The students placement should be as close as possible to the childs home and unless the IEP of the student with a disability requires some other arrangement, the student is educated in the school that he or she would attend if he or she did not have a disability. P l e a s e r e s c h e d u l e t h i s m e e t i n g . As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement. (page 25) Progress Report Comments: This page can be used to provide comments on progress report codes. If necessary, the IEP is revised. The sample IEP form is divided into two sections. (+diK a category or topic. Departments of Education's Office of Special Education Programs, A Guide to the Individualized Education Program, Special Education and Rehabilitative Services (OSERS), Virginia Department of Behavioral Health and Developmental Services, Virginia Department of Blind and Vision Impaired, Virginia Department for the Deaf and Hard of Hearing, Virginia Department of Rehabilitative Services, Virginia Department of Medical Assistance Services, Present level of academic achievement and functional performance (PLAAFP), Related services including supplementary aids, Participation in state and division-wide assessments, Duration, frequency, and location of services, Monitoring of progress towards annual goals. The students placement should be as close as possible to the childs home and unless the IEP of the student with a disability requires some other arrangement, the student is educated in the school that he or she would attend if he or she did not have a disability. Special classes, separate schooling or other removal of the student from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Then, describe the placement selected in the PLACEMENT DECISION section below. The Virginia Alternate Assessment Program (VAAP) is designed to evaluate the performance of students with significant cognitive disabilitiesin grades 3-8 and high school. In the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions, strategies, and supports to address that behavior; ______________________________________________________________________________________________________________ 9. ___________________________________________________________________________________________________ INDIVIDUALIZED EDUCATION PROGRAM PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE Student Name__________________________________________________________ Date____/____/____ Page ___of___ Student ID Number_____________________________________________________ The Present Level of Academic Achievement and Functional Performance summarize the results of assessments that identify the students interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials. IEP 316: VAAP Criteria. In considering the placement continuum options, check those the team discussed. This decision is based upon a review of current records, current assessments and the students performance as documented in the Present Level of Academic Achievement and Functional Performance. (page 26) Extended School Year Services: This page addresses services beyond the normal school year/day, if needed. All instructional setting/placement decisions shall be based on the individual needs of each student. These goals can be included in an IEP in a variety of ways to best support the student's needs. SERVICES Preschool (ages 0-5): LEAST RESTRICTIVE ENVIRONMENTPLACEMENT, 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. An Examiners Copy is included at the beginning of the paper copy of the student practice items. N O  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. A SMART IEP goal needs to be specifically targeted for that individual student something that can easily be measured and recorded, a goal that is realistically attainable, something that focuses on real demonstrated results, and finally, a goal that is given a specific time frame for completion. Parents, as team members, must be invited to attend these meetings. NAME OF PARTICIPANT POSITION _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ INDIVIDUALIZED EDUCATION PROGRAM FACTORS FOR IEP TEAM CONSIDERATION Student Name________________________________________________ Date ____/____/____ Page _____ of _____ Student ID Number___________________________________________ During the IEP meeting, the following factors must be considered by the IEP team. Maps & Directions, Virginia Department of Education An Agency of the Commonwealth of Virginia, 2022. Free Appropriate Public Education (FAPE) When discussing FAPE for this student, it is important for the IEP team to remember that FAPE may include, as appropriate: Educational Programs and Services Proper Functioning of Hearing Aids Assistive Technology and/or accessible materials Transportation Nonacademic and Extracurricular Services and Activities Physical Education Extended School Year Services (ESY) Length of School DaySERVICES: Identify the service(s), including frequency, duration and location that will be provided to or on behalf of the student in order for the student to receive a free appropriate public