✕The IEP team must document ALL service options that were considered — not just the ones selected.

List every placement, service type, and support arrangement the team discussed:
• General education with push-in support only
• Resource room pull-out (specify frequency)
• Special Day Class with mainstreaming
• Full Special Day Class
• Non-Public School (NPS)
• Home hospital instruction
• Any related services considered (SLP, OT, PT, counseling)

⚠ Listing only the option chosen suggests the team did not consider a continuum of options. IDEA requires the team to consider the full continuum. Document each option and why others were rejected in the LRE justification below.

✕"In selecting LRE, describe the consideration given to any potential harmful effect on the child or on the quality of services that he or she needs."

This is a required IDEA component (34 CFR 300.116(d)). The team must consider two factors when determining LRE:

1. Harmful effect on the child — Would placing the student in a less restrictive setting cause harm? (e.g., safety concerns, inability to access instruction, behavioral escalation in a larger group)
• Must be individualized — not a generic statement about the disability
• Must be specific to why THIS student cannot be successfully educated in a more integrated setting

2. Harmful effect on the quality of services — Would the services lose their effectiveness in a more integrated setting?

⚠ This is NOT a checkbox — it requires a narrative. "Student has significant needs" is not sufficient. Connect the reasoning to data and the student's specific profile.

✕This is the core of the FAPE offer. Every service listed here must be provided as written.

For each service entry:
• Service — Be specific: "Specialized Academic Instruction in Reading" not just "SAI"
• Provider — Credentialed role (Education Specialist, Licensed SLP, OT, etc.)
• Duration/Frequency — Must be specific and measurable (e.g., "50 min x 3 sessions/week")
• Individual/Group/Sec Transition — Ind = 1:1, Grp = small group, Sec Transition = secondary transition context
• Location — Where services are delivered (regular classroom, resource room, speech room)
• Start/End Date — Must match Plan Effective Start Date on Educational Setting page

⚠ Minutes matter legally. If the IEP says 150 min/week but the student receives 120 min, the district has failed to implement the IEP. Track services carefully.

Comments field — Use for delivery details (push-in vs. pull-out, group size, scheduling notes).

✕"Does the student require special education transportation to receive FAPE? Yes / No"

If Yes: Transportation becomes a related service and must be provided at no cost to the family. Document:
• Type of transportation needed (specialized vehicle, lift, car seat, aide)
• Any medical or behavioral requirements during transport
• Pickup/drop-off location considerations

If No: The team determined the student can access their educational setting without specialized transportation. Document the basis for this determination.

⚠ Transportation cannot be denied based on cost. If the student's disability requires specialized transportation to access their educational placement, it is required as part of FAPE.

Note: General education transportation (district school bus) is separate from special education transportation. The question here is about SPECIALIZED transportation needs tied to the disability.

✕Every service listed here must be directly tied to at least one IEP annual goal and area of identified need. Services are the prescribed allocation of minutes each provider will deliver to implement the student's goals.

Duration/Frequency — The specific number of minutes per session and sessions per week (or month) that each provider will deliver. This is not an approximation — it is a legal commitment.
• Example: "50 min x 3 sessions/week" = 150 min/week of SAI
• Example: "30 min x 1 session/week" = 30 min/week of Speech

How minutes connect to goals:
• The IEP team determines what intensity of instruction is needed for the student to make meaningful progress toward each annual goal
• Each provider's minutes should be sufficient to address the goals in their service area — if a student has two language goals, the SLP minutes should reflect the time needed to address both
• Increasing goals without increasing minutes — or decreasing minutes without adjusting goals — creates an internal IEP inconsistency

Individual (Ind) vs. Group (Grp):
• Ind — 1:1 instruction; appropriate when the student's needs cannot be adequately addressed in a group
• Grp — Small group instruction; must specify or note group size in Comments
• Sec Transition — Service delivered in a secondary transition context

⚠ Failure to deliver services as written is the most common basis for FAPE denials in due process. If minutes cannot be delivered as scheduled (staff shortage, absence, scheduling conflict), the district must document the gap and address it — missed minutes are not automatically excused.

Comments — Use this field to be explicit about where services are delivered and how the prescribed minutes are structured. Include push-in vs. pull-out location, how session totals are broken down across settings (e.g., "75 min pull-out Math + 75 min push-in ELA = 150 min/week"), group size, and any scheduling details that affect delivery. ⚠ The more specific this field, the better protected the district is if implementation is later disputed.

✕Extended School Year (ESY) is listed here as part of the Offer of FAPE — the team's determination from the ESY Eligibility Worksheet carries over to this page.

Yes — Student qualifies for ESY. The specific ESY services (type, frequency, duration, provider, dates) should be listed in the Services section on page 1 with ESY-specific start/end dates.

No — Student does not qualify. The Rationale field must explain the team's reasoning — this is not optional.

Rationale (required regardless of Yes or No):
• Reference the ESY Worksheet criteria (regression/recoupment, §3043 standard)
• Cite specific data that supported the decision
• For "No," explain why the criteria were not met

⚠ Leaving Rationale blank is a compliance violation. The basis for the ESY determination must be documented even when the answer is No.

ESY services must address the SAME goals as the school-year IEP — not new or additional goals — and must be in the areas where the student demonstrated regression or limited recoupment.