Standards-based Individualized Education Program (IEP) Guidance ...

Standards-Based Individualized

Education Program (IEP) A Guide for School Divisions

Revised March 2016

Commonwealth of Virginia Department of Education, Division of Special Education and Student ServicesOffice of Special Education Instructional Services

2Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16

TherequirementsforIndividualizedEducationProgram(IEP)developmentcanbefoundintheRegulationsGoverningSpecialEducationProgramsinVirginia.TheVirginiaDepartmentofEducationdoesnotmandateorprescribeaparticularIEPformorformat.Theinformationcontainedhereinisprovidedonlyasaresourcethateducatorsmayfindhelpfulandshouldbeusedinguidingtheirspecialeducationstandards-basedIEPdevelopmentprocess.SuperintendentofPublicInstructionDr.StevenStaplesAssistantSuperintendentforSpecialEducationandStudentServicesJohnEisenbergOfficeofSpecialEducationInstructionalServicesPatriciaAbramsDirectorOfficeofSpecialEducationInstructionalServicesDeborahJohnsonEducationalSpecialistOfficeofSpecialEducationInstructionalServicesTeresaLeeEducationalSpecialistOfficeofSpecialEducationProgramImprovementMarianneMooreEducationalSpecialist©2016CommonwealthofVirginiaDepartmentofEducation

Thisdocumentcanbereproducedanddistributedforeducationalpurposes.Nocommercialuseofthisdocumentispermitted.ContacttheDivisionofSpecialEducationandStudentServicespriortoadaptingormodifyingthisdocumentfornoncommercialpurposes.TheVirginiaDepartmentofEducationdoesnotdiscriminateonthebasisofrace,sex,color,nationalorigin,religion,age,politicalaffiliation,veteranstatus,oragainstotherwisequalifiedpersonswithdisabilitiesinitsprogramsandactivities.VirginiaDepartmentofEducationDivisionofSpecialEducationandStudentServicesWebsite:www.doe.virginia.gov/special_ed.


Preface

Thisstandards-basedIEPguideintendstoprovidetechnicalassistanceforeducators,parents,andotherswhoparticipateinthedevelopmentofIndividualizedEducationPrograms(IEPs)forstudentswithdisabilities.TheIEPensuresthatastudentwithadisabilityreceivesaFreeAppropriatePublicEducation(FAPE)intheleastrestrictiveenvironment(LRE).Thisstandards-basedIEPguidancedocumentwillassisttheIEPteamindevelopingameaningfulindividualizedprogramthatfacilitatesastudentwithadisabilityaccesstocurriculumandinstructionbasedontheVirginiaStandardsofLearningandgradeappropriatecontentwhilecontinuingtoaddressthestudent’sindividualeducationalneeds.ThecontentofthisguideisbasedonregulatoryrequirementforanIEPasoutlinedintheIndividualswithDisabilitiesEducationAct(IDEA2004)andRegulationsGoverningSpecialEducationProgramsinVirginia.BothstateandfederallawidentifytherequiredcomponentsoftheIEP.Additionalguidanceonstandards-basedIEPdevelopmentwasprovidedbyProjectForum,agroupaffiliatedwiththeNationalAssociationofStateDirectorsofSpecialEducation,andtheU.S.DepartmentofEducationandareviewofvariousguidancedocumentsdevelopedbyotherstatesandinconsultationwithVirginiastakeholders.ThisguideprovidesdescriptionsandexamplesofrequiredIEPcomponentsfromthestatementofpresentlevelofacademicachievementandfunctionalperformance(PLOP)throughthesummaryofeducationalservices,aswellasprovidesassistancetofacilitatetheintegratingofthecontentstandardsintotheIEPdevelopmentprocess.Itdoesnotaddresstheeligibilityprocess,proceduralsafeguardsorimplementationoftheIEP.Also,itutilizesthesampleformsdevelopedbytheVirginiaDepartmentofEducation(VDOE)thatweredesignedtomeetregulatoryrequirementsandlocatedontheWebsiteatwww.doe.virginia.gov.However,thisdoesnotimplythatthesampleformsmustbeusedbythedivisions.Thistechnicalassistanceguidancedocumentwasdesignedwithsupportingmaterials,includingaWeb-basedtrainingmoduleandstandards-basedworksheet.ThesematerialsareavailableontheVDOEWebsite,www.doe.virginia.gov,andshouldbeusedinconjunctionwiththeRegulationsGoverningSpecialEducationProgramsinVirginiaandthelocaldivisionpoliciesandprocedures.TheVirginiaDepartmentofEducationrecognizesthatitisimpossibletoaddressallissuesorquestionsthatmayariseintheIEPdevelopmentprocessinthisdocument.AdditionalinformationisavailablethroughtheVDOEOfficeofSpecialEducationInstructionalServicesat(804)225-2932,thetollfreevoicenumber(800)422-2083,ortextusersdial711(Relay).


AcknowledgmentsTheVirginiaDepartmentofEducation(VDOE)wishestoacknowledgeallthosewhoprovidedassistanceintheinitialdevelopmentandreviewofTheStandards-basedIEPGuidanceDocumentandSupportingMaterials.ThisgroupIncludedMarlaCrawford,VDOEdoctoralintern(CapellaUniversity),andVDOETrainingandTechnicalAssistanceCenterstafflisted.Inaddition,regionalrepresentativesfordivisionspecialeducationdirectorsreviewedthedocumentandprovidedfeedbackthatassistedthedepartmentindevelopingausefulresourceforteacherswithintheirdivisions.


TableofContentsPrefaceAcknowledgmentsIntroduction 6

FederalandStateLawOverviewIndividualizedEducationProgram 7IEPteam 7-8DefiningStandards-basedIEP 9-12

ProcessforCreatingStandards-basedIEPs:

DevelopingStudentPresentLevelofPerformance 13-16A.ConsidertheGrade-levelStandardsfortheGradeB.ExamineClassroomandStudentDataC.WritingthePresentLevelofPerformanceDevelopingStandards-basedMeasurableAnnualGoals 17-21 A. WritingAnnualGoalComponentsB. DevelopmeasurablepostsecondarygoalsandtransitionneedsAssessingandReportingStudentProgress 22-23A. MonitoringStudentProgressB. ReportingStudentProgress

IdentifyingSpecialEducationandRelatedServices 24-28

A. DeterminingRelatedServicesB. IdentifyingSupplementaryAidsandServices

DeterminingtheMostAppropriateAssessmentOption 29-31A. SelectingtheMostAppropriateAssessmentOptionB. AddingtheAppropriateAssessmentAccommodations

DeterminingLeastRestrictiveEnvironment(LRE) 32-33 ObtainingParentalConsent 34 AddressingAdditionalComponentsforSecondaryIEP 35-37ResourcesandReferences 38-40Appendices 41-66


IntroductionThestandards-basedreformmovementhasfocusedonimprovingthequalityofinstructionintheschoolsbyestablishinghighstandardsofachievementandaccountabilityforgeneraleducationcontentforallstudents.Thisincludesstudentswithdisabilities.Inordertoensurethatstudentswithdisabilitiesaccessthegeneralcurriculumandachieveathigherlevels,anIEPdevelopmentprocesscalleda“standards-basedIEP”wasrecommended.Thechangetousingstandards-basedIEPswassupportedinthe2004reauthorizationoftheIndividualswithDisabilitiesEducationAct(IDEA)thatemphasizesaccesstothegeneraleducationcurriculumforstudentswithdisabilities.Ensuringthatallchildren,includingchildrenwithdisabilities,areheldtorigorousacademicstandardsandhighexpectationsisasharedresponsibilityforall.InNovember2015,aDearColleagueletterwasissuedbytheOfficeofSpecialEducationandRehabilitativeServices(OSERS)toclarifytherequirementforstandards-basedIEPs.AccordingtoOSEP,anindividualizededucationprogram(IEP)foraneligiblechildwithadisabilityundertheIDEAmustbealignedwiththeState’sacademiccontentstandardsforthegradeinwhichthechildisenrolled.TheOSEPstatesthat“thecornerstoneoftheIDEAistheentitlementofeacheligiblechildwithadisabilitytoafreeappropriatepubliceducation(FAPE)thatemphasizesspecialeducationandrelatedservicesdesignedtomeetthechild’suniqueneedsandthatpreparethechildforfurthereducation,employment,andindependentliving.”20U.S.C.§1400(d)(1)(A).UndertheIDEA,theprimaryvehicleforprovidingFAPEisthroughanappropriatelydevelopedIEPthatisbasedontheindividualneedsofthechild.“AnIEPmusttakeintoaccountachild’spresentlevelsofacademicachievementandfunctionalperformance,andtheimpactofthatchild’sdisabilityonhisorherinvolvementandprogressinthegeneraleducationcurriculum.TheIEPgoalsmustbealignedwithgrade-levelcontentstandardsforallchildrenwithdisabilities.”In2011,theVirginiaDepartmentofEducationintroducedastandards-basedIEPprocessasbestpracticeforIEPdevelopment,andaguidancedocumentwasdeveloped.AsaresultofrecentU.S.OSEPguidance,the2011standards-basedIEPguidancedocumenthasbeenrevised.ThisguidancedocumenthasbeenupdatedtoreflectcurrentOSEPguidance,changesinthestateassessmentprogram,includingcreditaccommodations,anddiplomaoptions.ThisdocumentisdesignedtobearesourceandshouldbeusedinconjunctionwiththeRegulationsGoverningSpecialEducationProgramsinVirginiaandlocalIEPdevelopmentguidelines.


IndividualizedEducationProgramOverview:WhatisanIndividualizedEducationProgram(IEP)?AccordingtotheRegulationsGoverningSpecialEducationProgramsforChildrenwithDisabilitiesinVirginia,anIEPisawrittenstatementforachildwithadisabilitythatisdeveloped,reviewed,andrevisedinateammeetingthatspecifiestheindividualeducationalneedsofthechildandwhatspecialeducationandrelatedservicesarenecessarytomeetthechild'seducationalneeds.(8VAC20-81-10)WhoisresponsibleforthedevelopmentoftheIEP?Thefederalandstateregulationsdesignaterequiredmembersfordevelopingachild’sIEP.

• Atleastoneregulareducationteacher,ifthestudentis(ormightbe)participatinginthegeneraleducationenvironment.

• Atleastonespecialeducationteacherorappropriateprovider.• Arepresentativeofthelocaleducationalagencywhoisknowledgeableabout

speciallydesignedinstructionforstudentswithdisabilities,thegeneralcurriculum,andtheavailabilityoflocaleducationalagencyresources.

• Theparents.• Thestudent,asappropriate.• Someonewhocaninterprettheinstructionalimplicationsofevaluationresults,who

maybeanotherteammember.• Otherpeoplemaybeinvitedatthediscretionoftheparent(s)ortheschool

personnelbasedontheirknowledgeandexpertiseregardingthechild.

Whensecondarytransitionservicesareconsidered,thentheschooldivisionmustinvite(withconsentoftheparentoradultagestudent)arepresentativeofanyparticipatingagencythatislikelytoberesponsibleforprovidingorpayingfortransitionservices.(Federalregulationsat34CFR300.321;correspondingVirginiaRegulationsat8VAC20-81-110C).Theparent,guardian,orrepresentativeforthestudentshouldbeencouragedtooffertheirinput.Thoughprofessionalscandescribeassessmentresultsandobservations,itistheparent(s),guardian,orrepresentativeforthestudent,andstudent(whenappropriate)who


knowallthesubtlefactorsthataffectthestudent’sabilitytolearn,progress,andsucceed.NotethatanIEPteammembermayfillmorethanoneoftheteampositionsifproperlyqualifiedanddesignated.Foradditionalinformation,“AGuidetotheIndividualizedEducationProgram”canbealsofoundathttp://www.ed.gov/parents/needs/speced/iepguide.WhatdoeslegislationsayaboutwritinganIEP?FederalandstatespecialeducationregulationsdescribehowtheIEPshouldbedeveloped.TheIEPteamshallconsider:

• child’sstrengths;parents’concernsforenhancingtheirchild’seducation;• resultsoftheinitialevaluationormostrecentevaluationofthechild;and• academic,developmental,andfunctionalneedsofthechild.(20USC§1414(d)(3)(A))

TheIEPshould:• meetthechild’sacademic,development,andfunctionalneedsthatresultfromthe

disability;• enablethechildtobeinvolvedinandprogressinthegeneralcurriculum;and• meeteachofthechild’sothereducationalneedsthatresultfromthechild’sdisability.

(20USC§1414(d))TherearefederalandstaterequirementsfortheIEPteamandcontent,whichareprovidedintheRegulationsGoverningSpecialEducationProgramsforChildrenwithDisabilitiesinVirginia(PDF).Referto8VAC20-81-110.Whatadditional“specialfactors”shouldtheIEPteamconsiderwhendevelopinganIEPforcertainstudents?Accordingtotheregulation,theIEPteamalsoshall:Referto8VAC20-81-110.

q Inthecaseofachildwhosebehaviorimpedesthechild'slearningorthatofothers,considertheuseofpositivebehavioralinterventions,strategies,andsupportstoaddressthebehavior;

q InthecaseofachildwithlimitedEnglishproficiency,considerthelanguageneedsofthechildasthoseneedsrelatetothechild'sIEP;

q Inthecaseofachildwhoisblindorvisuallyimpaired,provideforinstructioninBrailleandtheuseofBrailleunlesstheIEPteamdeterminesafteranevaluationofthechild'sreadingandwritingskills,needs,andappropriatereadingandwritingmedia,includinganevaluationofthechild'sfutureneedsforinstructioninBrailleortheuseofBraille,thatinstructioninBrailleortheuseofBrailleisnotappropriateforthechild;

q Considerthecommunicationneedsofthechild;q Considerthechild'sneedsforbenchmarksorshort-termobjectives;q Inthecaseofachildwhoisdeaforhardofhearing,considerthechild'slanguageand

communicationneeds,opportunitiesfordirectcommunicationswithpeersandprofessionalpersonnelinthechild'slanguageandcommunicationmode,academiclevel,andfullrangeofneeds,includingopportunitiesfordirectinstructioninthechild'slanguageandcommunicationmode;and

q Considerwhetherthechildrequiresassistivetechnologydevicesandservices.


DefiningaStandards-basedIEPWhatisastandards-basedIEP?1Astandards-basedIEPdescribesaprocessinwhichtheIEPteamhasincorporatedstatecontentstandardsinitsdevelopment.TheIEPisdirectlylinkedtoandframedbyVirginia’scoursecontentStandardsofLearning(SOL)forthegradeinwhichthestudentisenrolledorwillbeenrolled.Thestatestandardscanbefoundathttp://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml.Specificaccommodationsandmodificationsaddressingstudent’sneedstoaccessthegeneraleducationinstructionalprogramareincludedinthestandards-basedIEPforstudent’spresentgrade-levelandcoursecontentrequirements.Areallspecialeducationstudentsrequiredtohaveastandards-basedIEP?Yes,anindividualizededucationprogram(IEP)foraneligiblechildwithadisabilityundertheIndividualswithDisabilitiesEducationAct(IDEA)mustbealignedwiththeState’sacademiccontentstandardsforthegradeinwhichthechildisenrolled.2ThishelpstoensurethatchildrenwithdisabilitiesareheldtohighexpectationsandhavemeaningfulaccesstoaState’sacademiccontentstandard.

Inaddition,astandard-basedIEPisoneoftheeligibilityrequirementsforVDOE’screditaccommodationsforstudentswithdisabilitiesworkingtowardastandarddiploma.MoreinformationmaybefoundunderGraduationRequirements-CreditAccommodationsathttp://www.doe.virginia.gov/instruction/graduation/credit_accommodations.shtml.

