Guide for Writing IEPs - The Special Education Team - Wisconsin.gov

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Measure progress toward the annual goal: Notify parents of the student’s progress toward the annual goal: • Emphasize measuring progress toward the annual goals, which include short-term objectives or benchmarks • Use work samples, classroom exams, anecdotal logs, attendance records, point sheets, and so on • Report this progress in addition to regular reporting on the student’s progress in general education subjects or curricular areas • Provide a statement about how progress toward each annual goal will be measured and when parents will be informed of their student’s progress toward each annual goal • Must share information on progress periodically. Progress reporting may be done through quarterly or other periodic reports (for example, IEP goal progress reports sent to the parent at the same time as general education report cards). Also see Appendix B - Sample Report of Student Progress Toward Annual Goals Keep this in mind! Your annual goal (including short-term objectives or benchmarks as needed) is complete when you can visualize the behavior the student will be doing when the goal is achieved. Draft September 2010 15
Participation in State and District Assessments Key Questions: 1. Will the student participate in state and district assessments: • the same way as students without disabilities? • with accommodations? • with an alternate assessment? 2. If the student needs testing accommodations, what accommodations are needed? Legal Citation(s) 34 C.F.R. §300.320 (a)(6); Wis. Stat. § 115.787 (2)(e) DPI Resources DPI Sample Forms I-7 and I-7(a) and accompanying forms guide Testing Accommodations Matrix: http://dpi.wi.gov/oea/pdf/accom09.pdf WAA-SwD Participation Checklist: http://dpi.wi.gov/sped/assmtwaa.html. Definitions: Participation means providing students with disabilities the same opportunity as students without disabilities to demonstrate knowledge and skills on state or district assessments. State assessments mean the Wisconsin Student Assessment System (WSAS) which includes: • Wisconsin Knowledge and Concepts Examination (WKCE) given at 3 rd ,4 th , 5 th , 6 th , 7 th , 8 th , and 10 th grade • Wisconsin Alternate Assessment – Students with Disabilities (WAA-SwD) given at 3 rd , 4 th , 5 th , 6 th , 7 th , 8 th , and 10 th grade Accommodations are adjustments in the way a test is given that creates access and diminishes the impact of the disability on the student’s opportunity to demonstrate what they know without changing what the test is designed to measure. Accommodations may be necessary to measure academic achievement and functional performance on the WKCE and the WAA-SwD and district wide assessments. Alternate assessment is the WAA-SwD. It is a performance based assessment. The WAA-SwD is used when the IEP team determines, even with accommodations, a student would be unable to demonstrate at least some of the knowledge and skills measured by a standardized assessment. The only alternate assessment for the WKCE is the WAA-SwD. Purpose: • To provide information about how a student with a disability is progressing in the general curriculum based on the Wisconsin Model Academic Standards or how a student is progressing in an alternate curriculum based on the Extended Grade Band Standards Draft September 2010 16
Page 1 and 2: Updated December 2010- DRAFT A Guid
Page 3 and 4: Contents Preface...................
Page 5 and 6: Introduction This technical assista
Page 7 and 8: Conducting the Meeting: 1. Set the
Page 9 and 10: IEP Team Meeting Discussion Points
Page 11 and 12: Participation in State and District
Page 13 and 14: IEP Discussion Components Present L
Page 15 and 16: • Includes baseline data for each
Page 17 and 18: Communication: Key Questions: 1. Do
Page 19: Short Term Objectives or Benchmarks
Page 23 and 24: Statement of Transition Service Nee
Page 25 and 26: IEP Program Summary: Statement of S
Page 27 and 28: participate to the maximum extent a
Page 29 and 30: Appendix A: Case Examples Dan Ed Er
Page 31 and 32: How disability affects involvement
Page 33 and 34: Measurable level of attainment (Ref
Page 35 and 36: IEP- Program Summary Physical educa
Page 37 and 38: Ed’s IEP Present Level of Academi
Page 39 and 40: Does the student have communication
Page 41 and 42: IEP- Program Summary when questions
Page 43 and 44: Erin’s IEP Present Level of Acade
Page 45 and 46: General Education Curriculum Will t
Page 47 and 48: Measurable level of attainment (Ref
Page 49 and 50: Participation in Statewide Assessme
Page 51 and 52: Are the measurable postsecondary go
Page 53 and 54: III. Supplementary aids and service
Page 55 and 56: Jamal’s IEP Present Level of Acad
Page 57 and 58: How disability affects involvement
Page 59 and 60: Participation in Statewide Assessme
Page 61 and 62: III. Supplementary aids and service
Page 63 and 64: IEP Review Checklist Present Level
Page 65 and 66: Participation in State and District
Page 67 and 68: Sample Report of Student Progress T
Page 69 and 70: Appendix C: Resources Draft Septemb
Page 71:
The Resolution Meeting: A Guide for
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Guide for Writing IEPs - The Special Education Team - Wisconsin.gov

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