What is the correct order of components in the IEP process?

The IEP (Individualized Education Program) process follows a structured order to ensure that all essential components are considered thoroughly and cohesively. Starting with the present levels of academic and functional performance establishes a baseline understanding of the student's abilities and needs. This foundational information is crucial as it informs the team about where the student currently stands in their learning journey.

Next, the development of annual goals and objectives is crucial. These goals outline what the team aims to achieve with the student over the course of the year, directly stemming from the assessments and insights gained from the present levels of performance. This logical progression helps ensure that the IEP is tailored to the student's specific needs.

Subsequently, the team determines the supplementary aids and services required to help the student meet their annual goals. This may include various supports or modifications necessary to facilitate the student's learning in the least restrictive environment.

Finally, the extent of nonparticipation in regular education settings is addressed. This component assesses and defines how much time the student will spend outside general education classrooms, depending on their unique needs and the necessary supports identified earlier in the process.

By following this order—establishing a clear understanding of the student’s current performance, setting specific objectives, identifying necessary support, and then evaluating