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

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Key Characteristics: • To guide decision making about the student’s learning and instructional needs and participation in state and district assessments Participation decisions made by the IEP team are based on knowledge of: • The student’s present level of academic achievement and functional performance • Wisconsin Model Academic Standards and the Extended Grade Level Standards • WKCE test format and what skills and knowledge are being measured by the assessments • District test formats and what skills and knowledge are being measured by the assessments • State guidelines and the use of appropriate testing accommodations listed in the Accommodation Matrix • Selected accommodations should be those already being used by the student in their educational program • The student should familiar with selected accommodations prior to testing Participation decisions are made prior to the student taking the test • If a student cannot participate in a regular assessment, the IEP must state why the student cannot participate and why the alternate assessment is appropriate for the student using the WAA-SwD Participation Checklist Draft September 2010 17
Statement of Transition Service Needs (Beginning at Age 14) Key Questions: What are the student’s transition service needs? 1. What does the student want to do and how does the student want to live after high school (post-school goals)? 2. What is the student’s present level of functioning in relation to his or her post-school goals? 3. What transition services are needed to assist the student in reaching his or her post-school goals related to training, education, employment, and, where appropriate, independent living? 4. Is the student expected to graduate with a regular diploma during the IEP term. 5. Will any outside agencies provide needed transition services? Legal Citation(s) 34 C.F.R. §300.320 (b); 34 C.F.R.§300.320 (c); 34 C.F.R §300.305(e)(3) Wis. Stat. § 115.787 (2) (g); Wis. Stat. § 115.807 DPI Resources DPI Sample Form I-8 and accompanying forms guide Transition Resources at http://www.dpi.wi.gov/sped/transition.html Definition: The IEP statement of transition service includes: • Appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment • Transition services, including courses of study, that will reasonably enable the student to meet their postsecondary goals • Annual iep goals related to the student’s transition services needs Purpose: A statement of transition services beginning at age 14 serves to: • Identify goals for life after high school and develop a plan to achieve them • Provide school experiences that develop the skills and competencies needed to achieve post-school goals • Actively involve the student and his/her family in transition iep development • Encourage self-advocacy • Identify accommodations and modifications needed to achieve postschool goals Key Characteristics: • Developed beginning when the student first becomes 14, or younger if appropriate. Then, reviewed and revised annually • Part of an ongoing process of transition assessment • Takes into account individual needs, preferences and interests Draft September 2010 18
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 and 20: Short Term Objectives or Benchmarks
Page 21: Participation in State and District
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

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

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