The main parts of the IEP, as listed below, are:
the Statements,
the Meaning,
an Illustration (in this instance - mobility).

Performance Level: Describes the effect of the child's disability on performance in any area of education affected (communication, mobility, daily activities, math, etc.) as determined by tests, interactions and observations of parents and teachers.
Illustration: David is able to walk short distances but only with assistance.

Goals: Describes what the child can reasonably be expected to accomplish in terms of measurable skills and knowledge within a twelve-month period.
Illustration: David will improve his coordination and balance.

Objectives: Describes measurable intermediate steps between the level of performance and the annual goals. Often includes what the child will do, under what conditions, and how success will be measured.
Illustration: David will move hands and feet appropriately in response to single rhythm-clapping, shaking rattle, etc. for fifteen minutes three times each day.

Services: Describes the type and amount of specially designed instruction to be provided; the supportive services that enable the student to attend school (transportation, speech therapy, physical therapy, etc.); and the regular education classes and/or activities in which the child will participate with peers who have no disabilities.
Illustration: A physical therapist will work with David 30 minutes each week. David will eat lunch in the cafeteria with the regular education students daily.

Timeliness: Describes when services will begin and how long they will be provided.
Illustration: Date plan started: September 5, 2000 Date to be completed: May 30, 2001

Measurements: Describes concrete methods for determining how well objectives are being met and when those determinations will be made.
Illustration: Beginning April l, David's walking in response to a simple rhythm will be timed and a record will be kept by Miss Day for a one-month period.