NC 1503-4.1 Definition of Individualized Education Program

Plain English summary

This regulation defines the required content of an Individualized Education Program (IEP) for children with disabilities in North Carolina. It mandates specific written components including present levels of performance, measurable annual goals, special education services, assessment accommodations, and transition planning. The regulation also establishes age-specific requirements for transition services beginning at age 14 and transfer of rights notification one year before age 18.

Key requirements

• 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
• For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities
• A statement of measurable annual goals, including academic and functional goals designed to 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
• For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives
• A description of how the child's progress toward meeting the annual goals will be measured
• Periodic reports on the progress the child is making toward meeting the annual goals will be provided concurrent with the issuance of report cards
• A statement of the 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
• A statement of the program modifications or supports for school personnel that will be provided
• An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class
• A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments
• If the IEP Team determines that the child must take an alternate assessment, a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child
• The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications
• Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP Team, the IEP must include a statement of initial transition components including the child's needs, preferences and interests, and course(s) of study
• Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, the IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills
• The transition services needed to assist the child in reaching postsecondary goals, including if appropriate, a statement of interagency responsibilities or any needed linkages
• Beginning not later than one year before the child reaches the age of majority, which under State law is 18, the IEP must include a statement that the child and their parent have been informed of the rights under Part B of the IDEA that will transfer to the child upon reaching age 18

Affected parties

• Children with disabilities
• Parents of children with disabilities
• IEP Teams
• Local Education Agencies (LEAs)
• Special education teachers
• General education teachers
• Related services providers
• Preschool children with disabilities
• Children taking alternate assessments

Official source

https://www.dpi.nc.gov/documents/publications/catalog/ec144-policies-governing-services/open#page=76