ForthestudentwhoseIEPteamdeterminesthatheorsheshouldtakeanalternateassessmentbasedonVirginia’salternateacademicachievementstandards,theteammustdevelopannualgoalsandshort-termobjectivesbasedonthealignedstandardsoflearning(ASOL).http://www.ncscpartners.org/Media/Default/PDFs/Resources/NCSCBrief5.pdf

1QuestionsandanswerswereadaptedfromtheUSDENon-regulatoryGuidanceDocumentonModifiedAcademicAchievementStandardsfoundathttp://www.ed.gov/policy/speced/guid/nclb/twopercent.doc

2GuidancefromOSEP:DearColleagueLetter,November2015.


WhatisthedifferencebetweenthetraditionalIEPandastandards-basedIEP?Traditionally,IEPshavefocusedonastudentacquiringbasicacademic,accessand/orfunctionalskillsandhavehadlittlerelationshiptoaspecificacademicareaorgrade-levelexpectations.Incontrast,theprocessusedtodevelopastandards-basedIEPisdirectlytiedtothestate’scontentstandards.Boththestudent’spresentlevelofperformanceandsomeoftheannualIEPgoalsarealignedwithandbasedonthestate’sgrade-levelstandardswhichcreatesaprogramthatisaimedatgettingthestudenttoaproficientlevelonthestatestandards.Historically,forsome,theIEPwasviewedasthecurriculum.However,“theIEPisnotthecurriculum,butisdesignedtoprovideaccesstothegeneralcurriculumasreflectedinstatestandards.Therewillnotbeaone-on-onecorrespondencebetweenanIEPgoalandastatestandardlikethereisinalessonplan.EachgoalonanIEPiswrittentohelpthestudentachievemultiplestandards.TheIEPmaycontainadditionallife,social,communication,orfoundationalskillsgoalsthatdonotnecessarilylinktostatestandardsfortheassignedgradelevel.”(NCSCBrief,Oct.2015)Thisistrueforallstudentswithdisabilities,includingthosewithsignificantcognitivedisabilitieswhoseinstructionmaybebasedonalternateacademicachievementstandards.Whatarethecomponentsofastandards-basedIEP?ThecomponentsarethesameasthetraditionalIEP.VirginiarequiresthatallIEPscontainapresentlevelofacademicachievementandfunctionalperformance,commonlyreferredtoasthepresentlevelofperformance(PLOP),goalsstatement,accommodationsand/ormodificationsandservicestatements.TheIEPalsoincludesthestudent’slevelofnonparticipationwithpeersinthegeneraleducationsetting,howthestudentwillparticipateinstateassessments,andmethodsofassessingandreportingstudentprogress.Inaddition,forstudentsbeginningwiththefirstIEPtobeineffectwhenthestudentisage14,theIEPmustaddresssecondarytransition.Itshouldbenotedthatinastandards-basedIEP,thePLOPandsomeoralloftheannualgoalsareconnectedtothespecificgrade-levelSOLorASOL.Thiscreatesaprogramthatisaimedatgettingthestudenttoaproficientlevelonstatestandardsinadditiontoaddressingfunctionaland/orbehavioralneedsofthestudent,asneeded.Dotheregulationsrequireshort-termobjectivesinthestandards-basedIEP?No.FederalregulationsrequireonlytheIEPsofstudentswithsignificantcognitivedisabilitieswhoparticipateinassessmentsbasedonalternateacademicachievementstandards,suchastheVirginiaAlternateAssessmentProgram(VAAP),toincludeadescriptionofbenchmarksorshort-termobjectives.VirginiaregulationsfurtherrequirethattheIEPteamdocumentsitsconsiderationoftheinclusionofbenchmarksorshort-termobjectivesforallchildren’sIEPs.Whatarethebenefitsofastandards-basedIEP?MacQuarie(2009)describesthefollowingpositivebenefitsofastandards-basedIEP:

• LinkstheIEPtothegeneraleducationcurriculumbasedonthestateSOL.• Providespositivedirectionsandgoalsforintervention.


• Utilizesstandardstoidentifyspecificcontentcriticaltoastudent'ssuccessfulprogressinthegeneraleducationcurriculum.

• Promotesasingleeducationalsystemthatisinclusivethroughcommonlanguageandcurriculumforspecialandgeneraleducationstudents.

• Ensuresgreaterconsistencyacrossschoolsanddivisions.• Encourageshigherexpectationsforstudentswithdisabilities.

Aproperlyimplementedstandards-basedIEPwillimprovethestudent’sopportunitytoreceivespecificallydesignedinstructionlinkedtothegeneraleducationalcurriculumfortheenrolledgradeandappropriateaccommodationstosupportachievementofgrade-levelexpectations.Researchhasdemonstratedthatchildrenwithdisabilitieswhostruggleinreadingandmathematicscansuccessfullylearngrade-levelcontentandmakesignificantacademicprogresswhenappropriateinstruction,services,andsupportsareprovided.3Doesastandards-basedIEPimplythatthestudentisongrade-levelinthatcontentarea?No,thestudentmaynotbeongrade-levelinthatcontentarea.However,thestudentisworkingtowardmeetinggrade-levelexpectationandreceivinggrade-levelcontentinstruction.TheIEPshouldaddresswhatneedstohappeninorderforthestudenttomeetthestandards.OncetheIEPteamhasanalyzedthestudent’scurrentperformanceanddeterminedwhatthestudentneedstolearn,thespecializedinstructionandrelatedservicesandsupportsshouldbeaddressed.HowdoIEPteamsdevelopagrade-levelstandards-basedIEPwhenastudentisnotongrade-level?TheNationalAssociationofStateDirectorsofSpecialEducation(NASDSE)hasproducedadocumentthatillustratesarecommendedseven-stepprocess,withaccompanyingguidingquestions,toassistspecialeducationteachersandotherprofessionalsindevelopingastandards-basedIEP.TheStandards-basedIndividualizedEducationProgramExamplesareavailableonthefollowingNASDSEWebpages:inForum:Standards-BasedIndividualizedEducationProgramExamplesavailableat:www.nasdse.org/portals/0/standards-basediepexamples.pdf.Thisprocesshasbeenmodifiedandutilizedinthisguidancedocument.TeachersupportmaterialsarealsoavailableontheVDOEWebsite.Thesematerialsinclude:1) OnlineTrainingModules

TheVirginiaDepartmentofEducation,alongwiththecollaborationoftheTrainingandTechnicalAssistanceCentershasdevelopedafreeonlinetrainingtitled,“Standards-basedIEPsOnlineTraining.”ThisfreetrainingisavailablethroughtheWebsiteat

3ImprovingtheAcademicAchievementoftheDisadvantaged;AssistancetoStatesfortheEducationofChildrenWithDisabilities,FinalRule,80Fed.Reg.50773,50776(Aug.21,2015).


www.doe.virginia.gov.Thetrainingfocusesonthedevelopmentofastandards-basedIEPandcanbeusedasanindividualorgrouptrainingtool.

2) Standards-basedSkillsInventoryWorksheets

Theseworksheetshavebeendevelopedbasedonthegrade-levelcurriculumframeworkessentialskillsandknowledgetoassisttheteacherindevelopinggoalsanddeterminingthecomponentofthestandardinwhichthestudentwillneedspecializedinstructiontoaccessandaddressthegradelevelcontent.TheseworksheetsareavailableontheWebsiteatwww.doe.virginia.gov.Tofacilitatethedevelopmentofastandards-basedIEPusingthealignedstandards,resourcescanbefoundatTrainingandTechnicalAssistanceCenters(TTAC)Onlineathttp://ttaconline.org/vaap.


DevelopingofaStandards-basedIEP

I. ThePresentLevelofAcademicAchievementandFunctionalPerformanceThePresentLevelprovidesasummaryofbaselineinformationthatindicatesthestudent’sacademicachievement,identifiescurrentfunctionalperformance,andprovidesanexplanationofhowthedisabilityaffectsthestudent’sinvolvement/progressinparticipatinginthegeneralcurriculum.Astandards-basedIEPshouldindicatehowthestudentisperforminginrelationshiptotheStandardsofLearning(SOL)attheenrolledgrade-level.Standards-basedIEPsidentifyspecificskillsandknowledgethatwillallowthestudenttoworktowardscurrentgrade-levelSOLorthenextgrade-levelofstandards.Whendevelopingthepresentlevel,IEPteamsshould:A. ConsidertheGrade-levelStandardsConsiderthegrade-levelcontentstandardsforthegradeinwhichthestudentisenrolled.PriortodevelopingIEPs,allIEPteammembers,includingparents,needtobefamiliarwiththegeneraleducationcurriculum,includingthestate’sacademiccontentstandardsandstateassessments.StandardsofLearningcanbeviewedontheVirginiaDepartmentofEducationWebsite:www.doe.virginia.gov/testing/sol/standards_docs/index.Academiccontentstandardsformthebasisofthegeneraleducationcurriculumandcoverwhatstudentsareexpectedtoknowandbeabletodo.Ifnotdevelopedneartheendoftheschoolyear,annualIEPsmayrequiregoalsthatcrosstwograde-levels(e.g.,Mathematics8andAlgebraI).Inordertomakeinformeddecisionsabouteachstudent’sstrengthsandneeds,theIEPteamshouldconsiderhowthestudentisperforminginrelationtothestate’sgrade-levelcontentstandardsforthegradeinwhichthestudentisenrolled.Ask:

q Whatistheintentofthecontentstandard?q Whatisthecontentstandardsayingthatthestudentmustknowandbeabletodo?


B. ExamineClassroomandStudentDataAnalyzetheclassroomandstudentdatatodeterminewherethestudentisfunctioninginrelationtothegrade-levelstandards.TheVirginiaStandardsofLearning(SOL)definewhatstudentsshouldknowandbeabletodoineachsubjectarea.ItistheIEPteam’sresponsibilitytocarefullyexaminewhatisknownaboutthestudent’sclassroomperformanceonthegrade-levelstandards-basedevidencecollectedovertimeduringtherecentandpastyears.Theexaminationincludesananalysisof:

• informalclassroomassessments,statewideassessments,authenticperformancetasks,criterion-basedevaluations,curriculum-basedassessments,worksamples,andageappropriatetransitionassessments;

• theessentialskillsinthegrade-levelCurriculumFrameworkthatareprimarilybeingaffectedbythestudent’sdisability;

• whetherthedataareindicativeofstudentperformance;• whatthedataindicatesaboutstudentlearningandhowdatacanbeutilizedto

determinefutureneed;• studentandparentinput,and;• whatpreviousIEPsandprogressmonitoringdatasuggestaboutthestudent’s

performance.Forstudentswithsignificantcognitivedisabilities,thebestassessmentofprogressistheongoingprogressmonitoringusedinthecontextofinstruction.Observationaldataandsummarynotesfromthisongoingassessmentwillprovidethespecificdetailsneeded.Ask:

q WhatdoesthedatatelltheIEPteamaboutthestudent’sperformanceregardingtheknowledgeandskillsthestudenthasdemonstratedinrelationtothegrade-levelcontentstandards?

q Arethereassessmentdata(i.e.,state,divisionand/orclassroom)thatcanprovideusefulinformationformakingdecisionsaboutthestudent’sstrengthsandneeds?

q Wherearethegapsinknowledgeandskills?q Whatdidwelearnaboutthewaythestudentrespondedtoaccommodations?q Werethepreviousinterventionssuccessful?q Arethereskillsthatthestudentmissedlearningovertimethatarenecessarytosupport

thegrade-levelstandard?Whicharemostlikelytosupportprogress?q Arethereauthenticperformancetasksthatprovideevidenceofstudentlearning?q Aretheredatatoincludestudentreflectionandself-assessment?q Aretheremultiplemeasuresbeingused?Bywhom?


Examplesofdatasources:Thislistisnotallinclusive.

q SOL-Individualprogresssummarystatementandresponsebyquestion

q AlgebraReadiness/mathassessmentq Readingandmathassessmentq Benchmarkassessmentq Studentworksamplesq Ageappropriatetransitionassessmentq Pre-Postcontentassessmentq Attendanceanddisciplinedata

q Achievementtests(normorcriterionreferenced)

q Parent/TeacherObservationq Anecdotalnotesq Classroomassessmentq Reviewofexistingdataq Diagnosticreportsq Runningrecordsq Universalscreening/progress

monitoring

C.WritingthepresentlevelofperformanceConsiderthefactorsrelatedtothestudent’sdisabilityandhowtheyaffecthowthestudentlearnsanddemonstrateswhatheorsheknows.Thepresentlevelofacademicachievementandfunctionalperformance,commonlyknownasthePLOP,describestheindividualstrengthsandneedsofthestudentinrelationtoaccessingthegeneralcurriculum.ThePLOPincludesdatafromevaluations,classroomandstateassessments,ageappropriatetransitionassessments(asappropriate),observations,informationfromstudentsandparents,andotherresources.Itshouldbeutilizedtoidentifytheskillsandknowledgethatastudentneedstoachieveinordertomeettheacademicgrade-levelcontentstandards.IdentifiedneedswillbeutilizedtodeveloptheannualIEPgoals.Ask:

q Whatarethegrade-levelcontentstandardsforthegradethatthestudentisenrolled?q Whereisthestudentperforminginrelationtothegrade-levelstandards?q Whataretheindividualstrengthsofthestudentinaccessingandmasteringthegeneral

curriculum?Includesourcesofinformation.q Whataretheindividualareasofneedofthestudentinaccessingandmasteringthe

generalcurriculum?Includesourcesofinformation.q Whatskills/behaviors(academic/functional)isthestudentable/unabletoperform?q Whatotherneeds,suchasfunctional,organizational,andsocialskillsimpactthestudent

involvementandprogressinthegeneralcurriculum?q Whatstrategies,accommodationsand/orinterventionshavebeensuccessfulinhelping

thestudentmakeprogressinthegeneralcurriculum?q Ifappropriate,shouldcreditaccommodationbeconsideredandifso,wasajustification

ordescriptionoftheneedforcreditaccommodationsprovided?q Howdoestheidentifieddisabilityaffectinvolvementandprogressinthegeneral

curriculum?q Whataretheparentalconcerns?


q Whatarethestudent’sinterests,preferences,andgoals?Includepostsecondaryaspirations,basedonageappropriatetransitionassessments.(RefertoVDOE’sassessmenttransitionpacketathttp://www.vcu.edu/ttac/transition/assessment.shtml.)

q Isthestudentprogressingataratetoachievegrade-levelproficiencywithintheyear?QuickCheck:Reviewforthefollowingcontent:

• Informationwritteniseducationallyvaluableandwritteninauser-friendlymanner.• Baselinedataisincludedinrelationshiptoexpectationwithinthegeneraleducation

setting(normsareincluded)andthestudent’sabilitytoachievegrade-levelproficiency.• Anyteacherwouldknowwheretobegininstructionbasedonprovidedinformation.

II. Standards-basedAnnualGoalsTheIEPannualgoalssettargetsofexpectedperformanceforindividualstudentstoaccomplishinoneschoolyear.Theannualgoalsneednotnecessarilyresultinthechild’sreachinggrade-levelwithintheyearcoveredbytheIEP,butthegoalsshouldbesufficientlyambitioustohelpclosethegap.4

Thegoalsinastudent’sIEPshouldrelatetothestudent’sneedforspeciallydesignedinstructiontoaddressthestudent’sdisabilityneedsandthoseneedsthatinterferewiththestudent’sabilitytoparticipateandprogressinthegeneralcurriculum.TheneedsidentifiedinthePLOPprovidethebasisforwhichannualgoalsarewritten.

Standards-basedIEPgoalsshouldnotbearestatementoftheSOLorASOL.Thegoalsshouldbeastatementthatdocumentsthenecessarylearningthatwillleadtothestudentmeetingthestandardsandshouldbebasedontheessentialskillsandknowledgerequiredtoaccessthecontentstandards.FortheASOL,thegoalsmustbeclearlyrelatedtograde-levelcontent,althoughtheymayberestrictedinscopeorcomplexityortaketheformofintroductoryorpre-requisiteskills.Goalsshouldbestatedsothatstudentprogresscanbemeasured.Acquisitionoftheseskillsrequiresspecialized,uniquelydesigned,instructionovertimeandperiodicassessmentofprogressfollowinginitialcollectionofbaselinedata.

