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

IEP- Program Summary
when questions” when he needs information from an adult or a
student 90% of opportunities.
3. Using verbal models and visual cues, Ed will use “no, not, can’t,
don’t” within a sentence that contains a noun and a verb and 4-5
words 90% of opportunities.
Procedures for measuring progress toward the annual goal:
1. Language sample once every three months.
2. Data recording twice weekly of asking questions, using negative
sentences and using plurals.
3. Anecdotal records of Ed’s use of language.
When periodic reports about student progress toward meeting the
annual goal will be provided to the parents:
1. Two times per month phone call or personal visit with parent.
2. IEP progress notes quarterly.
Physical education: Regular □ Specially designed
Vocational education: □ Regular □ Specially designed NA
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/
Amount
One-to-one and small group instruction in the Three days per
areas of social-emotional, self-help, and week– 60
language skills.
minutes per day
One-to-one speech/language therapy for One day per
language usage.
week – 30
minutes per day
One day per
week– 30
minutes per day
Location Duration
General
Education
Therapy room
General
Education
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
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