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

* The attached WAA participation checklist describes why the student cannot participate in the
regular assessment and why the alternate assessment is appropriate.
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
WAA-SwD Participation Checklist
Participation Criteria
1. The student’s curriculum and daily instruction focuses on knowledge and
skills specified in the Extended Grade Band Standards.
2. The student’s present level of academic and functional performance
significantly impedes participation and completion of the general education
curriculum even with significant program modifications.
3. The student requires extensive direct instruction to accomplish the acquisition,
application, and transfer of knowledge and skills.
4. The student’s difficulty with the regular curriculum demands is primarily due
to his/her disability, and not to excessive absences unrelated to the disability,
or social, cultural, or environmental factors.
YES NO
Transition
List the date and method of inviting the student to IEP team meeting (if the student’s name was not included
on the invitation to the IEP meeting)
January 22, 2009 by written invitation
List the steps that were taken to ensure that the student’s preferences and interests are considered (if the
student is not at the IEP team meeting)
Erin attended the IEP team meeting.
State measurable postsecondary goal(s) based upon age appropriate transition assessments related to
education, training, employment and where appropriate independent living skills. (Note: for each
measurable postsecondary goal(s) there must be at least one measurable annual goal included in the IEP that will
help the student make progress towards meeting the stated postsecondary goal(s)).
Education, Training, and Employment:
After graduation, Erin will receive training to work in a nursing home in a supportive
work environment.
Where appropriate, Independent Living Skills:
After graduation, Erin will live in a community based living arrangement.
Draft September 2010 45
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