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

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Access to General Curriculum (Standards & IEPs) The IEP must enable the student to be involved in and progress in the general curriculum AND meet any other educational needs that result from the student’s disability. The general curriculum is based on the Wisconsin Model Academic Standards and district benchmarks which are learning targets for all students, including those with disabilities. The standards provide the lens through which to view classroom instruction, including specially designed instruction documented in an IEP. Thus, all academic instruction that takes place is based on standards and district benchmarks. Other disability related needs may include access skills, social emotional skills, behavior, communication, self-help and motor skills. In developing the present level of academic achievement and functional performance, goals and IEP services, BOTH the academic needs, defined by standards and district benchmarks, and the student’s other disability related needs must be addressed to ensure involvement and progress in the general curriculum, no matter where instruction takes place. For more information on Standards & the IEP refer to A Guide Connecting Academic Standards and IEPs, found at http://dpi.wi.gov/sped/pdf/iepstandardsguide.pdf Draft September 2010 63
Appendix C: Resources Draft September 2010 64
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Updated December 2010- DRAFT A Guid
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Contents Preface...................
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Introduction This technical assista
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Conducting the Meeting: 1. Set the
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IEP Team Meeting Discussion Points
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Participation in State and District
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IEP Discussion Components Present L
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• Includes baseline data for each
Page 17 and 18: Communication: Key Questions: 1. Do
Page 19 and 20: Short Term Objectives or Benchmarks
Page 21 and 22: Participation in State and District
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 and 62: III. Supplementary aids and service
Page 63 and 64: IEP Review Checklist Present Level
Page 65 and 66: Participation in State and District
Page 67: Sample Report of Student Progress T
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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