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

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IEP- Program Summary Physical education: □ Regular Specially designed Vocational education: □ Regular Specially designed 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 Academic skills instruction 90 minutes per day, 5 times a Independent Living, Communication and Social Skills week 120 minutes per day, 2 times a week 50 minutes, 2 times per week 30-45 minute,s 5 days per week 90 minutes, 2 times per week Specially Designed Physical Education 50 minutes, 2 times per week Work Experience – Three Nursing Homes, eight 3 hours, 3 weeks at each site times per week (8 weeks per Nursing home) Location Duration Special education Special education classroom FACE Classroom Other school settings (cafeteria, hallway, library) Same as IEP Same as IEP Second semester Same as IEP community Same as settings IEP Gym First semester Community Same as settings 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 Speech / Language Instruction in language use and understanding Freq/Amnt Location Duration 40 minutes per week Transportation Daily between home and school General ed. school and community settings Home and school Same as IEP Same as IEP Draft September 2010 47
III. Supplementary aids and services: aids, services, and other supports provided to or on behalf of the student in regular education or other educational settings. Yes □ No (If yes, describe) Modified assignments/tasks All assignments/ tasks given verbally with accompanying visual cues Modified directions All verbal directions limited to no more than three steps Assistance to transition between classrooms /activities IV. Program modifications or supports for school personnel that will be provided. Yes □ No (If yes, describe) Consultation between special education teacher and lunchroom staff and FACE teacher Participation in Regular Education Classes Freq / Amt Location Duration All transitions that are not part of her daily routine 15 minutes per month Special and general ed. classrooms; other school and community settings Special and general ed. classrooms; other school and community settings Special and general ed. classrooms; other school and community settings General education setting The student will participate full-time with non-disabled peers in regular education classes, or for preschoolers, in age appropriate settings. The student will not participate full-time with non-disabled peers in regular education classes, or for preschoolers, in age appropriate settings. (If you have indicated a location other than the regular education classes or age-appropriate settings in the case of a preschooler in I, II, or III above, you must check this box and explain why full-time participation with non-disabled peers is not appropriate.) Removal from the general education setting is needed because supplementary aids and services alone cannot adequately address Erin’s needs. This removal will result in Erin having fewer opportunities to interact with her peers and learn age appropriate curriculum. However, not providing special education and related services in a separate setting will result in Erin’s failure to learn functional independent living skills, and necessary communication and social skills Draft September 2010 48
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 and 48: Measurable level of attainment (Ref
Page 49 and 50: Participation in Statewide Assessme
Page 51: Are the measurable postsecondary go
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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