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

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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 List district-wide assessment(s) student will take: NA Describe appropriate testing accommodations, if any: NA Alternate Assessment – If the student does not take the regular district-wide assessment, describe why the student cannot participate in the regular assessment and an alternate districtwide assessment is appropriate. NA 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 Location Duration Social Skills Instruction 30 minutes 2x per Special education week classroom Small group instruction in reading, grammar, and comprehension skills. Small and large group instruction in language usage. 30 minutes 3x per week Other school settings (hallways, playground, lunchroom 20 minutes daily General education classroom 30 minutes daily Special Education Classroom 30 minutes per week General Education Classroom 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 Occupational Therapy-Work on sensory diet with Jamal to find successful strategies. Frequency/ Amount Location Duration 30 minutes per General Education week Classroom Draft September 2010 55
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) Oral administration of tests. Additional time to edit and complete writing assignments. Classroom materials on tape, audio CD or electronic text reader. IV. Program modifications or supports for school personnel that will be provided. Yes □ No (If yes, describe) Consultation between classroom teacher and special education teacher Consultation between OT, classroom teacher and special education teacher Frequency/ Amount Location Duration Tests having more General education than 5 questions or 10 words per question. classroom Assignments General education requiring more than 5 sentences. classroom Literature and General education subject content not read in class classroom 15 minutes weekly General or special education classroom 15 minutes monthly General education classroom Participation in Regular Education Classes 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 classroom is needed because supplementary aids and services provided in the general education environment alone cannot adequately address Jamal’s needs. If some social skills and small group academic instruction were not provided in a separate setting, Jamal would not be able to develop the skills necessary for his success in all other settings. Participation in Extracurricular and Nonacademic Activities Will the student be able to participate in extracurricular and nonacademic activities with nondisabled students? Yes □ No (If yes, include under I., II., III., and IV. any special education, related services, supplementary aids and services, and program modifications or supports necessary to assist the student. If no, describe the extent to which the student will not be involved in extracurricular and nonacademic activities with nondisabled students) Draft September 2010 56
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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 and 58: How disability affects involvement
Page 59: Participation in Statewide Assessme
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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