IEP
(i)The term “individualized education program” or “IEP” means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with this section and that includes— (I)a statement of the child’s present levels of academic achievement and functional performance, including— (II)a statement of measurable annual goals, including academic and functional goals, designed to— (III)a description of how the child’s progress toward meeting the annual goals described in subclause (II) will be measured and when periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided; (IV)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, and a statement of the program modifications or supports for school personnel that will be provided for the child— (V)an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in subclause (IV)(cc); (VII)the projected date for the beginning of the services and modifications described in subclause (IV), and the anticipated frequency, location, and duration of those services and modifications; and (VIII)beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter— (ii)Nothing in this section shall be construed to require— (I)that additional information be included in a child’s IEP beyond what is explicitly required in this section; and (II)the IEP Team to include information under 1 component of a child’s IEP that is already contained under another component of such IEP.