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

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Student will participate in the: Reading Math Science Language Arts Social Studies WKCE without accommodations in the content areas of: WKCE with accommodations (list accommodations for each content area) Accommodations: • Read directions aloud and reread as needed. • Student takes test with a small group • Provide extra time Accommodations: • Read directions aloud and reread as needed • Read questions and content to student. • Provide spelling assistance or a spell-check device • Student takes test with a small group • Provide extra time Accommodations: • Read directions aloud and reread as needed • Read questions and content to student. • Provide spelling assistance or a spell-check device • Student takes test with a small group • Provide extra time Accommodations: • Read directions aloud and reread as needed • Read questions and content to student. • Student takes test with a small group • Provide extra time Accommodations: • Read directions aloud and reread as needed • Read questions and content to student. • Provide spelling assistance or a spell-check device • Student takes test with a small group • Provide extra time Participation in District-Wide Assessments District-wide assessments given � District-wide assessments not given � Student will not be in the grade when a district-wide assessment is given List district-wide assessment(s) student will take: District X Reading and Math Test WAA-SwD list accommodations for each content area Accommodations: Accommodations: Accommodations: Describe appropriate testing accommodations, if any: Repeat/explain test instructions, extra time to complete assessment, read test items except for reading test Draft September 2010 29
IEP- Program Summary Physical education: Regular □ Specially designed Vocational education: Regular □ Specially designed Include a statement for each of I, II, III and IV below to allow the student (1) to advance appropriately toward attaining the annual goals; (2) to be involved and progress in the general education curriculum; (3) to be educated and participate with other students with and without disabilities to the extent appropriate, and (4) to participate in extracurricular and other nonacademic activities. Include frequency, location, & duration (if different from IEP beginning and ending dates). I. Special education Frequency/ Location Duration Amount Small group instruction in reading 30 minutes, 5 times per week Small group instruction in spelling, grammar, sentence and paragraph development Small and large group instruction in computer technology used to support reading and writing skills 20 minutes, 3 times per week 15 minutes per week 30 minutes per week Special education resource room Special ed. resource room Special ed. resource room General ed. classroom and computer lab Same as IEP Same as IEP Same as IEP Same as IEP II. Related services needed to benefit from special education including frequency, location, and duration (if different from IEP beginning and ending dates). None needed to benefit from special education III. Supplementary aids and services: aids, services, and other supports provided to or on behalf of the student in regular education or other educational settings. Yes □ No (If yes, describe) Electronic spell checker When assigned writing Oral administration of tests Additional time to edit and complete writing assignments Classroom text on tape or on computer for use with text reading software Freq / Amt Location Duration assignment Tests with more than 5 questions or 10 words per question. Assignments requiring more than 5 sentences. Literature, science, and social studies text not read in class Special & general ed. classrooms Special ed. classroom or library office General & special ed. classrooms Special & general ed. classroom Same as IEP Same as IEP Same as IEP Same as IEP Draft September 2010 30
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 and 32: How disability affects involvement
Page 33: Measurable level of attainment (Ref
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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