Which two components are typically included in an IEP?

Which two components are typically included in an IEP?

• A. Present levels of performance and measurable annual goals
• B. Attendance records and transportation details
• C. Disciplinary procedures and classroom rules
• D. Teacher’s personal goals and school fundraising plans

Answer: (A)

An IEP centers on where a student is currently functioning and what the student is expected to achieve in a year. The present levels of performance describes current academic skills, functional abilities, and how the disability affects involvement and progress in the general education setting. The measurable annual goals provide specific, observable targets the student should reach within twelve months, including the criteria for success and how progress will be measured. Together, these components set a clear starting point and a concrete roadmap for the services, accommodations, and supports the student will receive, along with how progress will be tracked and reported to families. Administrative details like attendance or transportation are outside the goals-and-progress framework, while disciplinary procedures and classroom rules relate more to behavior management and school policies rather than the student’s individualized goals.

An IEP centers on where a student is currently functioning and what the student is expected to achieve in a year. The present levels of performance describes current academic skills, functional abilities, and how the disability affects involvement and progress in the general education setting. The measurable annual goals provide specific, observable targets the student should reach within twelve months, including the criteria for success and how progress will be measured. Together, these components set a clear starting point and a concrete roadmap for the services, accommodations, and supports the student will receive, along with how progress will be tracked and reported to families. Administrative details like attendance or transportation are outside the goals-and-progress framework, while disciplinary procedures and classroom rules relate more to behavior management and school policies rather than the student’s individualized goals.