Forstudentswithsignificantcognitivedisabilitieswhoparticipateinassessmentsbasedonalternateacademicachievementstandards,suchastheVirginiaAlternateAssessmentProgram(VAAP),Federalregulationsrequireadescriptionofbenchmarksorshort-termobjectives.Theseshorttermobjectivesshowtheprogressexpectedateachreportingperiodasthestudentmovestowardmasteryoftheannualgoal.

4GuidancefromOSEP:DearColleagueLetter,November16,2015


Developmeasurableannualgoalsbasedongrade-levelacademiccontentstandards.

Ask:q Whatarethestudent’sneedsasidentifiedinthepresentlevelofperformance?q Whatskillsdoesthestudentrequiretomasterthecontentofthecurriculum?q Whatcanthestudentreasonablybeexpectedtoaccomplishinoneschoolyear?

Goalsshouldbeprioritized,clearlyindicatingtheskillsandknowledgemostimportanttolong-termacademicsuccess.Standards-basedworksheetsweredevelopedtoassistwithidentifyingandprioritizingpotentialskillsthatwillneedspeciallydesignedinstructionand/orrelatedservices.Asampleworksheetfollows,includinginstructionsforitsuse.Theworksheetisnotrequired;however,itcanbeavitaltoolinnarrowingthefocusofthespeciallydesignedinstruction.TheworksheetsareavailableontheVDOEWebsiteatwww.doe.virginia.gov.


A. WritingAnnualGoalComponentsWhenwritingannualgoals,thecomponentsshouldincludewho,behavior,criterion,conditions,andtimeframe.Timeframe-specifiesthenumberofweeksoracertaindateforcompletion.Conditions-specifythemannerinwhichprogresstowardthegoaloccurs.Theconditionsdescribethespecificresourcesthatmustbepresentforachildtoreachthegoal.Theconditionofthegoalshouldrelatetothebehaviorbeingmeasured.Forexample,agoalrelatingtoreadingcomprehensionmayrequiretheuseofagraphicorganizer.Thegraphicorganizeristhecondition.Behavior-clearlyidentifiestheperformancethatisbeingmonitored.Itrepresentsanactionthatcanbedirectlyobservedandmeasured.Criterion-identifieshowmuch,howoften,ortowhatstandardthebehaviormustoccurinordertodemonstratethatthegoalhasbeenachieved.Thegoalcriterionspecifiestheamountofgrowththatisexpected.Ask:

q Doesthegoalhaveaspecifictimeframe?q Aretheconditionsformeetingthegoaladdressed?q Howwilltheoutcomeofthegoalbemeasured?q Arethegoalswrittenintermsthatparentsandeducatorscanunderstand?q Dothegoalssupportparticipationandprogressinthegeneraleducationcurriculumand

forpreschoolstudents,participationinage-appropriateactivities?q Dotheannualgoalssupportpostsecondarygoals?

QuickCheck• GoalsarerelatedtoinformationinthePLOP.

• Goalsarewrittentoaddressacademicand/orfunctionaldisabilityrelatedneeds,suchasbehaviors.

• Goalsaremeasurableandincludeaprojectedlevelofattainment.

• Goalsareinstructionallyrelevantandsupportparticipationandprogressinthegeneralcurriculum.


a) WritingFunctionalGoal:Accordingtotheregulations,anotherareatoconsiderwhendevelopinggoalsmightbewhatthechildneedstolearnorbeabletodofunctionally.Thesetypesofgoalsaretypicallynonacademicandarenotpartofthe“academic”curriculum/standards.Theywouldnotbeconsideredstandards-based.However,ifachildhasfunctionalneedsthatimpactparticipationintheeducationalenvironment,suchaslearningtoeatindependently,usepublictransportation,orcommunicatewithanaugmentativecommunicationdeviceorsocialoremotionalneeds,suchasimpulsecontrol,angermanagement,orappropriatebehavioralalternatives,thentheseneedsshouldbedescribedinthePLOPandgoalsoraccommodationsshouldbeincludedintheIEP.

B. DevelopmeasurablepostsecondarygoalsandtransitionneedsForstudentsbeginningwiththefirstIEPtobeineffectwhenthestudentisage14(andatayoungerage,ifdeterminedappropriate)andupdatedatleastannually,theIEPmustincludemeasurablepostsecondarygoalsbasedonthestudent’sstrengths,preferencesandinterests,astheyrelatetotransitionfromschooltopost-schoolactivities,intheareasofpostsecondaryemployment,postsecondaryeducation,postsecondarytraining,andasappropriateindependentliving.

Themeasurablepostsecondarygoalsareintendedtoacknowledgethestudent'sstrengths,needs,preferencesandinterests.Theymustbemeasurable,happenaftercompletingsecondaryschool,andbebasedonageappropriatetransitionassessments.Annualgoals,academicandfunctional,facilitatethestudent’smovementfromschooltopost-schoolactivities.Theskillsnecessaryforreachingpostsecondarygoalsshouldbeprioritized,basedonthestudent’sindividualneeds.TheIEPteammustdeterminewhatimmediateandlong-termstepsarenecessarytoreachthegoal.

Ask:q Whatdoyouwanttodoafteryoufinishhighschool?q Ifyougotocollege,whatdoyouwanttostudy?q Whatkindofworkdoyouwanttodo?q Whatdoyouwanttolearnmoreabout?q Wheredoyouplanonliving?q Howwillyousupportyourself,getaround,andparticipateinrecreationalorleisure

activitiesinyourcommunity?

TherearemanyageappropriatetransitionassessmentsandexperiencesthatwillhelpthestudentandtheIEPteamanswerthesequestions.Additionally,thestudentmightreceivebenefitfromworkingwithanadultserviceagency,suchastheDepartmentforAgingandRehabilitativeServices(DARS).TheIEPTeammustconsiderareferraltoanadultserviceagencyduringtheIEPinwhichthestudentturns16yearsold.Itisnecessarytoobtainthewrittenconsentoftheparentorageofmajoritystudent,ifappropriate,priortomakingareferral.


QuickCheck:

• Goalsreflectthestudent’sstrengths,postsecondarypreferencesandinterests.• Postsecondarygoalsaremeasureableandbasedonageappropriatetransition

assessmentsrelatedtoemployment,education,training,andwhenappropriate,independentliving.

• Ameasureablegoalorgoalshavebeendevelopedthataddresstheareaofpostsecondaryemployment.

• Ameasureablegoalorgoalshavebeendevelopedthataddresstheareaofpostsecondaryeducation.

• Ameasureablegoalorgoalshavebeendevelopedthataddresstheareaofpostsecondarytraining.

• Ifappropriate,ameasureablegoalorgoalshavebeendevelopedthataddresstheareaofpostsecondaryindependentliving.


III. AssessingandReportingStudentProgressTheprogressmonitoringprovisionalsorequiresthattheIEPspecifyhowthestudentandparentswillberegularlyinformedofthechild’sprogresstowardthegoals(i.e.,whatthestudentcannowdothathe/shewasnotdoingpreviouslyasitrelatestotheannualgoal)andtheextenttowhichprogressisconsideredsufficient.ProgressmonitoringhelpsIEPteamsaddressanylackofexpectedprogresstowardstheannualgoalsandmakedecisionsconcerningtheeffectivenessofcurriculumdelivery.Referto34CFR300.320(a)(3)Progressmustbereportedatleastasoftenasparentsofnondisabledstudentsareinformedoftheirchild’sprogress.Checkyourlocalschooldivision’sprogressreportingscheduletodeterminetherequireddates.Assessandreportthestudent’sprogressthroughouttheyear.Ask:

q Howdoesthestudentdemonstratewhathe/sheknowsonclassroom,benchmark,andstateassessments?

q Isavarietyofassessmentsusedtomeasureprogress?q Howwillprogressbereportedtoparents?q DidthestudentmaketheprogressexpectedbytheIEPteam?q Howdoesthestudent’sperformancecomparewiththeperformanceofgeneral

educationstudents?q Isthestudentmoreindependentinthegoalarea?q Willworkonthegoalbecontinuedorwillthestudentbedismissedfromthisgoalarea?

A. MonitoringStudentProgressAtthetimeanIEPisdeveloped,itmustspecifyanddocumenthowthechild’sprogresstowardeachannualgoalwillbemeasured,including;

• whatwillbemonitored,• whowillmonitorit,• whenitwillbemonitored,• wherethemonitoringwillbeconducted,and• howthedatawillbereported.

EvaluationprocedureandtoolsselectedtocollectdataandmeasurestudentprogressshouldbeidentifiedintheIEP.Datacollectiontoolsshouldrepresentdifferenttypesofmeasurementinordertoprovideaclearpictureofstudentprogress.Exampleofprogressmonitoringtoolsandschedule:Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation_X__Worksheet____Classwork____Homework

_X_Observation____SpecialProjects____TestsandQuizzes____WrittenReports

____Criterion-referencedtest:________________Norm-referencedtest:_______________X__Other:Student-madegraphorchart


Inaddition,anevaluationscheduleshouldbeincludedintheIEP.Evaluationschedulestatesthedateorintervalsorfrequencyoftheprogressmonitoringanddatacompilation,suchasweekly,daily,etc.

B. ReportingStudentProgressProgressonIEPgoalsandshort-termobjectives(ifrequired)isreportedtoparentsasoftenasnondisabledstudentsreceiveacademicprogressreports.

• Timeline:Mid-Quarter(InterimReports),Quarterly• Format:CompilationForms,Graphs,Narratives

QuickCheck:

• Thefrequencyandmannerofreportingtoparentsisdeterminedinconsiderationofastudent’suniqueneeds.

• Progressisreportedtoparentsinamannerthatisunderstoodbythem(e.g.,jargon-free)andisobjective,notsubjective.

• Specificdataisincludedinmeasurabletermsregardingtheextenttowhichthestudentisprogressingtowardsmeetingannualgoals.

• Theinformationincludedinreportstoparentsissufficienttoidentifyastudent’slackofprogressearlyenoughthattheIEPteamcould,ifnecessary,reconvenetoreviewand,ifappropriate,revisethestudent’sIEPtoensurethestudentisprovidedtheappropriatesupportstoreachtheannualgoals.


IV. IdentifyingSpecialEducationandRelatedServicesTheIEPteamneedstodevelopastatementofthespecialeducationandrelatedservicesandsupplementaryaidsandservices,basedonpeer-reviewedresearchtotheextentpracticable,tobeprovidedforthechild,oronbehalfofthechild,andastatementoftheprogrammodificationsorsupportsforschoolpersonnelthatwillbeprovidedtoenablethechild:(34CFR300.320(a)(4)).

a. Toadvanceappropriatelytowardattainingtheannualgoals;b. Tobeinvolvedandprogressinthegeneralcurriculumandtoparticipatein

extracurricularandothernonacademicactivities;andc. Tobeeducatedandparticipatewithotherchildrenwithdisabilitiesandchildren

withoutdisabilitiesintheactivitiesdescribedinthissection.Ask:

q Whatrelatedservicesoraccommodationsareneededtoenablethestudenttoaccesstheknowledgeinthegeneraleducationcurriculum?

q Whataccommodationshavebeenusedbythestudentandweretheyeffective?q Hasthecomplexityofthematerialsbeenchangedinsuchawaythatthecontenthas

beenmodified?A. DeterminingrelatedservicesAccordingtotheregulations,relatedservicesincludetransportationandsuchdevelopmental,corrective,andothersupportiveservicesasarerequiredtoassistachildwithadisabilitytobenefitfromspecialeducation.Thismayinclude,butnotlimitedto,thefollowing:

¨ speech-languagetherapy¨ psychologicalservices¨ earlyidentificationand

assessmentofdisabilitiesinchildren

¨ medicalservicesfordiagnosticorevaluationpurposes

¨ JobCoaching

¨ audiologyservices¨ physicaltherapy¨ occupationaltherapy¨ counselingservices,

includingrehabilitationcounseling

¨ schoolhealthservices¨ school/nurseservices¨ parentcounselingand

training

¨ interpretingservices¨ recreation,including

therapeuticrecreation¨ orientationandmobility

services¨ socialworkservicesin

schools¨ other

AccordingtotheNationalDisseminationCenterforChildrenwithDisabilities,therearetwobasickindsofrelatedservicesinterventionsofferedbyschoolstomeettherangeofstudentneeds.Theseare:DirectServices:Directservicesusuallyrefertohands-on,face-to-faceinteractionsbetweentherelatedservicesprofessionalandthestudent.Theseinteractionscantakeplaceinavarietyof


settings,suchastheclassroom,gym,healthoffice,resourceroom,counselingoffice,orplayground.Typically,therelatedserviceprofessionalanalyzesstudentresponsesandusesspecifictechniquestodeveloporimproveparticularskills.Theprofessionalshouldalso:

• monitorthestudent'sperformancewithintheeducationalsettingsothatadjustmentscanbemadetoimprovestudentperformance,asneeded,and

• consultwithteachersandparentsonanongoingbasis,sothatrelevantstrategiescanbecarriedoutthroughindirectmeans(seebelow)atothertimes.

IndirectServices:Indirectservicesmayinvolveteaching,consultingwith,and/ordirectlysupervisingotherpersonnel(includingparaprofessionalsandparents).Forexample,aschoolpsychologistmighttrainteachersandothereducatorshowtoimplementaprogramincludedinastudent'sIEPtodecreasethechild'sproblembehaviors.Similarly,aphysicaltherapistmayserveasaconsultanttoateacherandprovideexpertisetosolveproblemsregardingastudent'smobilitythroughschool.Goodpracticeisgenerallythoughttoincludethefollowingaspects:

• Theinterventionprocedureisdesignedbytherelatedserviceprofessional(withIEPteaminput)foranindividualstudent.

• Therelatedserviceprofessionalhasregularopportunitiestointeractwiththestudent.

• Therelatedserviceprofessionalprovidesongoingtraining,monitoring,supervision,proceduralevaluation,andsupporttostaffmembersandparents.

Thetypeofserviceprovideddependsupontheindividualneedsofthestudentandhisorhereducationalgoals.Decisionsaboutdirectorindirectservicedelivery,therefore,aremadeonanindividual,case-by-casebasis.

Example:

Serviceandprovider Direct IndirectPsychologicalcounseling

Oneononecounseling Trainingtheteacherhowtoimplementabehaviormanagementprogram

Physicaltherapy Smallgrouptherapy Providinglesson/oradaptinglessonstobeusedinphysicaleducation


Speechtherapy Co-teachingEnglishclass Consultingwiththeclassroomteacheronactivitiestoimprovestudent’swrittenlanguage

B.IdentifyingtheSupplementaryAidsandServicesSupplementaryaidsandservicesareaids,services,andothersupportsthatareprovidedinregulareducationclasses,othereducation-relatedsettings,andinextracurricularandnonacademicsettings,toenablechildrenwithdisabilitiestobeeducatedwithnondisabledchildrentothemaximumextentappropriate.Theseaidsandservicesareoftenidentifiedasaccommodationsandmodifications.AccordingtotheAccommodationManual,developedbyTheCouncilofChiefStateSchoolOfficers,thedifferencebetweenaccommodationsandmodificationsisthataccommodationsdonotreducelearningexpectations.Theyprovideaccess.However,modificationsrefertopracticesthatchange,lowerorreducelearningexpectations.Modificationscanincreasethegapbetweentheachievementofstudentswithdisabilitiesandexpectationsforproficiencyataparticulargrade-level.

TheAccommodationManualidentifiesfourtypesofaccommodations:presentation,response,setting,timingandscheduling.

