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

How disability affects
involvement in
general curriculum.
How disability affects
involvement in
general curriculum.
Baseline for Goal 3
social cue or feeling 50% of the time. In less structured and
real life situations, Jamal has more difficulty correctly
identifying the appropriate cue or feeling, succeeding in 1 out
of 4 attempts (25%).
Jamal is learning to regulate himself through the use of a
“sensory diet”. He uses “sensory toys” throughout the day
in every class (i.e. balls, Velcro strips, play dough). Jamal
has learned when he needs a break, he can ask to “go to the
restroom” and this request will be granted. He uses this
strategy appropriately and without cues.
Strength
Jamal can decode high school level text. Strength
Academic
achievement
While he has strong reading decoding skills, he has difficulty
with reading comprehension. On his own, he reads very
quickly with little intonation. He loses the meaning of words
and has difficulty answering questions about what he has just
read.
On average, given a five paragraph passage, he can correctly
answer 1 or 2 of 10 comprehension questions. When asked to
read aloud and prompted to attend to punctuation, his
comprehension increases slightly to 30-40%
Need
Academic
achievement
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 fulltime
in the general curriculum or, for preschoolers, in age –appropriate activities)
Jamal participates fully in the general education curriculum.
The student will participate in an alternate or replacement curriculum that is aligned with alternate
achievement standards in: (check all that apply)
__ Reading __ Math ___ Language Arts ____ Science __ Social Studies ___Other(specify): NA
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)
Jamal is learning to regulate his behavior through the use of a “sensory diet”. He effectively
uses “sensory toys” throughout the day in every class. He has learned that when he needs a
break he may ask to “go to the rest room”. This request should be granted.
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