74 / 190
1342.12 Companion
July 12, 2017
Page 74
performance, tests administered to determine eligibility for special education, and observations by
teachers, parents, related service personnel and others). This information is utilized for various
purposes, including to generate Present Levels of Academic Achievement and Functional Performance.
Understanding the student’s current functioning level assists the team in developing specific goals to
address the areas of identified educational need.
The development of the IEP focuses on:
1.
Advancement toward the annual goals;
2.
Access to and progress in the general education curricula;
3.
Education and participation with non-disabled students.
IEP Components
DoDM 1342.12E4 S8c, p 33-34
The CSC must include in the IEP:
1.
A statement of the student’s present levels of academic achievement and functional
performance, including a description of how the student’s disability affects involvement and
progress in the general education curriculum or for preschool students how their disability
affects participation in appropriate activities.
2.
A statement of measurable annual goals, including academic and functional, designed to enable
the student to be involved in and to progress in the general education curriculum. These must
be designed also to meet each of the student’s other educational needs resulting from their
disability. Benchmarks or short-term instructional objectives should be included for students
who are participating in an alternate assessment.
3.
Identification of special education, related services, and consultation that will be provided to
enable the student to progress toward attaining the annual goals. This includes type of services,
location of services, duration/frequency of services (e.g., weekly or monthly service time or
number of sessions; for related services provided by EDIS number of sessions is required), start
and end dates for services, and service provider(s).
4.
Accommodations, modifications, and supports to be provided in general and special education.
This component identifies accommodations, modifications, supports and/or supplementary
aids, services, and adult support (e.g. supplemental instructional support aides) necessary for
the student to access and progress in the general education curriculum and participate in
extracurricular and other non-academic activities.
5.
Justification for Least Restrictive Environment. This component provides an explanation of the
least restrictive environment determination and the extent, if any, to which the student will not
participate with non-disabled students in the general education classroom and in extracurricular
and other non-academic activities. The continuum of options considered are documented in the
CSC minutes.
6.
Student Progress. This component indicates how the student’s progress toward annual goals
will be measured and reported to parents. Unless otherwise specified in the IEP, progress
reports are issued consistent with the school calendar for issuing interim reports and/or report
cards.
7.
System-wide Testing. This component includes a statement of any individualized appropriate
accommodations necessary to measure the student’s academic achievement and functional
performance on system-wide assessments. If the CSC determines that the student shall take an