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

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When periodic reports about student progress toward meeting the annual goal will be provided to the parents: 1. Twice monthly phone contacts. 2. Quarterly parent conferences. 3. Written progress report at the same times as regular high school reporting periods. Goal 5: Erin will increase her ability to complete functional independent living tasks from 30% to 90% of the time. Objectives: 1. Given directions by an adult, Erin will complete tasks such as cleaning the tables in the cafeteria, vacuuming the room, arranging supplies on the shelf, sorting different types of paper products into categories, cleaning her room at home, doing the dishes within the given amount of time and meeting the stated quality expectations as identified by the adult. 2. Following a model and instruction, Erin will independently wash, dry, fold and hang up clothes at the laundromat. 3. Following a model and instruction, Erin will be able to maintain, organize and keep a clean work area 90% of the time she is working on a project. 4. Given adult prompts, Erin will be able to think about and verbalize at least one alternative when a known routine is changed. Procedures for measuring the student’s progress toward meeting the annual goal: 1. Anecdotal information from Erin’s teachers, paraeducator, and other school staff with whom she interacts about her completion of functional independent living tasks. 2. Phone conversations with parents about Erin’s completion of functional independent living tasks. 3. Targeted data recording in the classroom while Erin is engaged in activities. When periodic reports about student progress toward meeting the annual goal will be provided to the parents: 1. Twice monthly phone contacts. 2. Quarterly parent conferences. 3. Written progress report at the same times as regular high school reporting periods. Goal 6: Erin will explore work through a supported work experience in three of the five nursing homes in the community. Objectives: 1. With adult assistance, Erin will choose three nursing homes where she would like to work. Choices will be made considering the work tasks available and Erin’s interests. Draft September 2010 43
Participation in Statewide Assessments 2. With weekly supervision and coaching, Erin will work for eight weeks at each of three nursing home sites she has chosen. 3. With adult assistance, Erin will talk about each work experience and how it met her interests. Procedures for measuring the student’s progress toward meeting the annual goal: 1. Observations of Erin’s work at each job site. 2. Interviews with each of Erin’s employers. 3. Review of monthly checklist completed by each employer. 4. Interviews with Erin. When will reports about the student’s progress toward meeting the annual goal be provided to parents? 1. Twice monthly phone contacts. 2. Quarterly parent conferences. 3. Written progress report at the same times as regular high school reporting periods. 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. Student will participate in the: WKCE without accommod ations WKCE with accommodations (list accommodations for each content area) Reading Accommodations: Math Accommodations: Science Accommodations: Language Arts Social Studies Accommodations: Accommodations: WAA-SwD (list accommodations for each content area) Accommodations: • None needed Accommodations: • None needed Accommodations: • None needed Draft September 2010 44
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 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: Measurable level of attainment (Ref
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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