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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.
3Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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).
4Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
AcknowledgmentsTheVirginiaDepartmentofEducation(VDOE)wishestoacknowledgeallthosewhoprovidedassistanceintheinitialdevelopmentandreviewofTheStandards-basedIEPGuidanceDocumentandSupportingMaterials.ThisgroupIncludedMarlaCrawford,VDOEdoctoralintern(CapellaUniversity),andVDOETrainingandTechnicalAssistanceCenterstafflisted.Inaddition,regionalrepresentativesfordivisionspecialeducationdirectorsreviewedthedocumentandprovidedfeedbackthatassistedthedepartmentindevelopingausefulresourceforteacherswithintheirdivisions.
5Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
6Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
7Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
8Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
9Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
10Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
11Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
• 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).
12Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
www.doe.virginia.gov.Thetrainingfocusesonthedevelopmentofastandards-basedIEPandcanbeusedasanindividualorgrouptrainingtool.
2) Standards-basedSkillsInventoryWorksheets
Theseworksheetshavebeendevelopedbasedonthegrade-levelcurriculumframeworkessentialskillsandknowledgetoassisttheteacherindevelopinggoalsanddeterminingthecomponentofthestandardinwhichthestudentwillneedspecializedinstructiontoaccessandaddressthegradelevelcontent.TheseworksheetsareavailableontheWebsiteatwww.doe.virginia.gov.Tofacilitatethedevelopmentofastandards-basedIEPusingthealignedstandards,resourcescanbefoundatTrainingandTechnicalAssistanceCenters(TTAC)Onlineathttp://ttaconline.org/vaap.
13Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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?
14Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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?
15Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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?
16Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
17Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
18Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
19Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
20Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
21Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
QuickCheck:
• Goalsreflectthestudent’sstrengths,postsecondarypreferencesandinterests.• Postsecondarygoalsaremeasureableandbasedonageappropriatetransition
assessmentsrelatedtoemployment,education,training,andwhenappropriate,independentliving.
• Ameasureablegoalorgoalshavebeendevelopedthataddresstheareaofpostsecondaryemployment.
• Ameasureablegoalorgoalshavebeendevelopedthataddresstheareaofpostsecondaryeducation.
• Ameasureablegoalorgoalshavebeendevelopedthataddresstheareaofpostsecondarytraining.
• Ifappropriate,ameasureablegoalorgoalshavebeendevelopedthataddresstheareaofpostsecondaryindependentliving.
22Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
23Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
24Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
25Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
26Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
27Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
28Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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)
29Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
30Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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(*)
31Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
TheVDOEdocument,StudentswithDisabilities:GuidelinesforSpecialTestAccommodationsathttp://www.doe.virginia.gov/testing/participation/index.shtml,providesadescriptionoftestaccommodationscurrentlypermittedonstateassessments.
QuickCheck:
• Anappropriatestateassessmentorassessmentshasbeenselectedforeachtestedsubjectarea.
• IfnotparticipatingintheregularSOLassessment,ajustificationforparticipationinanalternateassessmentisdocumented.
• Aneedforandselectionofaccommodationshasbeendetermined.• Ifaspecificaccommodationhaseligibilitycriteria,thestudenthasmettheeligibility
requirements.• Theselectedaccommodationisallowableonthestateassessment.
32Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
33Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
34Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
35Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
36Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
37Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
38Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
39Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
40Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
41Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
42Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
43Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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:_____________________________
44Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
____Observation____SpecialProjects__X_TestsandQuizzes____WrittenReports
____Criterion-referencedtest:_________________Norm-referencedtest:________________X_Other:Student-madegraphorchart_____
45Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
____Observation____SpecialProjects__X_TestsandQuizzes____WrittenReports
____Criterion-referencedtest:_________________Norm-referencedtest:________________X_Other:Student-madegraphorchart_____
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
46Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
*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.
47Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
48Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
49Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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**)
InstructionalSetting
Durationm/d/ytom/d/y
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.
50Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
51Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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**)
InstructionalSetting
Durationm/d/ytom/d/y
**IEPteamsarerequiredtoidentifythespecificschoolsite(publicorprivate)whentheparentexpressesconcernsaboutthelocationoftheservicesorrefusestheproposedsite.Alistingofmorethanoneanticipatedlocationispermissible,iftheparentsdonotindicatethattheywillobjecttoanyparticularschoolorstatethattheteamshouldidentifyasingleschool.
52Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
53Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
54Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
____Criterion-referencedtest:_________________Norm-referencedtest:__________________Other:_____________________________
8Forstudentswithsignificantcognitivedisabilitieswhoparticipateinassessmentsbasedonalternateacademicachievementstandards,suchas(VAAP),Federalregulationsrequireadescriptionofbenchmarksorshort-termobjectives.Theseshorttermobjectivesshowtheprogressexpectedateachreportingperiodasthestudentmovestowardmasteryoftheannualgoal
55Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
____Criterion-referencedtest:_________________Norm-referencedtest:________________X_Other:Student-madegraphorchart_____
56Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
57Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
58Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
59Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
60Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
____Observation____SpecialProjects__X_TestsandQuizzes____WrittenReports
____Criterion-referencedtest:_________________Norm-referencedtest:________________X_Other:Student-madegraphorchart_____
61Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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
____Observation____SpecialProjects__X_TestsandQuizzes____WrittenReports
____Criterion-referencedtest:_________________Norm-referencedtest:________________X_Other:Student-madegraphorchart_____
62Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
63Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
64Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
• 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
____Criterion-referencedtest:_________________Norm-referencedtest:__________________Other:_____________________________
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.
65Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
Howwillprogresstowardthisannualgoalbemeasured?(checkallthatapply)____ClassroomParticipation____Worksheet__X_Classwork____Homework
____Observation_X__SpecialProjects___TestsandQuizzes____WrittenReports
____Criterion-referencedtest:_________________Norm-referencedtest:________________X_Other:Student-madegraphorchart_____
66Standards-BasedIndividualizedEducationProgram(IEP)-2/22/11Revised3/28/16
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.
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