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

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Annual Measurable Goals Goal 1: Jamal will follow three and four step directions without support and five step directions with support in 3 out of 4 opportunities given. Procedures for measuring the student’s progress toward the annual goal: Weekly charting of the number of steps Jamal can follow in performing classroom activities. Procedures for notifying parents of the child’s progress toward the annual goal: 1. Monthly phone conference with parents. 2. Written progress report at the time report cards are distributed. Goal 2: Jamal will identify the correct social cue or feeling in a social interaction of an individual in 3 out of 5 attempts when practicing with a peer and/or educator. Procedures for measuring the student’s progress toward the annual goal: 1. Observation log of Jamal’s interactions with peers and adults. 2. Weekly recording of Jamal’s accuracy of identifying peer and teachers social cues and feeling during practice sessions. Procedures for notifying parents of the child’s progress toward the annual goal: 1. Monthly phone conference with parents. 2. Written progress report at the time report cards are distributed. Goal 3: Given a five paragraph passage, Jamal will correctly identify 75% of the punctuation marks and correctly answer 3 out of 5 comprehension questions when reading aloud. Procedures for measuring the student’s progress toward the annual goal: 1. Written record of Jamal’s use of identifying punctuation marks during weekly oral readings. 2. Weekly record of comprehension questions answered correctly during weekly oral readings. Procedures for notifying parents of the child’s progress toward the annual goal: 1. Monthly phone conference with parents. 2. Written progress report at the time report cards are distributed. Draft September 2010 53
Participation in Statewide Assessments 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: Reading Math Science Language Arts Social Studies WKCE without accommodations in the content areas of: WKCE with accommodations (list accommodations for each content area) Accommodations: • Read directions aloud and reread as needed. Have Jamal reread and/or restate directions in his own words. • Jamal will take the test with a small group. • Jamal will need extra time for any timed test. Accommodations: • Read directions, questions and content aloud and reread as needed. Have Jamal reread and/or restate directions in his own words. • Jamal will take the test with a small group. • Jamal will need extra time for any timed test. Accommodations: • None Needed Accommodations: • None Needed Accommodations: • None Needed WAA-SwD (list accommodations for each content area) Accommodations: Accommodations: Accommodations: * The attached WAA participation checklist describes why the student cannot participate in the regular assessment and why the alternate assessment is appropriate. Draft September 2010 54
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Updated December 2010- DRAFT A Guid
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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 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: How disability affects involvement
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
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Guide for Writing IEPs - The Special Education Team - Wisconsin.gov

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