Parents, as team members, must be invited to attend these meetings. Both the students present level of performance and some of the annual IEP goals are aligned with and based on the states grade-level standards which creates a program that is aimed at getting the student to a proficient level on the state standards. MATERIALS: a tier 2 vocabulary word. If yes, complete the VSEP Participation Criteria for each content area considered. The IEP must include annual goals that aim to improve educational results and functional performance for each child with a disability. Then, describe the setting and the reason for provision of services in that setting in the INSTRUCTIONAL SETTING DECISION section below. Attach additional pages as needed. The Virginia IEP System provides functionality as an IEP writer and compliance tool that affords educators the functionalities necessary to facilitate IEP meetings, develop IEPs, monitor student progress, and gather and submit data for state reporting purposes. Virginia's SOL should be the basis for each local school divisions academic . Box 2120 In considering the placement continuum options, check those the team discussed. Determine progress report schedule Document that the IEP team considered the need for short-term objectives or benchmarks for students other than those who take alternate assessments aligned to alternate achievement standards Develop short-term objectives or benchmarks for the annual goals, as needed Determine any needed accommodations and/or modifications in instruction and assessment Determine participation in state and divisionwide assessments Determine services and placement Determine if student needs ESY services Review any requests proposed and/or refused Provide prior written notice and obtain parental consent Identify how staff will be informed of their responsibilities for implementation of the IEP Special Education Meeting Notice (School Division Letterhead) Date: To:____________________________________and______________________________________ Parent(s)/Adult Student Student (if appropriate or if transition will be discussed) You are invited to attend a meeting regarding ____________________________________________ Students Name PURPOSE OF MEETING (check all that apply): IEP Development or Annual Review IEP Amendment Team Review of Referral Team Review of Existing Data Transition: PartC to Part B Eligibility Determination Team Determination of Needed Data Transition: Postsecondary Goals, Transition Services Manifestation Determination Other: ____________________________ The meeting has been scheduled for: Date Time Location Meetings are scheduled at a mutually agreed upon place and time by you and the school division. SECTION 1: Foundation of All IEPs Cover Page: This page contains general information about the student and documentation of those individuals who participated in the development of the IEP. ______________________________________________________________________________________________________________ 8. The IEP is not written in isolation. When developing an IEP for a high-ability student, there is one main difference that stakeholders need to be aware of. * These services are listed on the Accommodations/Modifications page and Extended School Year Services page, as needed. (page 26) Extended School Year Services: This page addresses services beyond the normal school year/day, if needed. ____________________________________________________ ____/____/____ Parent Signature Date TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP) PRIOR WRITTEN NOTICE Student Name__________________________________________________________ Date____/____/____ Page ___of___ Student ID Number___________________________________ Describe the action that the school division proposes or refuses to take: (Required upon graduation with a standard or advanced diploma) Explanation of why the school division is proposing or refusing to take action: Description of each evaluation procedure, assessment, record or report the school division used in deciding to propose or refuse the action: Description of any other choices that the Individualized Education Program (IEP) team considered and the reasons why those choices were rejected: Description of other reasons or other factors relevant as to why the school division proposed or refused the action: Resources for the parent to contact for help in understanding the Individuals with Disabilities Education Act (IDEA) and the related federal and Virginia Regulations: If this notice is not the initial referral for evaluation, document when the parent was provided a copy of the procedural safeguards and how a copy maybe obtained, if the parent requests an additional copy: SECTION 2 Additional Forms To Be Used As Needed ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP) PROCESS CHECKLIST Meeting notices sent to parent and agency representatives, as appropriate Acquire written consent from parent for an agency representative to attend the IEP meeting Welcome and introductions of team members Review purpose of meeting Review meeting agenda Review rights and procedural safeguards pertaining to special education and the IEP meeting Review of special factors to be considered by the IEP team Develop Present Level of Academic Achievement and Functional Performance Develop measurable annual goals (Discuss progress report on previous annual goals, as needed.) VB-MAPP IEP Sample Goals. The decision to use standards-based IEPs has been supported by the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) that emphasizes access to the general education curriculum for students with disabilities; and the federal assessment regulations issued in 2007 under the Elementary and Secondary Education Act (ESEA) that permits states to implement an alternate assessment based on modified academic achievement standards (AA-MAS). Sample IEP Goals for Emotional Control 3. This must include an explanation of why the student will not be participating with students without disabilities in the general education class(es), programs, and activities. A listing of more than one anticipated location is permissible, if the parents do not indicate that they will object to any particular school or state that the team should identify a single school. the context of a sentence. ( A n I E P w o r k s h e e t i s e n c l o s e d . Parent consent is indicated on the Prior Notice page. Pin Me! ^J h| hk ^J h| hK ^J h| h7% ^J h| hB CJ OJ QJ aJ h| h3 CJ OJ QJ aJ # 3 l n I will provide my input to you by: FORMCHECKBOX Mail FORMCHECKBOX TelephoneOther means: FORMTEXT p r i o r t o t h e m e e t i n g . Students may enter their responses to items online, on the paper copy, or indicate their responses to the Examiner using their preferred modality in everyday instruction. Extending learning beyond the year level expectations (through access to . The IEP is a working document that outlines the student's vision for the future, strengths and needs. The student with a