ExamplesofClassroomAccommodations:Presentation:

ProvideonaudiotapeProvideinlargeprint/copiesofnotesReducenumberofitemsperpageorlineProvideadesignatedreaderPresentinstructionsorally/picturecues

Response:

Allowforverbalresponses/communicationsystemsAllowforanswerstobedictatedtoascribeAllowtheuseofataperecordertocaptureresponsesPermitresponsestobegivenviacomputerPermitanswerstoberecordeddirectlyintotestbooklet

TestScheduling:

AdministeratestinseveraltimedsessionsoroverseveraldaysAllowsubteststobetakeninadifferentorderAdministeratestataspecifictimeofday

Setting:

Providepreferentialseating/studycarrelProvidespeciallightingoracousticsProvideaspacewithminimaldistractionsAdministeratestinasmallgroupsettingAdministeratestinprivateroomoralternativetestsite

Thestudentshouldbefamiliarwiththeaccommodationanditsuseshouldnotbelimitedtostateassessmentonly.Anaccommodationshouldnotbeselectedsolelytoenhanceperformancebeyondprovidingequalaccess.Inaddition,itisalsoimportanttoknowthatsomeaccommodationsusedduringinstructionorclassroomassessmentmaynotbeallowableonstatewideassessments.


Iftherearequestionsabouttheappropriatenessofaspecificaccommodation,theschooldivisiondirectoroftestingortheVirginiaDepartmentofEducation(VDOE)AssessmentOfficeshouldbecontacted.TestingAccommodationsareaddressedinmoredetailinthedeterminingtheappropriateassessmentoptionsectionofthisdocument. Thedocument,StudentswithDisabilities:GuidelinesforSpecialTestAccommodations(PDF)athttp://www.doe.virginia.gov/testing/participation/index.shtmlprovidesinformationonafour-stepprocessforselectingandusingtestaccommodationsandadescriptionoftestaccommodationscurrentlypermittedonstateassessments.

ExamplesofTransitionAccommodations:Supportsthatfacilitatethetransitiontoadultlifeincludethosethat:

• Increasestudent’sindependence;Example:Useofvoicerecognitioncomputersoftwarevs.scribetocomposeaparagraph

• Aredesignedforstudent’scontinueduseafterhighschool;Example:Useofaugmentativecommunicationdevicevs.personalassistanttorequestappropriateaccommodations

• Supporttheachievementofstudent’spostsecondarygoals;Example:Useofacellphonealarmvs.father’sreminderstotakemedicationssothatstudentcanliveinhisownapartment

QuickCheck:

• TheIEPteamhasdescribedthestudentspecificservicesfor:specialeducation(speciallydesignedinstruction)relatedservices,supplementaryaidsandservicesorprogrammodifications.

• ForeachservicetheIEPteamdescribed:Frequencyandamount,Location(e.g.,generaleducationclassroom,specialeducationclassroom,lunchroom),andduration.

• Theservicesarebasedonpeer-reviewedresearchtotheextentpossible.


DO’SANDDONOT’S

WHENSELECTINGACCOMMODATIONSDo…makeaccommodationdecisionsbasedonindividualizedneeds.

DoNot…makeaccommodationsdecisionsbasedonwhateveriseasiesttodo(e.g.,preferentialseating).

Do…selectaccommodationsthatreducetheeffectofthedisabilitytoaccessinstructionanddemonstratelearning.

DoNot…selectaccommodationsunrelatedtodocumentedstudentlearningneedsorareintendedtogivestudentsanunfairadvantage.

Do…becertaintodocumentinstructionalandassessmentaccommodation(s)ontheIEP.

DoNot…useanaccommodationthathasnotbeendocumentedontheIEP(unlessyouareevaluatingitsuse).

Do…befamiliarwiththetypesofaccommodationsthatcanbeusedasbothinstructionalandassessmentaccommodations.

DoNot…assumethatallinstructionalaccommodationsareappropriateforuseonassessments.

Do…bespecificaboutthe“Where,When,Who,andHow”ofprovidingaccommodations.

DoNot…simplyindicateanaccommodationwillbeprovided“asappropriate”or“asnecessary.”

Do…refertostateaccommodationspoliciesandunderstandimplicationsofselections.

DoNot…checkeveryaccommodationpossibleonaworksheetsimplytobe“safe.”

Do…evaluateaccommodationsusedbythestudent.

DoNot…assumethesameaccommodationsremainappropriateyearafteryear.

Do…getinputaboutaccommodationsfromteachers,parents,andstudents,anduseittomakedecisionsatIEPteammeeting.

DoNot…makedecisionsaboutinstructionalandassessmentaccommodationsalone.

Do…provideaccommodationsforassessmentsroutinelyusedforclassroominstruction.

DoNot…provideanassessmentaccommodationforthefirsttimeonthedayofatest.

Do…selectaccommodationsbasedonspecificindividualneedsineachcontentarea.

DoNot…assumecertainaccommodations,suchasextratime,areappropriateforeverystudentineverycontentarea.

AdaptedfromThompson,S.,Morse,A.,Sharpe,M.,andHall,S.(2005)


V. DeterminingtheMostAppropriateAssessmentOptionAccordingtotheElementaryandSecondaryEducationAct(ESEA)andtheIDEA2004,studentswithdisabilitiesareexpectedandrequiredtoparticipateinthestatewideaccountabilityassessmentprogram.TheIEPteamdetermineshowastudentwillparticipateinthestate'saccountabilitysystem.Thedecisionsaremadeonastudent-by-student,assessment-by-assessment,subject-by-subject,andyear-by-yearbasis.A. Selectingthemostappropriateassessmentoption.Ask:

q Whattypesofassessmentsareofferedinthestate?q Whattypesofresponsesdodifferentstateassessmentsrequire?q Hasthestudentreceivedstandards-based,grade-levelinstruction?q Whatwasthestudent’sinstructionallevel?q Canthestudentmakeprogresstowardgrade-levelstandardsinthesametimeframe?q Canthestudentdemonstratewhathe/sheknowsontheassessmentoption(s)under

consideration?TheESEAandtheIDEA2004furtherrequirethatallstudentshaveaccesstoandinstructioninenrolledgrade-levelcontent.Theselawsmakeallowancesforappropriateaccommodationsandalternateassessments,asmandatedbyastudent’sIEP.However,evenalternateassessmentsarealignedtothesamegeneraleducationcurriculumstandards.WhendeterminingparticipationinVirginia'sAccountabilitySystem,allstudentswithdisabilitiesfirstmustbeconsideredforparticipationintheSOLassessments.Astudent'sIEPor504Planmustspecifythestudent'sparticipationinthestateaccountabilitysystemasfollows:

• participationintheStandardsofLearningtestwithnoaccommodations;• participationintheStandardsofLearningtestwithaccommodations;• participationintheVirginiaSubstituteEvaluationProgram(VSEP);• participationintheVirginiaModifiedAchievementStandardsTest(VMAST)5;• participationintheVirginiaAlternateAssessmentProgram(VAAP);• participationinSubstituteTestsforVerifiedCredit(i.e.,WorkKeys).

Thedocument,StudentswithDisabilities:GuidelinesforAssessmentParticipation(PDF)athttp://www.doe.virginia.gov/testing/participation/index.shtml,providesthestateassessmentoptionsavailabletostudentswithdisabilities,theparticipationcriteria,andinformationabouttherolesandresponsibilitiesofIndividualizedEducationProgram(IEP)teamsand504

5VMASTavailabilityislimitedtoAlgebraIandEnd-of-Course(EOC)ReadingforstudentswithdisabilitieswhoareeligibletousecreditaccommodationsfortheStandardDiplomaandtoGrade8MathematicsandGrade8ReadingforstudentswithdisabilitieswhoarepursuingaModifiedStandardDiploma.


committeesinmakingassessmentdeterminations.ThisguidecanbefoundontheVDOEWebsite.B. Addingtheappropriateassessmentaccommodations

Ask:q Whataccommodationsareallowedontheassessment(s)?q Aretheaccommodationsapprovedfortheassessmentalsousedintheclassroom?

Accommodationsconsideredfortestingshouldbethosethatthestudentusesduringclassroominstructionandassessmentsasidentifiedinthestudent'sIEP.Accommodationsshouldnotbeusedonlyforparticipatinginastateassessment.Theuseofanunfamiliaraccommodationduringtestingmayhaveanegativeimpactonthestudent'sperformance.Itisimportanttonotethatcertainaccommodationsusedforinstructionorclassroomassessmentmaynotbeallowableonthestatewideassessment.Anaccommodationbasedsolelyonitspotentialtoenhanceperformancebeyondprovidingequalaccessisinappropriate.Typically,testingaccommodationscanbeclassifiedinthefollowingcategories:Timing/Scheduling• timeofday• breaksduringtest• multipletestsession*• orderoftestadministration

Setting• smallgrouptesting• individualtesting• speciallighting• adaptiveorspecialfurniture• testadministrationinlocationswithminimaldistractions• hospital/home/non-schoolsetting

Presentation• PlainEnglishversion• readdirectionstostudent• audioversionoftestitems*• pencil/paper• visualaids*examplesincludetinted

screen,magnifyingglass• amplificationequipment• largeprinttest*• Braille• plainEnglish-Mathematics• readingaloudtestitems*• interpreting/transliteratingtest

items*• specificverbalprompts*• writtendirectionsaccompanyingoral

directions

Response• enlargedcopyoftheanswerdocument*• studentmarkstestbookletandexaminer/proctortransfers

responsestoanswerdocument*• wordprocessor,typewriteroraugmentativecommunication

device*• communicationboardorchoicecards• brailler*• wordprocessororwordprocessorwithspeech-to-text*• spellingaids*• Englishdictionary*• dictationusingarecordingdevice• dictationtoascribe*• readbackstudent’sresponse*• wordpredictionsoftware*• calculatororarithmetictables*• mathaids*• calculatorwithadditionalfunctions*• dryeraseboard*• additionalmarkers,highlighters,coloredpens,and/orpencils*

Note:Specialstateproceduresmustbefollowedforeachaccommodationmarkedwithanasterisk(*)


TheVDOEdocument,StudentswithDisabilities:GuidelinesforSpecialTestAccommodationsathttp://www.doe.virginia.gov/testing/participation/index.shtml,providesadescriptionoftestaccommodationscurrentlypermittedonstateassessments.

QuickCheck:

• Anappropriatestateassessmentorassessmentshasbeenselectedforeachtestedsubjectarea.

• IfnotparticipatingintheregularSOLassessment,ajustificationforparticipationinanalternateassessmentisdocumented.

• Aneedforandselectionofaccommodationshasbeendetermined.• Ifaspecificaccommodationhaseligibilitycriteria,thestudenthasmettheeligibility

requirements.• Theselectedaccommodationisallowableonthestateassessment.


VI. DeterminingtheLeastRestrictiveEnvironment(LRE)Intheregulations,LeastRestrictiveEnviornment(LRE)isdefinedasmeaningthattothemaximumextentappropriate,childrenwithdisabilities,includingchildreninpublicorprivateinstitutionsorothercarefacilities,areeducatedwithchildrenwhoarenotdisabled,andthatspecialclasses,separateschoolingorotherremovalofchildrenwithdisabilitiesfromtheregulareducationalenvironmentoccursonlywhenthenatureorseverityofthedisabilityissuchthateducationinregularclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily.(34CFR300.114through34CFR300.120)

DefiningLREServices:TheLREdataincludesthecalculationsoftheamountoftimeastudentwillspendinregulareducationsettingsversustimespentinspecialeducationsettingseachday.Scheduleofservicestobeprovided,includingwhentheservicesaretobegin,thefrequency,durationandlocationfortheprovisionofservicesmustbeincluded.

DefiningLREcontinues:PlacementTheregulationsalsorequiretheIEPteamtodocumentintheIEPitsreviewofacontinuumofalternativeplacements,includinginstructioninregularclasses,specialclasses,specialschools,homeinstruction,andinstructioninhospitalsandinstitutions.ContinuumofAlternativePlacementsIncludesInstructionin:

PLACEMENTCONTINUUMOPTIONSCONSIDERED:(checkallthathavebeenconsidered):

LeastRestrictive

q generaleducationclass(es)q specialclass(es)q specialeducationdayschoolq statespecialeducationprogram/schoolq Publicresidentialfacilityq Privateresidentialfacilityq Homeboundq Hospitalq Other_________________

MostRestrictiveNosinglemodelforthedeliveryofservicestoanyspecificpopulationorcategoryofchildrenwithdisabilitiesisacceptableformeetingthisrequirement.Allplacementdecisionsshallbebasedontheindividualneedsofeachchild.Adocumentedexplanationofanytimethechildwillnotparticipatealongwithnondisabledchildrenisrequired.


QuickCheck:

• TheIEPteamclearlydescribedthefollowingforeachservice:ü frequencyandamount(timeorconditions),ü location(generalorspecialeducationclassroom,lunchroom,etc.),andü duration(generallybeginningandendingdatesofIEP,unlessotherwise

specified.)• Eachstatementofserviceisclearandunambiguous.• Ifthestudentwillnotparticipateinthegeneraleducationenvironment(age

appropriateandnaturalsettingsforpreschoolchildren)full-time,didtheIEPteamdescribewhyfull-timeparticipationwithnondisabledpeersisnotappropriate?

• TheIEPteamconsideredwhetherthestudentwillparticipatewithnondisabledpeersinextracurricularandnonacademicactivities.

VII. ConsideringExtendedSchoolYear(ESY)Services:

Accordingtotheregulations,ExtendedSchoolYear(ESY)Servicesreferstospecialeducationand/orrelatedservicesprovidedbeyondthenormalschoolyearofaschooldivisionforthepurposeofprovidingFreeAppropriatePublicEducation(FAPE)toastudentwithadisability.Theseservices,providedbyalocaleducationagency,aredistinctfromenrichmentprograms,summerschoolprograms,andcompensatoryservicesandarenotsimplyanextensionoftime.FactorstobeconsideredwhendeterminingtheneedforESYservices:

q regression/recoupmentq degreesofprogressq emergingskills/breakthroughopportunitiesq interferingbehaviorsq thenatureand/orseverityofthedisabilityq specialcircumstancesorotherfactors

Anexaminationofthesefactors,whicharedescribedlaterinthisdocument,shouldleadtheIEPteamtoanswerthebasicquestionarticulatedbythecourts:willthebenefitsadisabledchildgainsduringtheregularschoolyearbesignificantlyjeopardizedifthechildisnotprovidedwiththeESYprogram?Iftheansweris“yes,”thenthechildmustreceiveESYservicesinordertoreceiveFAPE.


VIII. ObtainingParentalConsent:

Givingpermission,orwrittenconsent,isvoluntaryonthepartoftheparentandmaybewithdrawnatanytime.However,writtenconsentisrequiredfromtheparentbeforetheimplementationofspecialeducationandrelatedservicesforthefirsttime.AdditionalinformationontherequirementsforconsentandtheIEPprocesscanbefoundintheRegulationsGoverningProgramsforStudentswithDisabilitiesinVirginiaatwww.doe.virginia.gov.Sample:PriorNoticeandParentConsentFormELEMENTARYINDIVIDUALIZEDEDUCATIONPROGRAM(IEP)

PRIORNOTICEANDPARENTCONSENT

StudentName_JaneSmith____Date12_/_10_/_10Page_X_of_X_StudentID_999999

a) PRIORNOTICETheschooldivisionproposestoimplementthisIEP.ThisproposedIEPwillallowthestudenttoreceiveafreeappropriatepubliceducationintheleastrestrictiveenvironment.Thisdecisionisbaseduponareviewofcurrentrecords,currentassessmentsandthestudent’sperformanceasdocumentedinthePresentLevelofAcademicAchievementandFunctionalPerformance.Otheroptionsconsidered,ifany,andthereason(s)forrejectionareattached,orcanbefoundinthePlacementDecisionsectionofthisIEP.Additionally,otherfactors,ifanythatarerelevanttothisproposalareattached.ParentandadultstudentrightsareexplainedintheProceduralSafeguards.Ifyou,theparent(s)andadultstudent,needanothercopyoftheProceduralSafeguardsorneedassistanceinunderstandingthisinformationpleasecontact________________________________at(___)____________ore-mail________________________________or

________________________________at(___)____________ore-mail________________________________.

____Parent(s)initialshereindicatethattheparent(s)has/havereadtheabovepriornoticeandattachments,ifany,beforegivingpermissiontoimplementthisIEP.

