By Kari Sparks

SED 3650-2
Part#1- A description of your child’s
academic strengths, weaknesses and
functioning in the classroom will be made.
The description will go into detail about how Part#2-A description of yearly goals
your child’s specific issue affects their
performance in the classroom. If your child
with is made for your child in classroom
has already taken alternative assessments education, independence and behavior.
associated with alternative achievement The goals will be specifically created to
standards there will be a description of goals meet the needs of your child’s
and academic targets for your child to reach. difference in ability.

Part #4-A description of your child’s current
special education, special services and aids
(like interpreters or noise quieting headphones)
and additional special education, services and
aids recommended for your child.
Part#3-A description will be given
on how your child’s progress
towards reaching their yearly goals
with be measured; like giving out
extra progress reports.

Part#5- This section describes post-high school

possible plans and solutions for your child if he
Part#6 Details the possible start dates of or she is 16 years old or older. First, there will
services, how often your child would get be goals made related to your child’s specific
those services, where the services will be needs and abilities. The goals will be related to
located and how long your child will be your child obtaining training, education,
offered the services. employment, and independent living skills (if
needed) into adulthood. Second, there will be
specific information about courses of study and
Part#7 Details the length and level of
transition services to help your child reach their
goals. Finally, the post-high school plans (post-
your child’s inclusion in mainstream
secondary) will be finalized before the age of
classrooms and extracurricular
majority (in our state that is 18 but Alabama it’s
activities. 19, Mississippi and Washington, D.C. it’s 21).

Part#8- Describes the steps that will be taken to help your child
complete and achieve on State and district-wide tests (consistent with
IDEA 2004). It can also be determined by the IEP staff that your child
may take different assessments in place of the State and district-wide
tests if that is what is needed for your child.