The IEP for each child must include:

1. A statement of the child’s present level of educational performance;
2. A statement of annual goals, including short-term instructional objectives;
3. A statement of the specific special education and related services to be provided to the child, and the extent to which the child will be able to participate in a regular educational program;
4. The projected dates for initiation of services and duration of services; and
5. Appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether the short-term instructional objectives are being achieved.
6. A statement of the needed transition services for students beginning no later than age 16 and annually thereafter (and, when determined appropriate, a statement of interagency responsibilities or linkages (or both) before the student leaves the school setting), and
7. In the case where a participating agency, other than the educational agency, fails to provide agreed upon services, the educational agency shall reconvene the IEP team to identify alternative strategies to meet the transition objectives.

Once an IEP has been developed and agreed upon, it must be reviewed at least once a year. However, the IEP may be reviewed and updated at any time, as changes are needed.