PARENT/ADULTSTUDENTCONSENT:

Indicateyourresponsebycheckingtheappropriatespaceandsignbelow.

_X__IgivepermissiontoimplementthisIEP.

____IdonotgivepermissiontoimplementthisIEP.

Mr. and Mrs. John Smith_12_/10/_10__ParentSignature Date


IX. ADDITIONALCOMPONENTS:SECONDARYIEP

A. TRANSFEROFRIGHTSATAGEOFMAJORITY:Beginningnotlaterthanoneyearbeforethechildreaches18yearsofage,theIEPincludesastatementthatthechildandparentwereinformedofthechild'srightsunderPartBoftheIDEAthatwilltransfertothechildonreachingtheageofmajority.SampleDocument:TRANSFEROFRIGHTSATTHEAGEOFMAJORITY(age18):

IndicatethedatethatthestudentandparentwereinformedofthetransferofparentalrightsunderIDEAtotheadultstudentattheageof18.Thismustoccuratleastoneyearpriortotheageof18.____________________________________________________________DateSchoolOfficialSignatureIwasinformedoftheparentalrightsunderIDEAandthattheserightstransfertomeatage18.___________________________________________________________DateStudentSignatureIwasinformedoftheparentalrightsunderIDEAthattransfertomychildatage18.___________________________________________________________DateParentSignature

B. DIPLOMA/PROGRAMCOMPLETIONSTATUS:Discussatleastannually,moreoftenasappropriate.Thisstudentisacandidatefora(n):

[]AdvancedStudiesDiploma[]StandardDiploma[]ModifiedStandardDiploma*[]AppliedStudiesDiploma[]CertificateofProgramCompletion[]CertificateofHighSchoolEquivalencyExam[]GAD(GeneralAchievementDiploma)(onlyforthosewhomeetspecificrequirements)[]Notdiscussedatthistime

*TheModifiedStandardDiploma(MSD)isnolongeranoptionforstudentswithdisabilitieswhoentertheninthgradeforthefirsttimeinthe2013-2014schoolyearandbeyond.ForthosestudentswhomaybeeligiblefortheMSD,theteammustconsiderthestudent’sneedforoccupationalreadiness.


C. CREDITACCOMMODATIONS:ItistheIEPteam’sresponsibilitytodetermineifastudentiseligibletousecreditaccommodationstoobtaintheStandardDiploma.CreditaccommodationsprovidealternativesforstudentswithdisabilitiesinearningthestandardandverifiedcreditsrequiredtograduatewithaStandardDiploma.Creditaccommodationsforstudentswithdisabilitiesmayinclude:

• Alternativecoursestomeetthestandardcreditrequirements• Modificationstotherequirementsforlocallyawardedverifiedcredits• AdditionaltestsapprovedbytheBoardofEducationforearningverifiedcredits• Adjustedcutscoresontestsforearningverifiedcredits• Allowanceofwork-basedlearningexperiencesthroughcareerandtechnicaleducation

(CTE)courses

Ifthestudentisdeterminedtobeeligibleforcreditaccommodations,asignedparticipationcriteriaformandsupportingdocumentationmustbecompletedandmadeavailableuponrequest.GuidanceontheUseofCreditAccommodationscanbefoundatGuidelinesforStandardDiplomaCreditAccommodationsforStudentswithDisabilities(PDF).

D. SummaryofPerformance:Asummaryofperformanceshouldbegiventoastudentwhentheyexitthesecondaryprogram.

ProjectedGraduation/ExitDate:________________

Isthestudentprojectedtograduate/exitschoolthisyear?___No___Yes

Ifyes,aSummaryofPerformancemustbeprovidedtothestudentpriortograduatingorexceedingtheageofeligibility.6

Asummary,whichwillhelpthestudentmakethetransitiontopostsecondarysettingsincludes:

q Academicachievement-whattheyouthknowssuchasliteracy,numeracy,consumer,personalfinance,andlearningskills;reasoning,communication,processing,includingtheaccommodations,supportsandmodificationsrequired,etc.;

q Functionalperformance-behavioracrossdifferentenvironmentssuchashowtheyouthinteractswithpeersatschool,inthecommunity,atwork;self-care,mobility,self-

6SpecialeducationandrelatedservicesenduponreceivinganAdvancedStudiesDiplomaorStandardDiploma. If the student receives a Modified Standard Diploma, Applied Studies or Special Diploma,CertificateofProgramCompletion,aGADoraGEDCertificate, thestudent remainsentitled toa freeappropriatepubliceducationthroughage21.IfthestudentwillgraduatewithanadvancedorstandarddiplomaduringthetermoftheIEP,priorwrittennoticemustbecompleted.


determination,safety,executivefunctioningskills,includingtheaccommodationsandsupportsrequired,etc.;

q Supports-Accommodations,modifications,assistivetechnologyorothersupportsthatstudentsmightneedtobesuccessfulinpostsecondaryenvironments;and

q NextSteps-Recommendationsforattainingpostsecondarygoalssuchasattendcollegeorientation,meetwithDepartmentofRehabilitativeServices,meetwithDisabilityServicesCounseloratcommunitycollege,keepafileofcurrentdisabilitydocumentation,completeemploymentapplications,etc.

Ask:

q WhatistheProjectedGraduation/ExitDate?q Isthestudentprojectedtograduate/exitschoolthisyear?___No___Yesq WillthestudentbegraduatingwithaStandardorhigherleveldiplomaorexceedingthe

ageofeligibilitythisyear?___No___YesE. InteragencyReleaseofInformationForm:Isthereacurrentsigned(byparentoradultstudent)releaseofconfidentialinformationonfilewiththeschool?___No___YesIfNo,discussreleaseformsfortransitionplanningwithstudentandfamily.SAMPLE:CONSENTTOINVITEAGENCYPERSONNEL

Date:_____________

Ifthedivisionintendstoinvitearepresentativeofanyagencythatislikelytoberesponsibleforprovidingorpayingfortransitionservices,totheIEPmeeting,writtenconsentfromtheparentoradultstudentisrequiredpriortothemeetingdate.

_____Igivemyconsentforanagencyrepresentative(s)namedonthemeetingnoticetobeinvitedtotheIEPmeeting.

_____Idonotgivemyconsentforanagencyrepresentative(s)namedonthemeetingnoticetobeinvitedtotheIEPmeeting.

Parent/AdultStudentSignatureDate

______________________________________________________________**Pleasesignandreturnthispagetoyourchild’sIEPCaseManager.


VirginiaDepartmentofEducationResources:VirginiaDepartmentofEducationSpecialEducation-http://www.doe.virginia.gov/specialed/index.shtmlTTACOnlineVAAPResources-http://ttaconline.org/vaap

TTACOnlineIEPResources-http://ttaconline.org/iep-ifsp-504

GuidanceDocument:VAAPParticipationCriteriaandDeterminationofSignificantCognitiveDisabilities-http://doe.virginia.gov/special_ed/disabilities/intellectual_disability/guidance_significant_cognitive_disabilties.pdf

VirginiaDepartmentofEducation-IEPresources-http://doe.virginia.gov/special_ed/iep_instruct_svcs/iep/index.shtml

VirginiaDepartmentofEducation-SecondaryTransitionResources-http://doe.virginia.gov/special_ed/iep_instruct_svcs/iep/index.shtmlVirginiaDepartmentofEducationInstruction-http://www.doe.virginia.gov/instruction/index.shtmlOtherResources:DynamicLearningMapsInstructionalResources.Retrievedfromhttp://dlmpd.com/instructional-resources/DynamicLearningMapsLearningModules.Retrievedfromhttp://dlmpd.com/all-modules-in-alphabetical-order/ParentResources:http://www.doe.virginia.gov/special_ed/parents/index.shtml


References:AccesstotheGeneralCurriculumStatewideNetwork(January2008.)Texasessentialknowledgeandskills(TEKS)-basedindividualizededucationprogram(IEP)Development:Question&AnswerDocument.RetrievedonFebruary,2016fromhttp://www4.esc13.net/uploads/agc/docs/Tools/standardsbaseddevqa.pdf.Ahearn,E.(May2006).Standards-basedIEPs:implementationinselectedstates.ProjectForum.AlabamaDepartmentofEducation(2006).Standards-basedIEPs.RetrievedJune30,2010,fromhttp://docs.alsde.edu/.Alexandrin,J.R.(2003).Usingcontinuous,constructiveclassroomevaluations.TEACHINGExceptionalChildren,52-57.AnAdministrator’sGuidetoMeasuringAchievementforStudentswithIEPs.Retrievedfromhttp://www.awa11.k12.ia.us/iep/iepresults/AdministratorsGuide.htm.Etscheidt,SusanK.(2006).Progressmonitoring:LegalissuesandrecommendationsforIEPteams.TEACHINGExceptionalChildren,56-60.GeorgiaDepartmentofEducation(n.d.)HowDoWeGetThemThereFromHere?Effective.Decision-MakingandDocumentationforStandards-basedIEPs.RetrievedJune30,2010,fromwww.doe.k12.ga.us.Holbrook,M.(August2007).Inforum:Standards-basedindividualizededucationprogramsexamples.ProjectForum.NationalAssociationofStateDirectorsofSpecialEducation(NASDSE).Alexandria,Virginia.RetrievedonFebruary,2015fromwww.nasdse.org/portals/0/standards-basediepexamples.pdf.McLaughlin,M.(2009).Keystocreatingstandards-basedIEPs.SpecialEdgeNewsletter.RetrievedFebruary,2016fromhttp://www.calstat.org/publications/pdfs/09AutEDge_EngNewsltr.pdf.AdvisoryBrief:UnderstandingtheStandards-basedIndividualizedEducationProgram(IEP).RetrievedfromNationalCenterforLearningDisabilitiesatwww.LD.org.MacQuarrie,P.(2009)Standards-basedIndividualizedEducationPrograms(IEPs)BenefitStudents:IEPsmustalignwiththegeneraleducationcurriculum.FocusonResults.Volume#7,Issue#2Packet#14,Article1.RetrievedJune27,2010,fromwww.cenmi.org.MichiganDepartmentofEducation:ResourcesforStandards-basedIEPs,MichiganAssociationofAdministratorsofSpecialEducation(MAASE).Retrievedfromwww.maase.org/DownloadCenter.php.


NationalCenterandStateCollaborativeBrief5(October,2015).Standards-basedIndividualizedEducationPrograms(IEPs)forStudentsWhoParticipateinAA-AAS.Retrievedfromhttp://www.ncscpartners.org/Media/Default/PDFs/Resources/NCSCBrief5.pdf.NationalCenterandStateCollaborativeBrief7(December,2015)NCSC’sContentModelforGrade-AlignedInstructionandAssessment:“TheSameCurriculumforAllStudents.”Retrievedfromhttp://www.ncscpartners.org/Media/Default/PDFs/Resources/NCSCBrief7.pdf.Pemberton,J.B.(2003).Communicatingacademicprogressasanintegralpartofassessment.TEACHINGExceptionalChildren,16-20Quenemoen,R.F.,Lehr,C.A.,Thurlow,M.L.,&Massanari,C.B.(2001).Studentswithdisabilitiesinstandards-basedassessmentandaccountabilitysystems:Emergingissues,strategies,andrecommendations(SynthesisReport37).Minneapolis,MN:UniversityofMinnesota,NationalCenteronEducationalOutcomes.RetrievedonFebruary,2016fromhttp://education.umn.edu/NCEO/OnlinePubs/Synthesis37.html.StandardsAlignedIndividualizedEducationPrograms,PennsylvaniaTrainingandTechnicalAssistanceNetwork(PaTTAN),April2,2009.RetrievedfromPennsylvaniaStateDepartmentofEducationatwww.pde.state.pa.us.TheUniversityoftheStateofNewYorkandTheStateEducationDepartment(2010).GuidetoQualityIndividualizedEducationProgram(IEP)DevelopmentandImplementationRetrievedonAugust12,2010,fromhttp://www.vesid.nysed.gov/specialedThompson,S.,Morse,A.,Sharpe,M.,andHall,S.(2005).Accommodationmanual:Howtoselect, administer,andevaluateuseofaccommodationforinstructionandassessmentforstudentswithdisabilities.RetrievedonFebruary,2016fromhttps://www.osepideasthatwork.org/toolkit/accommodations_manual.asp.U.S.DepartmentofEducation.(2007,April).Modifiedacademicachievementstandards[non-regulatoryguidance].Washington,DC:Author.Retrievedfromhttp://www.ed.gov/policy/speced/guid/nclb/two%.doc.UnderstandingtheStandards-basedIndividualizedEducationProgram(IEP)NationalCenterforLearningDisabilities.Retrievedfromwww.LD.org.WestVirginiaDepartmentofEducation(2004).ConnectingWestVirginiaContentStandardsandObjectivestoIndividualizedEducationProgram(IEP)Development:AtechnicalBrief.RetrievedJune27,2010,fromhttp://wvde.state.wv.us/ose/StandardsBasedIEPs.pdf.WisconsinDepartmentofPublicInstruction(2010).AGuideforWritingIEPs.RetrievedAugust10,2010,fromhttp://dpi.wi.gov/sites/default/files/imce/sped/pdf/iepguide.pdf.


