LAC 28:XLIII.1324. Gifted and Talented IEP Content and Format

A. Each completed IEP shall contain a general overview of the student's instructional needs. Required components are listed below: 1. the student's strengths and interests; 2. the concerns of the parents for enhancing the education of their child; 3. the results of the initial evaluation or most recent re-evaluation of the student; 4. as appropriate, the results of the student's performance on any general state or district wide assessment program; 5. the student's present levels of educational performance; 6. pertinent social/emotional information; 7. Input from a regular education teacher (if enrolled in general education). B. The IEP team shall also consider the language needs of the student as those needs relate to the student's IEP, in the case of a student with limited English proficiency. C. The IEP shall contain a statement of measurable annual goals that relates to meeting the student's needs that result from the student's exceptionality and progress in an accelerated and enriched curriculum. D. The IEP shall contain a statement of the special education and related services to advance appropriately toward attaining the annual goals. E. The projected date for the beginning of the services and the anticipated frequency, location, and duration of those services shall be specified in the IEP. F. The IEP shall contain a statement of how the student's progress toward the annual goals will be measured. G. The IEP shall contain a statement of how the student's parents will be regularly informed with at least 1 progress report each grading period. The progress report will show: 1. their child's progress toward the annual goals; and 2. the extent to which the progress is sufficient to enable the student to achieve the goals by the end of the year.