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

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• Considers which student needs can be met satisfactorily with the use of supplementary aids and services in the general education environment • Considers the environments where other students of the same age/grade receive instruction and participate in other school activities • Describes the extent to which the student will participate in the same environments as age/grade peers (e.g. full, partial, none) • For preschool age students, consider natural environments (e.g. child care, preschool, kindergarten, home, Head Start etc.) • Along with the summary of services statements, clarifies the extent to which the student will not participate with students without disabilities in general education classes and other environments Special Note: The LRE decision is documented in several places in the student’s IEP. Part of the IEP team decision about LRE is documented in the Program Summary. LRE decisions are also documented on the Placement Notice. This section of this guide addresses only the portion found in the program summary- See forms guide and DPI website for information about making placement decisions, assigning environment codes and placement notice requirements. The IEP team may use DPI form EE-1 Data Worksheet for Determining Environment Codes. Extra Curricular and Nonacademic Activities Key Question: Will the student participate with non-disabled peers in extracurricular and nonacademic activities? Key Characteristics: • Consider the extracurricular and nonacademic activities in which the student will participate, if any. • Describe what special education services the student will need to participate in extracurricular and nonacademic activities. • Describe what related services the student will need to participate in extracurricular and nonacademic activities. • Describe what supplementary aids and services the student will need to participate in extracurricular and nonacademic activities. • Describe what program modifications or supports the student will need to participate in extracurricular and nonacademic activities. • Describe the extent to which the student will not be involved in extracurricular and nonacademic activities with nondisabled students. Keep this in mind! You have completed the summary of educational services when it reflects each goal and addresses the student’s other disability related needs. Draft September 2010 23
Appendix A: Case Examples Dan Ed Erin Jamal Draft September 2010 24
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 23 and 24: Statement of Transition Service Nee
Page 25 and 26: IEP Program Summary: Statement of S
Page 27: participate to the maximum extent a
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 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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