Appendices:

A. SampleIEP:GeneralCurriculum 42-51a. PresentLevelofAcademicandFunctionalPerformanceb. AnnualAcademicGoalsc. FunctionalGoald. ProgressReportingToole. AccommodationsandModificationf. ParticipationinStatewideAssessmentg. LeastRestrictiveEnvironmentServiceandPlacement

B. SampleIEP:AlignedStandards 52-55

a. PresentLevelofAcademicandFunctionalPerformanceb. AnnualAcademicGoalsc. FunctionalGoal

C. SampleTransitionIEP:GeneralCurriculum 56-61

a. PresentLevelofAcademicandFunctionalPerformanceb. PostSecondaryGoals(GeneralCurriculum)c.Postsecondaryplanningsheetd. AnnualAcademicGoalse. FunctionalGoal

D. SampleTransitionIEP:AlignedStandards 62-65

a. PresentLevelofAcademicandFunctionalPerformanceb. PostSecondaryGoals(GeneralCurriculum)c. Postsecondaryplanningsheetd. AnnualAcademicGoals

E. SamplePriorWrittenDocument 66


AppendixA:SampleIEP:GeneralCurriculumPresentLevelofAcademicandFunctionalPerformanceStudentName:_JaneSmith_Date__12/10/15__Page___of__StudentNumber_99999ThePresentLevelofAcademicAchievementandFunctionalPerformancesummarizetheresultsofassessmentsthatidentifythestudent’sinterests,preferences,strengthsandareasofneed.Italsodescribestheeffectofthestudent’sdisabilityonhisorherinvolvementandprogressinthegeneraleducationcurriculum,andforpreschoolchildren,asappropriate,howthedisabilityaffectsthestudent’sparticipationinappropriateactivities.Thisincludesthestudent’sperformanceandachievementinacademicareassuchaswriting,reading,mathematics,science,andhistory/socialsciences.Italsoincludesthestudent’sperformanceinfunctionalareas,suchasself-determination,socialcompetence,communication,behaviorandpersonalmanagement.Testscores,ifincluded,shouldbeself-explanatoryoranexplanationshouldbeincluded,andthePresentLevelofAcademicAchievementandFunctionalPerformanceshouldbewritteninobjectivemeasurableterms,totheextentpossible.Thereshouldbeadirectrelationshipamongthedesiredgoalsincludingpostsecondarygoals,thePresentLevelofAcademicAchievementandFunctionalPerformance,andallothercomponentsoftheIEP.Jane’sPresentLevelofPerformance:Grade4Janeisafourth-gradestudentwhoisincludedingeneraleducationclasseswithaccommodationsandsupports.Areviewofclassroomassessments,StandardsofLearningAssessments,andinputfromparentsandteachersindicatesthatJane’sreadingcomprehensionisaweakness.Jane’sstrengthinreadingincludesunderstandingthemeaningofunknownwordsbyreadingthewordsincontextandtheapplicationofwordstructures(prefix,basewords,andsuffix).Shehasdifficultywithhigherorderthinkingskills,suchaspredicting,summarizingandmakinginferences.Sheiscurrentlyreceivingreadinginstructionindirectinstructioninterventioncurriculumandisworkingtoimproveherreadingfluencyandapplyingcomprehensionstrategies.Eventhoughherdecodingskillshaveimproved,Jane’sreadingfluencyremainsweakandhasadverselyimpactedherreadingcomprehension.Toensurethatshecandemonstrateherknowledgeofscienceandsocialstudiescontentanddecreasetheimpactofthelackoffluencyandinattentivenesstodetail,shereceivesthereadaloudaccommodationforthesecontentareasandshehasconsistentlyperformedaboveaverageintheseareas.Onthethird-gradescienceandsocialstudiesSOL,shescoredabove450.Janeisfunctioningtwoyearsbelowgrade-levelinmathematics.Sheknowsheradditionandsubtractionfacts,buthasnotmasteredhermultiplicationfacts.Herknowledgeofplacevalueallowshertosuccessfullycompareandorderwholenumbers,butduetoherabstractreasoningdeficit,theconceptoffractionsandtheiruseandsolvingmulti-stepwordproblemsaredifficultforher.Herthird-gradeSOLassessmentandclassworkindicatesthatshehasstrengthsinunderstandingprobabilityandmeasuring.Visuals,hands-onexperiencesandreal-lifeconnectionsenhancehermathematicsperformance.Inwriting,analysisofherwritingsamplesindicatesthatshewritessimplesentenceswithlimiteddescriptivelanguage.Herparagraphsareunder-developed.Janeiseasilydistractedanddemonstratesinattentivebehaviorthatimpactsherlearning.Sheisdistractedbyanynoiseormovementintheclassroomandisabletoremainontaskandfocusedfor20minuteswhenmonitoredbyanadult,withoutreinforcement.Herinattentivebehaviorsalsoimpactherreadingcomprehensionandabilitytocompleteassignments.Teachersandherparentsreportthatshebecomesfrustratedwhenshemakesamistake.Frequentchecksforunderstandingbyadultseliminatethisproblem.


AnnualGoals(GeneralCurriculum)ReadingContentStandard:4.5 Thestudentwillreadanddemonstratecomprehensionofnonfiction.

a) Usetextorganizers,suchastype,headings,andgraphics,topredictandcategorizeinformation.

b) Formulatequestionsthatmightbeansweredintheselection.c) Explaintheauthor’spurpose.d) Makesimpleinferences,usinginformationfromtexts.e) Drawconclusions,usinginformationfromtexts.f) Summarizecontentofselection,identifyingimportantideasandproviding

detailsforeachimportantidea.g) Describerelationshipbetweencontentandpreviouslylearnedconceptsorskills.h) Distinguishbetweencauseandeffectandbetweenfactandopinion.i) Identifynewinformationgainedfromreading.

MEASURABLEANNUALGOALS(sample):

StudentName:__JaneSmith_Date__12/10/15__Page___of__StudentNumber_999999

#1MEASURABLEANNUALGOAL:Bytheendofthecurrentschoolterm,usinggrade-levelreadingmaterialsandgraphicorganizers,Janewilldrawconclusions,summarizecontent,makeinferencesandlocateevidencefromtexttosupportgeneralizationswith80%accuracyon3outof4collectedworksamples.

TheIEPteamconsideredtheneedforshort-termobjectives/benchmarks.oShort-termobjectives/benchmarksareincludedforthisgoal.(RequiredforstudentsparticipatingintheVAAP)xShort-termobjectives/benchmarksarenotincludedforthisgoal.Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation____Worksheet__X_Classwork____Homework

____Observation____SpecialProjects__X_TestsandQuizzes____WrittenReports

____Criterion-referencedtest:_________________Norm-referencedtest:__________________Other:_____________________________


MathematicsContentStandard:4.2Thestudentwill

a) compareandorderfractionsandmixednumbers;b) representequivalentfractions;andc) identifythedivisionstatementthatrepresentsafraction.

MEASURABLEANNUALGOALS(sample):StudentName_JaneSmith_Date__12/10/15__Page___of__StudentNumber_999999

#2MEASURABLEANNUALGOAL:Usingmanipulatives,modelsanddrawings,Janewillbeabletocompare,orderandrepresentfractionshavingdenominatorsof12orlesswith80%accuracybytheendofthethirdnineweeks.TheIEPteamconsideredtheneedforshort-termobjectives/benchmarks.o Short-termobjectives/benchmarksareincludedforthisgoal.(RequiredforstudentsparticipatingintheVAAP)x Short-termobjectives/benchmarksarenotincludedforthisgoal.Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation____Worksheet__X_Classwork____Homework


____Criterion-referencedtest:_________________Norm-referencedtest:________________X_Other:Student-madegraphorchart_____


FunctionalGoal(GeneralCurriculum)

MEASURABLEANNUALGOALS(sample):

StudentName:_JaneSmith_Date__12/10/15__Page___of__StudentNumber_999999

#3MEASURABLEANNUALGOAL:Duringdailyindependentpractice,Janewillself-monitorherfrustrationlevelbyaskingforhelpwhenshedoesnotunderstandwhattodoorcomprehendthenextstepinthedirectionswithoutteacherpromptingin3of5situations.TheIEPteamconsideredtheneedforshort-termobjectives/benchmarks.o Short-termobjectives/benchmarksareincludedforthisgoal.(RequiredforstudentsparticipatingintheVAAP)x Short-termobjectives/benchmarksarenotincludedforthisgoal.Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation____Worksheet__X_Classwork____Homework



ProgressReportingTool:StudentName_JaneSmith_Date__2/10/16__Page___of__StudentNumber_999999Progressmustbereportedatleastasoftenasparentsofnondisabledstudentsareinformedoftheirchild’sprogress.Progressonthisgoalwillbereportedtotheparentoradultstudentusingthefollowingcodes.Toprovideamoredetailedsummaryofastudent’sperformance,anarrativesummarywithdiscussionoftheevaluationtoolisencouraged.Attachcommentsusingprogressreportcommentform.

Bytheendofthecurrentschoolterm,usinggrade-levelreadingmaterialsandgraphicorganizers,Janewilldrawconclusions,summarizecontent,makeinferencesandlocateevidencefromtexttosupportgeneralizationswith80%accuracyon3outof4collectedworksamples.

AnticipatedDateofProgressReport* 2/5/2016

ActualDateofProgressReport 2/10/2016

ProgressCode *SP


*SP-ThestudentismakingSufficientProgresstoachievethisannualgoalwithinthedurationofthisIEP.

IP-ThestudenthasdemonstratedInsufficientProgresstomeetthisannualgoalandmaynotachievethisgoalwithinthedurationofthisIEP.(explanationneeded)

ES-ThestudentdemonstratesEmergingSkillbutmaynotachievethisgoalwithinthedurationofthisIEP.

NI-ThestudenthasNotbeenprovidedInstructiononthisgoal.

M-ThestudenthasMasteredthisannualgoal.

SampleofNarrative:PROGRESSREPORTCOMMENTS,Continued(Thisdocumentisoptional)

StudentName:_JaneSmith_Date__2/10/16__Page___of__StudentNumber_999999*Goal#_1_ ProgressReportCode_SP__Janeiscurrentlyaccuratelydrawingconclusionsandsummarizingon75%ofherassignments.Sheisconsistentlyusingherstrategiesandindependentlyrequestingthegraphicorganizersthatworkforher.Generalizingandmakinginferencesisstillweakwithonly65%accuracyonclassroomassignmentsandquizzes.Wewillcontinuetoworkontheseskills.

Accommodation/Modification

StudentName_JaneSmith_Date_12/10/15__Page___of__StudentNumber_999999

Thisstudentwillbeprovidedaccesstogeneraleducationclasses,specialeducationclasses,otherschoolservicesandactivitiesincludingnonacademicactivitiesandextracurricularactivities,andeducationrelatedsettings:

___withnoaccommodations/modifications__x_withthefollowingaccommodations/modifications

Accommodations/modificationsprovidedaspartoftheinstructionalandtesting/assessmentprocesswillallowthestudentequalopportunitytoaccessthecurriculumanddemonstrateachievement.Accommodations/modificationsalsoprovideaccesstononacademicandextracurricularactivitiesandeducationallyrelatedsettings.Accommodations/modificationsbasedsolelyonthepotentialtoenhanceperformancebeyondprovidingequalaccessareinappropriate.

Accommodationsmaybein,butnotlimitedto,theareasoftime,scheduling,setting,presentationandresponse.Theimpactofanymodificationslistedshouldbediscussed.


ACCOMMODATIONS/MODIFICATIONS(list,asappropriate)

Accommodation(s)/Modification(s) Frequency Location7(nameofschool*)

InstructionalSetting

Durationm/d/ytom/d/y

Preferentialseatinginanareawithminimaldistractions

Daily Divisionschool Generalclassrooms

1/3//2015-6/5/2016

Readaloudontestinmath,scienceandsocialstudies

Daily Divisionschool Generalclassroom

1/3//2015-6/5/2016

Digitaltextinsocialstudiesandscience

Daily Divisionschool Generalclassroom

1/3//2015-6/5/2016

Graphicorganizers Weeklyduringsummarizingactivities

Divisionschool Generalclassroom

1/3//2015-6/5/2016

7 * IEP teams are required to identify the specific school site (public or private) when the parent expressesconcernsabout the locationof theservicesor refuses theproposedsite.A listingofmore thanoneanticipatedlocationispermissible,iftheparentsdonotindicatethattheywillobjecttoanyparticularschoolorstatethattheteamshouldidentifyasingleschool.


ParticipationintheStatewideAssessmentName:JaneSmith_Date_12/10/15__Page_of__StudentNumber_999999

TestAssessmentType*Selecttheappropriateassessment(SOL,VSEP,VMAST***,VAAP,orBoardofEducationApprovedSubstitute)

Accommodations**Ifyes,listaccommodation(s)

ReadingxSOLoNotAssessedatthisGrade-level

xYesoNoPaper/penciltestMultiplesessions

MathxVSEPoNotAssessedatthisGrade-level

xYesoNoReadaloudcalculator

Scienceo_______________________________xNotAssessedatthisGrade-level

oYesoNo

History/SSo_______________________________xNotAssessedatthisGrade-level

oYesoNo

Writingo_______________________________xNotAssessedatthisGrade-level

oYesoNo

*AnIEPteammaynotexemptastudentfromparticipationinacontentareaassessment,onlydeterminehowthestudentwillbeassessed.**Accommodation(s)mustbebaseduponthosethestudentgenerallyusesduringclassroominstructionandassessment.Fortheaccommodationsthatmaybeconsidered,referto“Accommodations/Modifications”pageoftheIEP.

***VMASTisnolongeravailableasalternateassessment,butmaybeusedasacreditaccommodationforEnd-of-CourseReadingandAlgebraIforstudentswithadisabilityscoring374orbelowfollowingtwoattemptsatthecorrespondingSOLEnd-of-Coursetest.

EXPLANATIONFORNONPARTICIPATIONINREGULARSTATEASSESSMENTS:IfanIEPteamdeterminesthatastudentmusttakeanalternateassessmentinsteadofaregularstateassessment,theIEPteammustexplaininthespacebelow:

q whythestudentcannotparticipateintheregularassessment;q whytheparticularassessmentselectedisappropriateforthestudent,includingthatthe

studentmeetsthecriteriaforthealternateassessments;q howthestudent’snonparticipationintheregularassessmentwillimpactthechild’s

promotion;orothermatterssuchasgraduationanddiplomaoptions.

xAlternate/AlternativeParticipationCriteriaisattachedormaintainedinthestudent’seducationalrecord.Boxmustbechecked__________(parentinitials)________________DateDuetoJane’scurrentlevelofperformanceinmathematics,eventhoughsheisworkingtowardmeetinggrade-levelexpectationsandisreceivinggrade-levelcontentinstruction,sheisnotexpectedtomeet


grade-levelexpectationswithintheyearandisunabletodemonstratehermathknowledgeinamultiplechoiceandtechnologyenhancedformatduetohervisualdiscriminationweakness.RefertotheVDOE’sStudentswithDisabilities:GuidelinesforAssessmentParticipation.

LeastRestrictiveEnvironment-(Servicedocumentation)

StudentName_JaneSmith_Date_12/10/15_Page__X__of__X__StudentNumber999999

SERVICES:Identifytheservice(s),includingfrequency,durationandlocationthatwillbeprovidedtooronbehalfofthestudentinorderforthestudenttoreceiveafreeappropriatepubliceducation.Theseservicesarethespecialeducationservicesandasnecessary,therelatedservices,supplementaryaidsandservicesbasedonpeer-reviewedresearchtotheextentpracticable,assistivetechnology,supportsforpersonnel*,accommodationsand/ormodifications*andextendedschoolyearservices*thestudentwillreceivethatwilladdressarea(s)ofneedasidentifiedbytheIEPteam.Addressanyneededtransportationandphysicaleducationservicesincludingaccommodationsand/ormodifications.

Service(s) FrequencyLocation(nameofschool**)



Mathematics 45minutes/day5days/wk

Elementaryschool generalclassroom

1/3/2016-6/1/2016excludingholidays,summerbreaks

Languagearts 45minutes/day5days/wk

Elementaryschool generalclassroom

1/3/2016-6/1/2016excludingholidays,summerbreaks

*Theseservicesarelistedonthe“Accommodations/Modifications”pageand“ExtendedSchoolYearServices”page,asneeded.

**IEPteamsarerequiredtoidentifythespecificschoolsite(publicorprivate)whentheparentexpressesconcernsaboutthelocationoftheservicesorrefusestheproposedsite.Alistingofmorethanoneanticipatedlocationispermissible,iftheparentsdonotindicatethattheywillobjecttoanyparticularschoolorstatethattheteamshouldidentifyasingleschool.


LEASTRESTRICTIVEENVIRONMENT–(PLACEMENTdocument)

StudentName_JaneSmith_Date_12/10/15_Page_xofx_StudentIDNumber_999999_

Nosinglemodelforthedeliveryofservicestoanypopulationorcategoryofchildrenwithdisabilitiesisacceptableformeetingtherequirementforacontinuumofalternativeplacements.Allplacementdecisionsshallbebasedontheindividualneedsofeachstudent.Theteammayconsiderplacementoptionsinconjunctionwithdiscussinganyneededsupplementaryaidsandservices,accommodations/modifications,assistivetechnology/accessiblematerials,andsupportsforschoolpersonnel.Inconsideringtheplacementcontinuumoptions,checkthosetheteamdiscussed.Then,describetheplacementselectedinthePLACEMENTDECISIONsectionbelow.DeterminationoftheLeastRestrictiveEnvironment(LRE)andplacementmaybeoneoracombinationofoptionsalongthecontinuum.

