The IEP for each child with a disability must include-A statement of the child's present levels of educational performance, including - How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for non-disabled children); or For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;

A statement of measurable annual goals, including benchmarks or short-term objectives, related to - Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for non-disabled children), or for preschool children, as appropriate, to participate in appropriate activities; and meeting each of the child's other educational needs that result from the child's disability;

A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child. To advance appropriately toward attaining the annual goals; to be involved and progress in the general curriculum in accordance to participate in extracurricular and other nonacademic activities; and to be educated and participate with other children with disabilities and non-disabled children in the activities described in this section;

An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and in the activities.

A statement of any individual modifications in the administration of the territory wide assessments of student achievement that are needed in order for the child to participate in the assessment; and if the IEP Team determines that the child will not participate in a particular ASDOE assessment of student achievement (or part of an assessment), a statement of why that assessment is not appropriate for the child; and how the child will be assessed; the projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.

A statement of how the child's progress toward the annual goals and how the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their non-disabled children's progress, of
a. Their child's progress toward the annual goals.
b. The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.

In the American Samoa's Special Education Plan there are five steps of the IEP instructional program they include:

1. Dreams and Hopes
2. Where the student is Now
3. What the student Needs to learn & Do
4. How the Student & Others Need Suport
5. How WE Will Know the Student is Learning
6. Where the Student Will Learn

Transition Services

Transition services means a coordinated set of activities for a student with a disability- designed within an outcome-oriented process, that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment ), continuing and adult education, adult services, independent living, or community participation.

Based on the individual student's needs, taking into account the student's preferences and interests; and include-instruction, related services, community experiences, the development of employment and other post-school adult living objectives; and if appropriate, acquisition of daily living skills and functional vocational evaluation.

For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student's IEP that focuses on the student's courses of study (such as participation in advanced-placement courses or a vocational education program); and

For each student beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages.
(d) Students with disabilities convicted as adults and incarcerated in adult prisons.