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A statement of the child’s present levels of educational performance, including:

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How the child’s disability affects the child’s involvement and progress in the general curriculum (i.e. the same curriculum as for nondisabled children); or

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(For preschool children) How the disability affects the child’s participation in appropriate activities.

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A statement of measurable annual goals, including benchmarks or short-term objectives, related to -

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Meeting the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general curriculum (i.e. the same curriculum as for nondisabled children) or, for preschool children, as appropriate, to participate in appropriate activities; and

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Meeting each of the child’s other educational needs that result from the child’s disability.

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A statement of the special education and related services and supplementary aids and services 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 -

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To advance appropriately toward attaining the annual goals;

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To be involved and progress in the general curriculum;

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To be educated and participate with other children with disabilities and nondisabled children in the regular class and in extracurricular and nonacademic activities.

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An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular education class and in extracurricular and nonacademic activities.

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A statement of any individual modifications in the administration of State- or district- wide assessments of student achievement that are needed in order for the child to participate in the assessment.

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If the IEP Team determines that the child will not participate in a particular State or district-wide assessment of student achievement (or part of an assessment) a statement of-

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Why that assessment is not appropriate for the child; and

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How the child will be assessed.

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The projected date for the beginning of the services and modifications, as well as their frequency, location, and duration.

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Beginning at age 14 and updated annually, a statement of transition service needs, and, beginning at age 16, a statement of needed transition services.

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A statement of -

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How the child’s progress toward the annual goals described will be measured; and

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Information about how the parents will be informed of progress toward the annual goals and the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.