress in the general education curriculum; and
(B) Meet each of the child's other
educational needs that result from the child's disability.
(c) A description of how the child's progress
toward meeting the annual goals will be measured and when periodic reports on
the progress the child is making toward meeting the annual goals (such as
through the use of quarterly or other periodic reports, concurrent with the
issuance of report cards) will be provided;
(d) A statement of the specific special
education and related services and supplementary aids and services, based on
peer-reviewed research to the extent practicable, to be provided to the child,
or on behalf of the child, and a statement of the program modifications or
supports for school personnel that will be provided for the child:
(A) To advance appropriately toward attaining
the annual goals;
(B) To be
involved and progress in the general education curriculum and to participate in
extracurricular and other nonacademic activities; and
(C) To be educated and participate with other
children with disabilities and children without disabilities,
(e) The projected dates for
initiation of services and modifications and the anticipated frequency, amount,
location and duration of the services and modifications described in subsection
(1)(d) of this rule.
(f) An
explanation of the extent, if any, to which the child will not participate with
children without disabilities in the regular class and activities described in
subsection (1)(d) of this rule.
(g)
A statement of any individual appropriate accommodations that are necessary to
measure the academic achievement and functional performance of the child on
State and district-wide assessments of student achievement that are needed for
the child to participate in the assessment:
(A) A child may not be exempt from
participation in State or district-wide assessment, including extended and
juried assessments, because of a disability, unless the parent has requested an
exemption under OAR 581-022-0612.
(B) If the IEP team determines that the child
must take the alternate assessment instead of the regular Statewide or a
district-wide assessment, a statement of why the child cannot participate in
the regular assessment, and why the alternate assessment is appropriate for the
child.
(2) For the purposes of transition, the IEP must include:
(a) Beginning not later than the first IEP to
be in effect when the child turns 16, or as early as age 14 or younger, if
determined appropriate by the IEP team (including parent(s)), and updated
annually thereafter:
(A) Appropriate
measurable postsecondary goals based upon age appropriate transition
assessments related to training, education, employment, and where appropriate,
independent living skills; and
(B)
The transition services (including courses of study) needed to assist the child
in reaching those goals.
(C)
Regarding employment, planning shall include information about and
opportunities to experience supported employment services provided by Oregon
Vocational Rehabilitation or the Oregon Office of Developmental Disability
Services. These services must be provided in a competitive integrated
employment setting, as defined by OAR 411-345-0020. Information about these
services shall also be provided to the parent by the school district at each
annual review for IEPs to be in effect when the child turns 16, or as early as
age 14 or younger, if determined appropriate by the IEP team (including
parent(s)).
(b)
Beginning at least one year before a student reaches age 18, or when the
district obtains actual knowledge that within one year the student will marry
or become emancipated before age 18, a statement that the district has informed
the student that procedural rights will transfer to the student upon age 18,
marriage or emancipation, whichever occurs first.
Statutory/Other Authority: ORS 343.041, 343.045, 343.055 & 343.151
Statutes/Other Implemented: ORS 343.151 & 34 CFR 300.320
Disclaimer: These regulations may not be the most recent version. Oregon may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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