PLACEMENTCONTINUUMOPTIONSCONSIDERED:(checkallthathavebeenconsidered):

q generaleducationclass(es)q specialclass(es)q specialeducationdayschoolq statespecialeducationprogram/schoolq Publicresidentialfacilityq Privateresidentialfacilityq Homeboundq Hospitalq Other_________________

PLACEMENTDECISION:Generalclassroom

Baseduponidentifiedservicesandtheconsiderationofleastrestrictiveenvironment(LRE)andplacementcontinuumoptions,describeinthespacebelowtheplacement.Additionally,summarizethediscussionsanddecisionaroundLREandplacement.Thismustincludeanexplanationofwhythestudentwillnotbeparticipatingwithstudentswithoutdisabilitiesinthegeneraleducationclass(es),programs,andactivities.Attachadditionalpagesasneeded.ExplanationofPlacementDecision:BasedonJane’spresentlevelofperformanceandhergoalsinmathematicsandlanguagearts,theIEPteamagreesthattherequiredspecializedinstruction,supplementalaidsandservicestomeethereducationalneedscanbeprovidedinthegeneraleducationclassincollaborationwiththespecialeducationteacher.


ExtendedSchoolYearServices

�TheIEPteamdeterminedthatthestudentneedsESYservices.

ýTheIEPteamdeterminedthatthestudentdoesnotneedESYservices.Describe:Jane’sprogressoncurrentgoalswillnotbesignificantlyjeopardizedbythelackoftheservicesbeyondthenormalschoolterm.

StudentName:JaneSmith_Date_12/10/15__Page__of__StudentNumber_999999

SummarizetheIEPteam’sdiscussionsanddecisionaboutESY:Basedoncurrentperformanceandreviewofdata,Jane‘sperformancewillnotbejeopardizedbythelackofservicesbeyondthenormalschoolterm.ExtendedYearServicesarenotrequiredatthistime.

IfESYservicesaretobeprovided,identifywhichgoalsinthecurrentIEPwillbeaddressedbytheESYservice.

IdentifytheExtendedSchoolYearservicesneededtomeetthesegoals:

Service(s) Frequency Location(nameofschool**)



**IEPteamsarerequiredtoidentifythespecificschoolsite(publicorprivate)whentheparentexpressesconcernsaboutthelocationoftheservicesorrefusestheproposedsite.Alistingofmorethanoneanticipatedlocationispermissible,iftheparentsdonotindicatethattheywillobjecttoanyparticularschoolorstatethattheteamshouldidentifyasingleschool.


AppendixB:SampleIEP(AlignedStandards)PresentLevelofFunctionalandAcademicPerformanceStudentNameStephenJohnsonDate3/2/15Page_2_of_12_StudentIDNumber2367891

ThePresentLevelofAcademicAchievementandFunctionalPerformancesummarizetheresultsofassessmentsthatidentifythestudent’sinterests,preferences,strengthsandareasofneed.Italsodescribestheeffectofthestudent’sdisabilityonhisorherinvolvementandprogressinthegeneraleducationcurriculum,andforpreschoolchildren,asappropriate,howthedisabilityaffectsthestudent’sparticipationinappropriateactivities.Thisincludesthestudent’sperformanceandachievementinacademicareassuchaswriting,reading,math,science,andhistory/socialsciences.Italsoincludesthestudent’sperformanceinfunctionalareas,suchasself-determination,socialcompetence,communication,behaviorandpersonalmanagement.Testscores,ifincluded,shouldbeself-explanatoryoranexplanationshouldbeincluded,andthePresentLevelofAcademicAchievementandFunctionalPerformanceshouldbewritteninobjectivemeasurableterms,totheextentpossible.Thereshouldbeadirectrelationshipamongthedesiredgoals,thePresentLevelofAcademicAchievementandFunctionalPerformance,andallothercomponentsoftheIEP.__________________________________________________________________________________

Stephen,atwelveyear-oldsixth-graderatWhiteOakMiddleSchool,hasbeendiagnosedwithsignificantintellectualdisabilitieswhichimpactshisprogressinthegeneraleducationcurriculum.StephencurrentlyreceivesdailyinstructioninLiteracy(reading,writing,andcommunication),Math,vocationalanddailylivingskilltraininginindividualandsmallgroupsettingsinthespecialeducationclassroom,exceptforScienceandIntroductiontoTechnologycourse(ageneraleducationsixth-gradeelective)whichhehastaken(usinganadaptive/modifiedcurriculum)withtheassistanceofaone-on-oneinstructionalassistant.Stephenreallylikesscienceandcomputertechnologyandenjoysanyactivityrelatingtothesetwosubjects.

Stephenhasspasticquadriplegiccerebralpalsyandusesamanualwheelchairformobilitywhichhasbeenadaptedwithtrunksupportandsubasisbar.Heisabletousehisrighthandtomanipulatelargeritemsandcanusehislefthandforstabilization.Stephenreceivesphysicaltherapyonetimeaweekfor30minutesandhasongoingtherapyservicesintheclassroomincludingpositioningonadaptiveequipment.HewearsAnkleFootOrthoses(AFOs)forstabilitywhenusingastanderandalefthand-elbowmobilizer.Stephenalsoreceivesoccupationaltherapyonaconsultativebasis.Stephenhaslittleintelligiblespeechotherthansinglewordsandyes/noresponsesbutwithintheclassroomhasusedaniTalk2tocommunicatesimpleneedsandchoicesandislearningtouseaGoTalk20+.Hedoesnotuseanaugmentativecommunicationdeviceathome;instead,heusesapictureboardwhichtransitionswithhimbetweenschool,thecommunity,andhome.Stephenreceivesspeechtherapytwotimesaweekfor30minuteseachsession.Heispolitetohispeersandteachers.Whenprovidedanassignmenttocomplete,Stephenattemptstheassignmentwithvigorbutiseasilyfrustratedandwillstopworkingquicklywhenoverwhelmed.Assignmentsneedtobeshort,repetitive,andhands-oninordertokeephisfocusandtohelpunderstandconceptbeingtaught.


AcademicsBasedonobservationsanddatacollection,Stephenisnotabletorecognizeanysightwords,buthisname.Heisabletorecognizepicturesandsymbolsrepresentingapproximately20wordsplaces,objects,people,activitiesorevents(whenpresentedincontext)including:“eat,”“drink,”“outside,”“friend,”“familymembers,”“teachers,”“book,”“computers,”“bathroom,”and“work.”Stephenisabletodemonstrateanunderstandingofcertainsymbols/pictureswhentheyarepresentedincontext.Forexample,whenhissheetofsymbolsforhisscienceclassisputintohiscommunicationboard,heisabletorecognizeandusethesymbols/picturesfor“clouds”,“water”and“temperatures.Ifthesesymbolsaremixedinwithothersandpresentedatothertimes,hehasdifficultyusingthem.Stephenalsolovestobereadtobyhispeersandlookingthroughmagazinesorbookswithfamilyandfriends.

Intheareaofwrittenexpression,Stephenisnotabletowritehisname,buthecanmakeacontrolledstrokeforhissignature.Stephen’stypingskillsarelimited,butheisabletouseatouchscreenonacomputerortablettoselectpicturesoritemsinordertocompleteassignments.

Inmathematics,Stephenhasdifficultyprocessinginformationtocomprehendabstractconceptsandpracticalwordproblemswhichimpactshissuccessinmath.Heisabletorecognizenumerals1-30whenusedincontextandhecanadddigitsinsumstoten,buthasnounderstandingoftheconceptofsubtraction.Heisabletorecognizecoinsandknowsthevalueofapenny,nickel,dime,andquarter,andcanmakesimplepurchaseslessthanadollarinreallifesituations.Hisisalsoabletousepicturegraphstoindicatemoreorlesswhencomparingtwoobjects.StepheniseligibletoparticipateintheVirginiaAlternateAssessmentProgram(VAAP)duetohissignificantcognitivedisabilities,modified/adaptivecurriculumandextensivesupportsandinstructionneededinallenvironments.

HisparentsatthistimehavenomajorconcernsaboutStephen’seducationalprogress.TheyfeelthatheisprogressingandhisneedsarebeingmetwithallthesupportsthathavebeenputintoplacebyhisIEPteam.


AnnualAcademicGoal(AlignedReadingStandards8)ReadingAlignedContentStandard:6E-CF1Thestudentwill:(SOL6.5)a) determinewhatafictionaltextsaysexplicitlyaswellaswhatsimpleinferencesshouldbedrawn;

b) determinethethemeorcentralideaofafamiliarstoryandidentifydetailsthatrelatetoit;

c) identifytheepisodesorsignificanteventsinastoryordrama;d) identifytheprogressionofakeyindividual,event,orideathroughoutafictional

text.

MEASURABLEANNUALGOALS(sample):StudentName:StephenJohnson_Date__3/2/15__Page___of__StudentNumber_999999

#1MEASURABLEANNUALGOAL:Bytheendofthecurrentschoolterm,usingmodifiedgrade-levelreadingmaterials,computeradaptivetechnology,andpictures,Stephenwilldeterminewhatafictionaltextsays,includingthethemeorcentralidea,andsignificanteventswith80%accuracyon3outof4collectedworksamples.MEASURABLEOBJECTIVE#1:Bytheendofthefirstmarkingperiod,usingmodifiedgrade-levelreadingmaterials,andpicturespairedwithkeywordsinreadingmaterial,Stephenwillidentifythecentralideaofafictionalstorybypointingtoarepresentativepictureinafieldof3distractorswith80%accuracyon3outof4collectedworksamples.

MEASURABLEOBJECTIVE#2:Bytheendofthesecondmarkingperiod,usingmodifiedgrade-levelreadingmaterials,picturesandassistivetechnology,Stephenwillidentifytheprogressionofthefictionalstorybypointingtorepresentativepicturesinsequentialorderwith80%accuracyon3outof4collectedworksamples.

TheIEPteamconsideredtheneedforshort-termobjectives/benchmarks.ýShort-termobjectives/benchmarksareincludedforthisgoal.(RequiredforstudentsparticipatingintheVAAP)oShort-termobjectives/benchmarksarenotincludedforthisgoal.Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation__X_Worksheet__X_Classwork____Homework

__X_Observation__X_SpecialProjects___TestsandQuizzes____WrittenReports


8Forstudentswithsignificantcognitivedisabilitieswhoparticipateinassessmentsbasedonalternateacademicachievementstandards,suchas(VAAP),Federalregulationsrequireadescriptionofbenchmarksorshort-termobjectives.Theseshorttermobjectivesshowtheprogressexpectedateachreportingperiodasthestudentmovestowardmasteryoftheannualgoal


MathematicsAlignedContentStandard:6M-PSPFA1 Thestudentwill:(SOL6.14)a)displaydataonagraphortablethatshowsvariabilityinthedata;

b)summarizedatadistributionsonagraphortable;c)answeraquestionrelatedtothecollecteddatafromanexperiment,givenamodelofdata,orfromdatacollectedbythestudent.

MEASURABLEANNUALGOALS(sample):StudentName__StephenJohnson_Date__3/2/15__Page___of__StudentNumber_999999

#1MEASURABLEANNUALGOAL:ByMarch2016,usingmanipulatives,pictures,andassistivetechnology,Stephenwillbecreateandsummarizefindingsonagraph,with80%accuracyon3outof4collectedworksamples.

MEASURABLEOBJECTIVE#1:ByNovember2015,usingacomputersoftware,orpictures,andgivenachoiceofthreeormoredifferentgraphingformats,Stephenwillidentifybarandpictographswith85%accuracyin3outof5attempts.MEASURABLEOBJECTIVE#2:ByJanuary2016,usingcomputersoftware,manipulativesorpictures,Stephenwillindependentlycomplete85%ofstepsforcreatingagraphin3outof5collectedworksamples.

TheIEPteamconsideredtheneedforshort-termobjectives/benchmarks.ý Short-termobjectives/benchmarksareincludedforthisgoal.(RequiredforstudentsparticipatingintheVAAP)o Short-termobjectives/benchmarksarenotincludedforthisgoal.Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation____Worksheet__X_Classwork____Homework

____Observation_X__SpecialProjects____TestsandQuizzes____WrittenReports



AppendixC:SampleTransitionIEP:GeneralCurriculumPresentLevelofAcademicandFunctionalPerformanceStudentName_JohnJonesDate_6/_11_/15_Page_2_of_12StudentIDNumber_2341252

ThePresentLevelofAcademicAchievementandFunctionalPerformancesummarizetheresultsofassessmentsthatidentifythestudent’sinterests,preferences,strengthsandareasofneed.Italsodescribestheeffectofthestudent’sdisabilityonhisorherinvolvementandprogressinthegeneraleducationcurriculum,andforpreschoolchildren,asappropriate,howthedisabilityaffectsthestudent’sparticipationinappropriateactivities.Thisincludesthestudent’sperformanceandachievementinacademicareassuchaswriting,reading,math,science,andhistory/socialsciences.Italsoincludesthestudent’sperformanceinfunctionalareas,suchasself-determination,socialcompetence,communication,behaviorandpersonalmanagement.Testscores,ifincluded,shouldbeself-explanatoryoranexplanationshouldbeincluded,andthePresentLevelofAcademicAchievementandFunctionalPerformanceshouldbewritteninobjectivemeasurableterms,totheextentpossible.Thereshouldbeadirectrelationshipamongthedesiredgoals,thePresentLevelofAcademicAchievementandFunctionalPerformance,andallothercomponentsoftheIEP.

Johnisaninth-gradestudentwhoisidentifiedasastudentwithatraumaticbraininjury.Theearlychildhoodinjuryimpactshimintheareasoflongtermmemory,abstractreasoningandhisabilitytoself-monitorhison-taskbehaviors.Heisincludedinthegeneraleducationclasswithaccommodationsandsupportsaswellasresourceservicesthroughspecialeducation.

HeisverypassionateabouttechnologyandiscurrentlyenrolledinanintroductiontoinformationtechnologycourseattheCareerandTechnologyCenter.Ongoingteacherobservationsnotedthatheisfriendlywithaclosegroupoffriends;however,heismorereservedinlargergroups,butheisverycapableofparticipatingappropriately.Heisalsocapableofindependentwork,andreadilyasksforhelpiffurtherexplanationisneededonconcepts.Johnfollowstheschoolrulesandproceduresandiswellmanneredandrespectfulintheclassroom.Inthespringofhiseighth-gradeyear,Johnparticipatedinaninformalassessmenttodeterminestrengthsandareasinneedofimprovement.Heindicatedthathisstrengthsareinscience,technologyandreading;however,heneedsadditionalsupportintheareasofmathandwriting.John’smomwasgivenaparentsurvey.Shehadconcernsregardinghiswrittenlanguageskillsandfelttheycouldbestronger.

Accordingtoarecentdiagnosticmathassessment,Johnperformsatthe6.8gradelevel.JohniscurrentlynotpassinghisAlgebraIclass,thoughhetookaremediationclassinthesummer.MathistheareathatJohnneedsthemostsupport.Hereceivedanon-passingscoreof375ontheeigth-grademathSOLassessment.Hecurrentlyreceivesmathservicesfor20minutesdailyinasmallgroup.Histeacherreportsthatfrequentreviewofconceptsandmaterialspresentedinsmallincrementsisthemosteffectivemethodsforteachingmathconceptstohim.Hegraspsbasicmathskillswithwholenumbers,equalityoffractions,decimalsand%s.Heisalsoabletosetupproportionstosolveproblems,andaddandsubtractintegers.Johnhasdifficultieswithbasicmathskillsthatincludemixednumbers,especiallywhenitincludesmulti-stepword-problemswhichwillaffecthisinvolvementandprogressinthegeneralcurriculum.


Resultsofhismostrecentbenchmarktestindicatethathecontinuestoneedspecializedinstructioninthetopicareasofsolvingpracticalproblems,expressions/operations,exponents/squares/squareroots,andplaneandsolidfigures.AlthoughJohncontinuestoworktowardgrade-levelproficiencyheisunlikelytoachievethiswithinoneyear.