disability shall be served in a program with age-appropriate peers unless it can be shown that for a particular student with a disability, the alternative placement is appropriate as documented by the IEP. Current of September 2017. Suggested IEP goals for Social Behavior and Play level 3: (select only 1 or 2 goals and modify them as appropriate for the individual child) S3-a: The child will engage in cooperative, constructive, or physical play activities with peers lasting at least 15 minutes. VirginiaAlternate Assessment Program (VAAP) 1. _______________________________________________________________________________________________ INDIVIDUALIZED EDUCATION PROGRAM (IEP) PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued Student Name________________________________________________________ Date ____/____/____ Page ___of___ Student ID Number__________________________________ PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued. Other options considered, if any, and the reason(s) for rejection are attached, or can be found in the Placement Decision section of this IEP. IEP Goals: Given sorting boards and pictures of objects or words, STUDENT will independently place each object in the appropriate category (hot/cold, big/small, heavy/light), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. However, all members of the IEP team must be aware of the factors that need to be considered by the IEP team during the development of the IEP. The intent of an IEP is to bring together a team of people who understand and support the student in order to come to consensus on a plan and an appropriate and effective education for the student. All instructional setting/placement decisions shall be based on the individual needs of each student. In addition, ESSA requires each school division to submit a justification when it anticipates testing more than one percent of students using the AA-AAAS. Accommodations/modifications also provide access to nonacademic and extracurricular activities and educationally related settings. Consult/monitor means that (a) the special education teacher provides service on the IEP goals through collaborating with other professionals in order to make instructional decisions; and (b) collects data through a variety of methods to document student progress in order to make instructional . Virginia Alternate Assessment Program (VAAP): Instructional Manual and Curricular Design Virginia Department of Education Office of Special Education Instructional Services John Eisenberg Educational Specialist in Severe Disabilities and Assistive Technology (804) 225 -2711 Virginia Alternate Assessment Program John. In selecting the LRE, consideration is given to any potential harmful effect on the student or on the quality of services that he/she needs. > > 8 W % ~ ' "' "' "' f) $+ + \ V V V V V V V $ Y 8\ V u 4, &) @ f) 4, 4, V > > "' "' ^W 2 2 2 4, > R "' "' V 2 4, V 2 2 J " L "' v* p- J V tW 0 W J F] */ F] 4 L F] L 0 We had an IEP meeting, and one of his proposed goals was to be able to visualize and identify what 2 of something looks like, or what 3 of something looks like. The Virginia Alternate Assessment Program (VAAP) is designed to evaluate the performance of students with significant cognitive disabilitiesin grades 3-8 and high school. P.O. This includes a meaningful opportunity for the child to meet challenging objectives. 72 0 obj <>stream To help with language and spark ideas and collaboration, the team at AAC offers this list of SLP resources and speech therapy goal banks we hope will be helpful . An Individualized Education Plan, often referred to by the acronym IEP, is an education plan that is designed around your child's unique needs. INDIVIDUALIZED EDUCATION PROGRAM (IEP) COVER PAGE MEDICAID ELIGIBLE STUDENTS Student Name_________________________________________________________________________ Page ___ of ___ Student ID Number__________________________________ Medicaid/FAMIS # ____________________ Grade_______ DOB ____/____/____ Age* ________ Disability(ies) (if identified) ____________________________________________ Parent (s)Name_____________________________________________________Email ____________________________ Home Address_____________________________________________________ Primary (____)_____________________ _____________________________________________________ Secondary (____)___________________ Date of IEP meeting._____/_____/_____ Date parent notified of IEP meeting.._____/_____/_____ This IEP will be reviewed no later than _____/_____/_____ Most recent eligibility date_____/_____/_____ Next re-evaluation, including eligibility, must occur before ._____/_____/_____ Copy of IEP given to parent (Name) _____________________________________________ On (Date)_____/_____/_____ IEP Teacher/Manager_________________________________________ Phone Number (____)______________________ PARTICIPANTS INVOLVED: The list below indicates that the individual participated in the development of this IEP and the placement decision; it does not authorize consent. SERVICES LEAST RESTRICTIVE ENVIRONMENT PLACEMENT, Continued Student Name_________________________________________________ Date____/____/____ Page ___of___ Student ID Number ___________________________________ Extended School Year Services (ESY): (see attached summary sheet as a means to document discussion) The IEP team determined that the student needs ESY services. PLACEMENT CONTINUUM OPTIONS CONSIDERED: (check all that have been considered):general education class(es) special class(es) special education day school state special education program / school Public residential facility Private residential facility Homebound Hospital Other ____________________________ Based upon identified services and the consideration of least restrictive environment (LRE) and placement continuum options, describe in the space below the placement. The sample IEP form is divided into two sections. Workgroups . INDIVIDUALIZED EDUCATION PROGRAM (IEP) PARTICIPATION IN THE STATE AND DIVISIONWIDE ACCOUNTABILITY/ASSESSMENT SYSTEM (continued) Student Name________________________________________________________ Date ____/____/____ Page ___of___ Student ID Number__________________________________ PARTICIPATION IN STATEWIDE ASSESSMENTS TestAssessment Type* (SOL, VSEP,VAAP) Accommodations** If yes, list accommodation(s)Reading ( _______________________________________ ( Not Assessed at this Grade Level(Yes (NoMath ( _______________________________________ ( Not Assessed at this Grade Level(Yes (NoScience ( _______________________________________ ( Not Assessed at this Grade Level(Yes (NoHistory/SS ( _______________________________________ ( Not Assessed at this Grade Level(Yes (NoWriting ( _______________________________________ ( Not Assessed at this Grade Level(Yes (No * Students with disabilities are expected to participate in all content area assessments that are available to students without disabilities. 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