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

General Education Curriculum
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)
Erin’s academic and independent living skills are well below her chronological age level. She
is needs an alternate curriculum based on the Wisconsin Extended Grade-Band Standards.
The student will participate in an alternate or replacement curriculum that is aligned with
alternate achievement standards in: (check all that apply)
_X_ Reading _X_ Math _X_ Language Arts _X_ Science _X_ Social Studies __Other (specify):
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’s behavior impede his/her learning or that of others? Yes □ No
(If yes, include the positive behavioral interventions, strategies, and supports to address that behavior)
Erin sometimes bites her hand when frustrated, has difficulty with transitions, and does not
always know how to act in social situations. In these situations she needs and responds well
to adult modeling, prompts and schedule reminders.
Does the student have communication needs that could impede his/her learning?
Yes □ No (If yes, include communication needs)
Erin has difficulty communicating her wants, thoughts and needs. She requires specially
designed language instruction and supports to address this need.
Annual Measurable Goals
Measurable level of
attainment (Referenced
to the Wisconsin
Extended Grade-Band
Standards)
Goal 1: When talking with adults and peers, Erin will increase her
ability to ask questions when appropriate and answer questions
appropriately 90% of the time.
Objectives:
1. With verbal models and cues, Erin will answer “what, where, when,
or who” questions correctly 90% of the time.
2. With verbal cues, Erin will ask adults and peers questions that relate
to the current task or situation 90% of the time.
Procedures for measuring the student’s progress toward meeting
the annual goal:
1. Interviews with Erin’s teachers, paraeducator, and other school staff
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