This document provides guidance on completing the program summary section of an IEP. It instructs the IEP team to include statements addressing how the student will: (1) access the general education curriculum; (2) be educated with other students with and without disabilities; (3) participate in extracurricular activities; and (4) progress toward annual goals. It provides details on documenting services, such as frequency, location, and duration. The document also addresses assigning start and end dates for the IEP and documenting participation in regular education and physical education.

1. N
V. PROGRAM SUMMARY
Include a statement for each of A, B, C and D below to allow the student​ to ​(1) access, be involved in and make progress in
the general education curriculum, (2) be educated and participate with other students with and without disabilities to the
extent appropriate, (3) participate in extracurricular and other nonacademic activities, and (4) advance appropriately toward
attaining the annual IEP goals. Include frequency, amount, location, & duration (if different from projected IEP beginning
and ending dates).​ The services must be stated in the IEP so the level of the LEA’s commitment of resources is clear to the
parents and other IEP team members. At least one special education service must be specified; include other services, if
needed.
Projected beginning and ending date(s) of IEP services & modifications from __________ to __________. ​Matches cover
​(month/day/year) (month/day/year)
Assigning Start dates:
● The IEP must start within 30 calendar days of the meeting being held.
● The IEP must start before the previous IEP expires (if applicable).
● The IEP must start on a school day.
Assigning End Dates:
● Date of the meeting, minus 1 day and plus one year. Ex: Meeting held 3/24/2016 ends 3/23/2017
● Does ​not​ have to end on a school day.
A. Supplementary Aids and Services
Aids, services, and other supports (accommodations) that are provided in regular education, other educational
settings, and in extracurricular and nonacademic settings, to enable students with disabilities to be educated with
nondisabled children to the maximum extent appropriate. The amount of time specified for each service must be
appropriate to the service and stated in a manner that can be understood by all involved in developing and
implementing the IEP.​ ​(Review ​Need for Special Education​ in the Evaluation Report, ER­1.) ​For each
supplementary aid and service, identify the corresponding annual goal(s). In some situations, there may not be a
corresponding goal. In those situations it is acceptable to identify the disability­related need(s).
□​ None needed
Describe Frequency/
Amount
Location Duration Addresses
Goal(s)
#______
Addresses
Need(s)
#______
Describe a aid, service
or support­ not a
program name
● minutes/day
● min/wk
● min/days in
cycle
If you cannot specify a
frequency and
amount, you must
describe the
conditions when the
aid, service, or support
will be provided.
We may not write
­ as needed
­when requested by
student
Regular Education
​and/or
Special Education
Life of the IEP per
school calendar
Or
Specific begin/end
dates if needed
#
If
applicable
#
At least
one
required

2.
Add extra rows if
needed
B. Special Education / ​Specially Designed Instruction
Adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction
to address the unique needs of the student that result from the student’s disability; and ensure access of the
student to the general curriculum, so the student can meet the educational standards of the public agency that
apply to all students.​ ​(Review ​Need for Special Education​ in the Evaluation Report, ER­1.)​ ​For each special
education service, identify the corresponding annual goal(s).
Describe Frequency/
Amount
Location Duration Addresses
Goal(s)
#_______
Describe a service or instruction
provided, not a program name or
classroom.
● minutes/day
● min/wk
● min/days in cycle
If you cannot specify a
frequency and amount, you
must describe the conditions
when the aid, service, or
support will be provided.
We may not write
­ as needed
­when requested by student
Regular Education
​OR
Special Education
If the service is
provided in more
than one setting,
we must add a
separate row to
specify services
provided in the
second setting
Life of the IEP per
school calendar
OR
Specific begin/end
dates if needed
Must align
to at least 1
goal
Add extra rows if needed
C. Related Services Needed to Benefit from​ ​Special Education​ ​□​ None needed (Review ​Need for Special
Education in the Evaluation Report, ER­1.)​ For each related service, identify the corresponding annual goal(s).
In some situations, there may not be a corresponding goal. In those situations it is acceptable to identify the
disability­related need(s).
Describe Frequency/
Amount
Location Duration Addresses
Goal(s)
#______
Addresses
Need(s)
#______
Describe service ● minutes/day
● min/wk
● min/days in
Regular Education
​OR
Special Education
Life of the IEP per
school calendar
Or
#
If
applicable
#
At least
one

3. cycle
If you cannot specify a
frequency and
amount, you must
describe the
conditions when the
aid, service, or support
will be provided.
We may not write
­ as needed
­when requested by
student
If the service is
provided in more
than one setting, we
must add a separate
row to specify
services provided in
the second setting
Specific begin/end
dates if needed
required
Add extra rows if
needed
D. Program Modifications or Supports ​for School Personnel ​ ​□​ None needed ​(Identify the goals or needs
addressed.)
Describe Frequency/
Amount
Location Duration Addresses
Goal(s)
#______
Addresses
Need(s)
#______
Describe the
modification or support­
not a program name
● minutes/day
● min/wk
● min/days in
cycle
If you cannot specify a
frequency and
amount, you must
describe the
conditions when the
aid, service, or support
will be provided.
We may not write
­ as needed
­when requested by
student
Regular Education
​and/or
Special Education
Life of the IEP per
school calendar
Or
Specific begin/end
dates if needed
#
If
applicable
#
At least
one
required
Add extra rows if
needed

4. VI. ​STUDENT PARTICIPATION
A. Participation in Regular Education Environment​ ​(location, including regular education classrooms,
extracurricular and nonacademic activities, and workplace settings)
□​ The student will participate full­time with non­disabled peers ​in regular education environment​, or for
preschoolers, with non­disabled peers in age­appropriate settings.
□​ The student will ​not​ participate full­time with non­disabled peers in regular education environment, or for
preschoolers, ​with non­disabled peers in age­appropriate settings.
If you have indicated a location other than regular education environment or age­appropriate settings in the
Program Summary, you must check this box and answer Questions 1 and 2 below.
​This is the old question separated into two parts.
1. ​Describe the extent, if any, to which the student will ​not​ participate with non­disabled students in the regular
education classroom, or age­appropriate settings in the case of a preschooler, including extracurricular and
nonacademic activities:
​Summarize the time the student will be in special ed. settings and not included with regular ed. Students if
applicable.
2. ​Explain ​why​ full­time participation with non­disabled peers is not appropriate,​ or in the case of a preschooler,
participation in age­appropriate settings:
Justify why (based on student needs) the student will be separated from regular education settings if applicable.
Ensure any supplementary aids and services needed for the student to participate in the regular education
environment,​ ​including regular education classrooms, extracurricular and nonacademic activities, and workplace
settings, are included in the Program Summary.
B. ​Participation in Physical Education ​ ​□​ N.A. (If the student is in a grade­level where physical education is
not offered ​and​ the student does not require specially designed physical education as part of a free
appropriate public education.) ​Old question; new location. No more reference to vocational training.
□​ Regular Physical Education
□​ Specially Designed Physical Education
If the IEP team determines the student needs specially designed physical education, there must be a
corresponding goal and this service must be included in the Program Summary with the appropriate frequency
and amount.