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

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Appendix B: Tools for Developing and Tracking an IEP IEP Review Checklist Access to General Curriculum (Standards & IEPs) Report of Student Progress Toward Annual Goals Draft September 2010 57
IEP Review Checklist Present Level of Academic Achievement and Functional Performance (PLAAFP) Did you describe what the student is doing now? strengths needs related to the student’s disability parent concerns current levels of achievement and functional performance? Did you describe how the student’s disability affects the student’s involvement and progress in the general education curriculum, or for preschoolers, how the student’s disability affects involvement in age appropriate activities? Did you describe to what extent if any the student would not be involved in the general education curriculum or, for preschoolers, age-appropriate activities? Does the PLAAFP establish a baseline of information about the student that can be used as the starting point from which to determine progress toward annual goals? Describes both academic and non-academic areas such as classroom, community, bus, lunchroom. Includes current formal and informal educational performance data. Describes performance areas meaningful in the student’s life and daily environment. Uses understandable language. Describes learning accommodations, learning strategies. Does the PLAAFP addresses program modifications, accommodations, learning strategies, etc. that help the student participate in general education curriculum and environments. Special Factors Has the IEP team considered special factors without regard to disability category? behavior limited English proficiency communication needs assistive technology Have Braille needs been considered for students with visual impairments? Have special communication needs of students with hearing impairments been considered? Draft September 2010 58
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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 and 60: Participation in Statewide Assessme
Page 61: III. Supplementary aids and service
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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