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

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Dan’s parents are concerned about his reading and writing skills and feel he needs help in these areas. They also notice his difficulty in following directions. They are happy with his grades in math and his comments that he has friends in school. Parent concern Will the student be involved full-time in the general education curriculum or, for preschoolers, in age-appropriate activities? Yes □ No (If no, describe the extent to which the student will not be involved full-time in the general curriculum or, for preschoolers, in age-appropriate activities) Instruction provided in the special education resource room will expand upon and reinforce the core general education curriculum for Dan’s grade. The student will participate in an alternate or replacement curriculum that is aligned with alternate achievement standards in: (check all that apply) __ Reading ___ Math __ Language Arts __ Science __ Social Studies _ Other (specify): NA Special Factors: After consideration for special factors (behavior, limited English proficiency, Braille needs, communication needs including deaf/hard of hearing, and assistive technology), is there a need in any of the areas? Yes □ No (If yes or student has a visual impairment, attach I-5, “Special Factors” page) Does the student need assistive technology services or devices? Yes □ No (If yes, specify particular device(s) and service(s)) Dan is beginning to learn how to use computer based text reading and written language support software. Continued instruction in the use of such technology is needed to help Dan complete school work more independently. Annual Measurable Goals Measurable level of attainment (Referenced to fourth grade Wisconsin Academic Standards) Measurable level of attainment (Referenced to fourth grade Wisconsin Academic Standards) Goal 1: Dan will apply decoding strategies to improve his reading fluency of 4 th grade passages to 90 words read correctly per minute with 90% comprehension. Procedures for measuring progress toward the annual goal: Weekly timed oral readings where Dan’s use of decoding strategies is recorded, Log observations about Dan’s reading of classroom materials. When periodic reports about student progress toward meeting the annual goal will be provided to the parents: 1. Monthly phone or email correspondence with parents. 2. Written progress report at the time report cards are distributed. Goal 2: Dan will write a paragraph of at least five, 8-10 word sentences with no more than one error in spelling and punctuation after editing. Objectives: 1. With individualized instruction, Dan will apply strategies including phonetic analysis and word families to spell unfamiliar words. 2. Using a spell checker and writing support software, Dan will edit his writing and make spelling corrections. 3. Using an explicit writing process strategy and teacher assistance, Draft September 2010 27
Measurable level of attainment (Referenced to fourth grade Wisconsin Academic Standards) Participation in Statewide Assessments Dan will plan and write a paragraph on a topic using correct grammar, punctuation and spelling. 4. With a peer editor or teacher, Dan will review writing assignments and make needed corrections. Procedures for measuring progress toward the annual goal: 1. Weekly analysis using district writing rubric on 2 writing samples to assess spelling, punctuation and writing strategies. 2. Quarterly interviews with Dan to assess the effectiveness of spelling and writing strategies being used and make refinements. 3. Weekly recording of the accuracy of two or more peer edited writing assignments Dan completes. When periodic reports about student progress toward meeting the annual goal will be provided to the parents: 1. Monthly phone or email correspondence with parents. 2. Written progress report at the time report cards are distributed. Goal 3: Dan will demonstrate understanding of 3 or 4 step classroom directions by following them without teacher prompting in 4 of 5 opportunities. Procedures for measuring progress toward the annual goal: 1. Anecdotal records of Dan’s use of clarifying questions and teacher prompting. 2. Bi-weekly regular classroom observation charting of the number of steps Dan can follow in performing classroom activities. When periodic reports about student progress toward meeting the annual goal will be provided to the parents: 1. Monthly phone or email correspondence with parents. 2. Written progress report at the time report cards are distributed. The student will be in (circle) 3d, or 4th, or 5th, or 6th, or 7th, or 8th, or 10th grade when the Wisconsin Knowledge and Concepts Examination-Criteria Reference Test (WKCE-CRT) is given. (Check only one of the two boxes below.) The student will be taking the WKCE for all content areas required at this grade level. (For students taking the WKCE, complete the assessment and accommodations grid below. Document the accommodations, if any, needed for each of the content areas for students taking the WKCE.) OR � The student will be taking the WAA-SwD for all content areas required at this grade level. If yes, the Wisconsin Alternate Assessment (WAA) Participation Checklist is included with the IEP. For students taking the WAA-SwD document the accommodations, if any, needed for the alternate assessment. Draft September 2010 28
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 and 28: participate to the maximum extent a
Page 29 and 30: Appendix A: Case Examples Dan Ed Er
Page 31: How disability affects involvement
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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