Hedidpasstheeigth-gradereadingtestwithascoreof410.HetooktheScholasticReadingInventoryinthespringandatthattimehescoredaLexileof910whichplacedhisreadinglevelatninth-grade.However,writingcontinuestobeastruggleforJohn.HismostrecentwritingSOLassessmentscorewasa375.Heisverycomfortabletalkingaboutspecificsubjects,anddoesfairlywellwhenascribeispresent.Whenlefttowriteonhisown,hehasgreatdifficultiesgettinghisthoughtsdownonpaper.Hissentencestendtobesimpleandlackdescriptions.Graphicorganizershavebeenfoundtobehelpfulandanintroductiontoassistivetechnology,suchasspeechtotextsoftwareshouldbeconsidered.

John’sweakself-monitoringskillsimpactshisabilitytomaintainfocus,organizematerialsandlearnnewconcepts.InformaldatacollectedbyJohn’steachersindicatedthatheisredirectedanaverageoffivetimesina45minuteperiod.Noisesormovementsintheclassroomcanmakeitverydifficultforhimtoconcentrateonthespeaker.Accordingtohisteachers,redirectingisrarelyrequiredinthissmallersetting.BothparentsandteachershavereportedconcernsregardingJohn’sdifficultieswithwritinghomeworkdownhisplanner,gatheringhismaterialsattheendoftheday,andcompletinghomeworkassignmentsaccurately.Ithasbeenveryeffectivetohaveanadultcheckhisplannertoensuretheassignmentsarewrittendownaccuratelyandclearly.


TransitionIEP:PostsecondaryGoals(GeneralCurriculum)

MEASURABLEPOSTSECONDARYEMPLOYMENTGOAL:(e.g.,integratedcompetitiveemployment)• Afterhighschool,Johnwillworkfull-timeinthefieldofinformationtechnology.

MEASURABLEPOSTSECONDARYEDUCATIONGOAL(S):(e.g.,highereducation,andcontinuing/adulteducation)

• Uponcompletionofhighschool,Johnwillcompleteacourseofstudyintheareaofinformationtechnologyatthecommunitycollege.

MEASURABLEPOSTSECONDARYTRAININGGOAL(S):(e.g.,careerandtechnicaleducation,militaryservice,on-the-jobtraining,apprenticeship)

• Posthighschool,Johnwillcompleteaninternshipintheareaofinformationtechnology(onthejobtraining)inordertocompletehiscourseofstudy,earnhisITcertification,andimproveemploymentoptions.

MEASURABLEINDEPENDENTLIVING/COMMUNITYPARTICIPATIONGOAL(S):Considered,butnotappropriateatthistime(e.g.,adultservices,independentlivingorcommunityparticipation).

• Posthighschool,Johnwillusepublictransportationindependentlytotravelaroundhiscommunity.


PostsecondaryPlanningSheetMEASURABLEPOSTSECONDARYGOALSandTRANSITIONSERVICES:(TobedevelopednolaterthantheIEPtobeineffectatage14,orearlier,ifappropriate)DOCUMENTATIONOFTRANSITIONASSESSMENTS:Arethepostsecondarygoalsbaseduponage-appropriateformalandinformaltransitionassessments?___No___Yes

Ifyes,identifytheseassessmentsandtheresultsinthePresentLevelofAcademicAchievementandFunctionalPerformanceorindicatewhichageappropriatetransitionassessmentswereconductedforthedevelopmentofmeasurablepostsecondarygoalsandtransitionactivities,aswellasthedatetheywereconducted.Bestpracticewouldsuggestthepersonwhoadministeredtheassessmentbeidentified: FormalandinformalAssessments(listnameofassessmentanddateadministered):CompletedtheWhoAreYouInterestAssessmenton3/10/16CompletedtheVAWizardSkills,InterestandValuesAssessmentsby4/3/16MEASURABLEPOSTSECONDARYEMPLOYMENTGOAL:Describehowthestudent’scoursesofstudysupportattainmentofthispostsecondarygoal:John’scoursesofstudywillenablehertoobtainastandardhighschooldiploma.

TransitionActivities/Services(includingactivitiesthatlinkthestudenttoadultservices)

ResponsibleIndividual/

DescribeResponsibilities

DatetobeCompleted

InstructionConsidered,butnotappropriateatthistime

JohnwillkeepalogofInternetsearchesidentifyingbusinessesandjobopportunitiesintheareaofinformationtechnology,andwillsharethelogwiththecasemanagerandschoolcounselortwiceduringtheschoolyear.

John/casemanagerandschoolcounselor.

Endofthefirstsemester

RelatedServicesConsidered,butnotappropriateatthistime

Afterhighschool,Johnwillworkfulltimeinthefieldofinformationtechnology.


CommunityExperiencesConsidered,butnotappropriateatthistime

Johnwillvolunteerintheschoolcomputerlabforatotalofeighthoursduringtheyear,andwillkeepajournalofactivitiestosharewiththecasemanager.

John/parent/casemanager.

Bytheendoftheschoolyear

EmploymentConsidered,butnotappropriateatthistime

FunctionalVocationalEvaluationConsidered,butnotappropriateatthistimeDiscussthevalueofaPERTassessmentandmakeareferralwiththeconsentoftheparentifappropriate

DailyLivingSkillsConsidered,butnotappropriateatthistime

AdultLivingConsidered,butnotappropriateatthistime

OTHER

TransitionIEP:AcademicGoal(GeneralCurriculum)StudentName:__JohnJones_Date__6/11/15__Page___of__StudentNumber_222222

#1MEASURABLEANNUALGOAL:Whengiventwopolynomials,thestudentwilldetermineliketerms,combinethecoefficients,andfindthesumofthepolynomialcorrectlyon6outof8problemsbytheendthethirdgradingperiod.TheIEPteamconsideredtheneedforshort-termobjectives/benchmarks.o Short-termobjectives/benchmarksareincludedforthisgoal.(RequiredforstudentsparticipatingintheVAAP)x Short-termobjectives/benchmarksarenotincludedforthisgoal.Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation____Worksheet__X_Classwork____Homework




FunctionalGoal-TransitionIEPGeneralCurriculum:StudentName:_JohnJones_Date__6/11/15__Page___of__StudentNumber_999999

#1MEASURABLEANNUALGOAL:Bytheendoftheschoolyear,usingasharedcalendar,Johnwilllog-inandcompletehisassignmentswithoutteacherpromptingin4of5days/week.TheIEPteamconsideredtheneedforshort-termobjectives/benchmarks.o Short-termobjectives/benchmarksareincludedforthisgoal.(RequiredforstudentsparticipatingintheVAAP)x Short-termobjectives/benchmarksarenotincludedforthisgoal.Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation____Worksheet__X_Classwork____Homework




AppendixD:SampleTransitionIEP:AlignedStandardsStudentName________Mary___Date__5/__29_/15_Page_2__of__12_StudentIDNumber___2341252________

ThePresentLevelofAcademicAchievementandFunctionalPerformancesummarizetheresultsofassessmentsthatidentifythestudent’sinterests,preferences,strengthsandareasofneed.Italsodescribestheeffectofthestudent’sdisabilityonhisorherinvolvementandprogressinthegeneraleducationcurriculum,andforpreschoolchildren,asappropriate,howthedisabilityaffectsthestudent’sparticipationinappropriateactivities.Thisincludesthestudent’sperformanceandachievementinacademicareassuchaswriting,reading,math,science,andhistory/socialsciences.Italsoincludesthestudent’sperformanceinfunctionalareas,suchasself-determination,socialcompetence,communication,behaviorandpersonalmanagement.Testscores,ifincluded,shouldbeself-explanatoryoranexplanationshouldbeincluded,andthePresentLevelofAcademicAchievementandFunctionalPerformanceshouldbewritteninobjectivemeasurableterms,totheextentpossible.Thereshouldbeadirectrelationshipamongthedesiredgoals,thePresentLevelofAcademicAchievementandFunctionalPerformance,andallothercomponentsoftheIEP.

Maryisarisingtenth-gradestudentatGreatPalsHighSchool.Maryhasasignificantcognitivedisabilitythatimpactsherperformanceinthegeneralcurriculum.Shecurrentlyreceivesinstructionintheareasofliteracy,mathematicsandindependentlivingskillswithinaspecialeducationsettingaswellasinhercommunitybasedinstruction(CBI)activities.Sheattendsscience,historyandcareerandtechnicaleducationelectiveclasseswithinageneraleducationsettingusingamodifiedcurriculumandadultsupport.

Accordingtoobservationsandclassroomperformance,Mary’sreadinglevelisverylowatanapproximatethird-gradelevel.Sheusespicturescoupledwithwordsorphrasestocommunicateherwantsandneedswithothers.Intheareaofmath,sheisabletodosimpleadditionandsubtractionproblemswiththeuseofmanipulatives.Shecanalsorecognizecoinsandbillsandiscurrentlyworkingonmakingchangefromapurchaseoffivedollarsorless.MarylovesparticipatinginherCBIactivities.Shelovespeopleandgoestoalocalnursinghomeandhelpswiththegameandartsprogramstherewithadultsupport.Shehelpstostockshelvesatalocalgrocerystory,andwillhavetheopportunitytoassistinalocalrestaurantinthefallwithadultsupport.Inallhercommunitybasedactivities,reading,mathandindependentlivingskillsarereinforcedinahandonexperience.

AccordingtoresponsesMaryandherparentshavegivenduringinterviewsandsurveysconductedinFebruary2016,Marywouldlikeajobwheresheisworkingwithpeoplelikeinaretirementhomeorperhapsahospitalsetting.Shewouldliketoeventuallyliveonherowninagrouphomeorinherownhomewithassistance.


PostsecondaryGoals(AlignedStandards)MEASURABLEPOSTSECONDARYEMPLOYMENTGOAL:(e.g.,integratedcompetitiveemployment)

• Aftercompletinghighschool,Marywillworkpart-timeinaretirementcommunitywiththeassistanceofajobcoach.

MEASURABLEPOSTSECONDARYEDUCATIONGOAL(S):(e.g.,highereducation,andcontinuing/adulteducation)

• MarywillcompletealiteracyclassthroughAdultEducation,posthighschool,inordertoimproveherreadingcomprehension.

MEASURABLEPOSTSECONDARYTRAININGGOAL(S):(e.g.,careerandtechnicaleducation,militaryservice,on-the-jobtraining,apprenticeship)

• Afterleavinghighschool,MarywillcompleteCPRtraininginordertoimproveemployabilityinaretirementcommunity.

MEASURABLEINDEPENDENTLIVING/COMMUNITYPARTICIPATIONGOAL(S):Considered,butnotappropriateatthistime(e.g.,adultservices,independentlivingorcommunityparticipation).

• Aftercompletinghighschool,Marywillplan,groceryshop,andindependentlypreparemealsforherself.

TransitionIEP-AcademicGoals(alignedcontentstandards)ReadingAlignedContentStandard: HSE-RW2 Thestudentwill(SOL10.3)a)consultreferencematerials(dictionaries,onlinevocabularysupports)toclarifyofunfamiliarwordsencounteredwhenreading;

b)demonstrateunderstandingofmultiple-meaningwordsandfigurativelanguage;c)acquireandusecontentwordsandphrases.

StudentName:Mary_Date__5/29/15__Page___of__StudentNumber_999999

#1MEASURABLEANNUALGOAL:ByJune2016,usingvocabularycardsandmodifiedreferencematerials,Marywillunderstandmultiplemeaningofwordsandfigurativelanguageinthecontextofhereverydayroutinewith85%accuracyon3outof4collectedworksamples.

• MEASURABLEOBJECTIVE#1:Bytheendofthefirstmarkingperiod,usingvocabularycardsandmodifiedreferencematerials,Marywilllearnandusethetenmostcommonlyusedmultiplemeaningwordsand/orphrasesinthecontextofhereverydayroutinewith80%accuracyon3outof4collectedworksamples.


• MEASURABLEOBJECTIVE:#2:Bytheendofthesecondmarkingperiod,continuingtousevocabularycardsandmodifiedreferencematerials,MarywillidentifyandunderstandfivecommonidiomswithinthecontextofherclassroomandoutinherCBIactivitieswith80%accuracyon3outof4

TheIEPteamconsideredtheneedforshort-termobjectives/benchmarks.ýShort-termobjectives/benchmarksareincludedforthisgoal.(RequiredforstudentsparticipatingintheVAAP)oShort-termobjectives/benchmarksarenotincludedforthisgoal.Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation__X_Worksheet__X_Classwork____Homework

__X_Observation__X_SpecialProjects___TestsandQuizzes____WrittenReports


MathematicsAlignedContentStandard: HSM-EI1Thestudentwill(SOLA.1)a) solveanalgebraicequationusingsubtraction.StudentName__Mary_Date__5/29/15__Page___of__StudentNumber_999999

#1MEASURABLEANNUALGOAL:ByMay2016,usingmanipulatives,pictures,andreallifeexperiences,Marywillbeabletosolvealgebraicexpressions,with80%accuracyon3outof4collectedworksamples.

• MEASURABLEOBJECTIVE#1:ByDecember2015,manipulatives and real-life stories, Mary will match an algebraic expression to the real-life storywith85%accuracyin3outof5attempts.

• MEASURABLEOBJECTIVE#2:ByMarch2016,using money and real-life experiences through her CBI activities, Mary will complete an algebraic expression using addition and subtraction to whenmakingpurchasesunderfivedollarswith85%accuracyin3outof5observedopportunities.

TheIEPteamconsideredtheneedforshort-termobjectives/benchmarks.ýShort-termobjectives/benchmarksareincludedforthisgoal.(RequiredforstudentsparticipatingintheVAAP)o Short-termobjectives/benchmarksarenotincludedforthisgoal.


Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation____Worksheet__X_Classwork____Homework

____Observation_X__SpecialProjects___TestsandQuizzes____WrittenReports



AppendixE:PriorWrittenNotice

Descriptionoftheactionproposedorrefusedbytheschool:

TheIEPteamreviewedthestudent’sprogressandcurrentprograminspecialeducation.AnewIEPwasdevelopedwithanupdateofpresentlevelsofperformanceandappropriategoals.TheIEPmadeadecisiontoincreasethelevelofservicebyaddinganadditional30minutesofresourceeachday.Explanationofwhytheschoolproposedorrefusedtotakethataction:Althoughthestudentmadeprogresstowardhis/herIEPgoals,thedaily,extraservicewillhelphim/hertomakecontinuousprogress.

Descriptionofanyotheroptionsthattheindividualizededucationprogram(IEP)teamconsideredandthereasonswhythosechoiceswererejected:TheteamconsideredmaintainingcurrentlevelofspecialeducationservicebutcurrentachievementdataclearlyindicatesaneedforincreasingthepreviousIEP’slevelofsupportandservicetime.Descriptionofotherfactorsimportanttotheschoolproposedorrefusedtheaction:Thedivisiondidnothaveanadditionalproposalorrefusal.

Descriptionofeachevaluationprocedure,assessment,record,orreporttheschooldistrictusedindecidingtoproposeorrefusetheaction:Thereviewofprogress,goalachievement,andsuccessinthegeneralclassroomindicatedthatthestillrequiresadditionalservicesforreading.Increasingtheresourcetimeby30minuteseachdaywillallowthestudenttoparticipateinspeciallydesignedinstructioninasmallgroupsetting.Astatementthattheparentofachildhaveprotectionundertheproceduralsafeguards.Ifthisnoticeisnotaninitialreferralforevaluation,howtheparentcanobtainacopyofadescriptionoftheproceduralsafeguards:Pleaseseeyourchild’sCaseManager/SpecialEducationTeachertoobtainacopy.

Resourcesfortheparentstocontactforhelpinunderstandingofthecontentofthenotice:Parentresourcecenteratcentraloffice.

© 2016 Commonwealth of Virginia Department of Education

The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, gender identity, age, political affiliation, or against otherwise qualified persons with disabilities. The policy permits

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