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

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Preface This guide is intended to provide technical assistance for educators, parents, and others who develop Individualized Education Programs (IEPs) for students with disabilities. The IEP ensures that a student with a disability receives a Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE). This guide will assist the IEP team in developing a meaningful plan that can be implemented to meet each student’s unique needs. The following basic beliefs guided the development of this document. The IEP is: • an important legal document written for students with disabilities; • developed together through discussion at an IEP team meeting; • more than a collection of papers; • a process that is just as important as the product; • a communication tool for parents, school and others; • an opportunity for parents and school personnel to work together as EQUALS; and • a vehicle for joint planning, problem solving and decision-making. The content of this guide is based on the Individuals with Disabilities Education Act (IDEA 2004) and Chapter 115 of the Wisconsin Statutes with their implementing regulations. Both state and federal law identify the required Components of the IEP. This guide provides descriptions and examples of required IEP elements from the statement of present level of academic achievement and functional performance (PLAAFP) through the summary of educational services. It does not address determination of eligibility for services, placement, notice, or other requirements related to the IEP process. Wisconsin local educational agencies (LEAs) responsible for insuring students with disabilities receive FAPE have adopted WDPI sample forms, forms adapted by CESAs, or have developed their own forms for documenting the IEP process. All forms documenting IEP team decisions must contain the components required by state and federal laws and described in this guide. Acknowledgements Many individuals have contributed to this guide by sharing their expertise. We would like to acknowledge the following people for their role in the development of this guide: • Professional colleagues, teachers, parents and administrators across the state who provided feedback • Erin Arango-Escalante, Consultant, Wisconsin Department of Public Instruction • Sandy Berndt, Consultant, Wisconsin Department of Public Instruction • Brian Johnson, Consultant, Wisconsin Department of Public Instruction • Paul Sherman, Consultant, Wisconsin Department of Public Instruction • Christina Spector, Consultant, Wisconsin Department of Public Instruction • Paula Volpiansky, Consultant, Wisconsin Department of Public Instruction We would like to offer special thanks to the following individuals for their previous work on IEP technical assistance materials and input into this guide: • Kathy Laffin, Independent Consultant • Arlene Wright, Independent Consultant Draft December 2010 iv
Introduction This technical assistance guide is intended to provide readers with an overview of how to develop a student’s IEP within the framework of the IEP team meeting. This guide does not address evaluation or placement decisions. The guide begins with an outline of the IEP development process (as completed during an IEP team meeting) and end product (components addressed in the IEP document). Following the outline, there is a summary of each component covered during a typical IEP team meeting. Each component section is organized around the following content: • Key questions • Legal citations • DPI resources • Definition • Purpose • Key characteristics The appendices of the guide include IEP content examples for students of different ages representing a range of disability related needs. The examples illustrate the application of the IEP component summaries and are annotated to provide further guidance for the user. An IEP checklist, references and related resources are also provided. Draft December 2010 v
Page 1 and 2: Updated December 2010- DRAFT A Guid
Page 3: Contents Preface...................
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 21 and 22: Participation in State and District
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 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 65 and 66:
Participation in State and District
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
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Guide for Writing IEPs - The Special Education Team - Wisconsin.gov

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