S.D. Admin. R. 24:05:27:01.03 - Content of individualized education program
Each student's individualized education program shall include:
(1) A statement of the
student's present levels of academic achievement and functional performance,
including:
(a) How the student's disability
affects the student's involvement and progress in the general education
curriculum (i.e., the same curriculum as for nondisabled students);
or
(b) For preschool student, as
appropriate, how the disability affects the student's participation in
appropriate activities;
(2) A statement of measurable annual goals,
including academic and functional goals, designed to:
(a) Meet the student's needs that result from
the student's disability to enable the student to be involved in and progress
in the general education curriculum; and
(b) Meet each of the student's other
educational needs that result from the student's disability;
For students with disabilities who take alternate assessments aligned to alternate achievement standards, each student's IEP shall provide a description of benchmarks or short-term objectives;
(3) 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
student, or on behalf of the student, and a statement of the program
modifications or supports for school personnel that will be provided to enable
the student:
(a) To advance appropriately
toward attaining the annual goals;
(b) To be involved and make progress in the
general education curriculum in accordance with this section and to participate
in extracurricular and other nonacademic activities; and
(c) To be educated and participate with other
students with disabilities and nondisabled students in the activities described
in this section;
(4) An
explanation of the extent, if any, to which the student will not participate
with nondisabled students in the regular class and in activities described in
this section;
(5) A statement of
any individual appropriate accommodations that are necessary to measure the
academic achievement and functional performance of the student on state and
district-wide assessments consistent with §
24:05:14:14. If the IEP team
determines that the student shall take an alternate assessment instead of a
particular regular state or district-wide assessment of student achievement, a
statement of why:
(a) The student cannot
participate in the regular assessment; and
(b) The particular alternate assessment
selected is appropriate for the student;
(6) The projected date for the beginning of
the services and modification described in this section and the anticipated
frequency, location, and duration of those services and
modifications;
(7) A description of
how the student's progress toward the annual goals described in this section
will be measured and when periodic reports on the progress the student 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;
(8) Beginning not later
than the first IEP to be in effect when the student turns 16, or younger if
determined appropriate by the IEP team, and updated annually thereafter, the
IEP shall include:
(a) Appropriate measurable
postsecondary goals based upon age-appropriate transition assessments related
to training, education, employment, and, if appropriate, independent living
skills; and
(b) The transition
services (including courses of study) needed to assist the student in reaching
those goals; and
(9)
Beginning not later than one year before a student reaches the age of majority
under state law, the student's individualized education program must include a
statement that the student has been informed of his or her rights under Part B
of the Individuals with Disabilities Education Act, if any, that will transfer
to the student on reaching the age of majority consistent with §
24:05:30:16.01.
Notes
General Authority: SDCL 13-37-1.1.
Law Implemented: SDCL 13-37-1.1.
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