13 IDEA-Required Components — Check Every One Before You Finalize
Every IEP must include all 13 components required under the Individuals with Disabilities Education Act (IDEA). Missing even one can trigger a compliance complaint, procedural violation, or IEP re-write. Use this checklist before every finalization meeting.
Describes current performance in all areas of need; uses objective, measurable data; describes impact on general curriculum access and participation.
Vague statements without data — "struggles with reading" instead of measurable baselines like "reads at 2.3 grade level with 68% comprehension."
Goals are specific, measurable, achievable, relevant, and time-bound (SMART); address each area identified in PLAAFP; include criteria for mastery.
Non-measurable goals — "will improve reading" — with no criteria for mastery, no measurement method, and no baseline comparison point.
Intermediate, measurable steps toward each annual goal; provides milestones for monitoring progress throughout the year for students on alternate assessments.
Skipping benchmarks entirely for students taking alternate assessments — this is a federal requirement that cannot be omitted for this population.
Each service listed with provider type, delivery model (push-in/pull-out), frequency (sessions/week), session duration, and projected start date.
Vague service descriptions — "reading support as needed" — without specifying provider credentials, delivery model, or frequency of services.
All related services (speech-language, OT, PT, counseling, transportation) documented with the same specificity as special education services — provider, frequency, duration, location.
Listing services without specifying minutes per session or frequency — "speech therapy weekly" fails the specificity requirement.
Specific accommodations and supports needed to participate in general education settings; individualized to this student's needs, not copied from a generic list.
Generic accommodation lists copied from prior IEPs without verifying they still reflect the student's current needs and general ed participation context.
Specific training, information, or support that general education teachers and other school staff need to implement the IEP effectively.
Leaving this section entirely blank — a very common omission that creates compliance exposure, especially when gen ed teachers implement accommodations incorrectly.
Documents the extent of non-participation in general education; includes a specific, individualized justification for any time spent outside the general education setting.
Checking "full inclusion" without documenting the basis, or removing a student from gen ed without an individualized written justification tied to their specific needs.
Documents which state and district assessments the student will take, any testing accommodations for each assessment, and alternate assessment eligibility with justification.
Not specifying accommodations per assessment type — accommodations approved for classroom use are not automatically approved for state testing.
Projected start date, projected duration, session frequency, and service location documented for each service — not just "for the school year."
Missing projected end dates or unclear service frequency — "twice weekly" is ambiguous; "2 times per week, 30 minutes per session" is compliant.
Age-appropriate transition assessment results documented; measurable postsecondary goals for education/training, employment, and independent living; transition activities and services tied to goals.
Generic transition goals not tied to the student's stated preferences and interests — "will attend college" without connection to assessment results or student input.
Student and parent notified of rights transfer one year before the student reaches the age of majority; notification documented within the IEP.
Forgetting this requirement entirely for students approaching age of majority — it's one of the most frequently cited procedural violations in state compliance audits.
Specific, objective measurement methods identified for each goal; a concrete reporting schedule to parents (at minimum as often as non-disabled peers receive report cards).
Vague "teacher observation" as the sole measurement method with no reporting timeline — parents must be informed of progress at regular intervals, not just at annual reviews.
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