education. These descriptors may guide educators and parents in understanding the type of student performance required for each achievement level. A strengths-based approach is a . ___ I do not give permission to implement this IEP. Goals: Annual goals describe what a child with a disability can reasonably be expected to learn within a 12-month period of time in their special education program. There should be a direct relationship among the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP. 4, 4, 2 4, 4, 4, 4, 4, V V 2 4, 4, 4, W 4, 4, 4, 4, F] 4, 4, 4, 4, 4, 4, 4, 4, 4, : Virginia Department of Educations Sample IEP Form For Use with Students up to Age Thirteen, as Appropriate TABLE OF CONTENTS The Virginia Department of Education does not require that schools use this sample IEP format; it is offered as a best practice example. 2 Measuring progress allows the team to see if the IEP is helping the student make progress or if changes need to be made to the IEP. The student must meet the state-established criteria identified in The Criteria Checklist for Assessing Students with Disabilities on Alternate Assessments; and. INDIVIDUALIZED EDUCATION PROGRAM (IEP) SERVICES LEAST RESTRICTIVE ENVIRONMENT PLACEMENT ACCOMMODATIONS/MODIFICATIONS Student Name_________________________________________________________ Date____/____/____ Page ___of___ Student ID Number___________________________________ This student will be provided access to general education classes, special education classes, other school services and activities including nonacademic activities and extracurricular activities, and education related settings: ___ with no accommodations/modifications ___ with the following accommodations/modifications Accommodations/modifications provided as part of the instructional and testing/assessment process will allow the student equal opportunity to access the curriculum and demonstrate achievement. PRESCHOOL INSTRUCTIONAL SETTING OPTIONS CONSIDERED: (check all that have been considered):*general education class(es) public or private special class(es) *separate special day school *residential facility *home *service provider location Other *Can be considered itinerant service setting Based upon identified services and the consideration of least restrictive environment (LRE) and instructional setting options, describe in the space below the service(s) setting(s). Measurable IEP Goals Remember that the student's every area of need should be listed in IEP present levels. 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. Federal regulations require that IEPs address a student's "involvement and progress in the general curriculum.". $3.00 Opposites Cards by AutismEducators The PLD indicates the content-area knowledge and skills that students achieving at a certain level are expected to demonstrate based upon the Virginia Essentialized Standards of Learning (VESOL). 72 0 obj <>stream They are determined during the IEP meetings with the child's IEP team. ____ Parent(s) initials here indicate that the parent(s) has read the above prior notice and attachments, if any, before giving permission to implement this IEP. Classifying Parallel and Intersecting Lines Work Samples- VAAP and SPED! With pencil and paper, STUDENT will copy letters independently from a visual model with 90% accuracy 4 of 5 trials. * Progress reports will be provided at least as often as parents are informed of the progress of children without disabilities. 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. The process for setting an IEP goal should be closely tied to progress monitoring, a valid and reliable method for providing frequent, ongoing assessment of a student's performance. ( I w i l l n e e d t h e f o l l o w i n g a c c o m m o d a t i o n s f o r t h i s I E P m e e t i n g : ( I p l a n t o b r i n g _ _ _ _ _ _ _ i n d i v i d u a l s t h a t I b e l i e v e h a v e k n o w l e d g e o r e x p e r t i s e r e g a r d i n g m y c h i l d . !. These content standards are referred to as the Virginia Essentialized Standards of Learning (VESOL). VAAP Stakeholder Committee. For IEP Meetings, if the division intends to invite a representative of an agency that is likely to be responsible for providing or paying for transition services to the IEP meeting, written consent of the parent or adult student is required. develop short term smart goals that will allow the student to meet their long-term goals. Whether the student requires assistive technology devices and services. Our toolkit contains Common Core IEP goals in Reading, Writing, and Math, as well as non-academic goals in Behavior and Autism. Quizzes with auto-grading, and real-time student data. An Individualized Education Plan, often referred to by the acronym IEP, is an education plan that is designed around your child's unique needs. Special Education Meeting Notice Parent/Student Response Form To the Parent(s) / Guardian(s) / Student: Student: FORMTEXT D a t e o f M e e t i n g : F O R M T E X T P l e a s e c h e c k y o u r c h o i c e a n d r e t u r n t h i s p a g e t o : F O R M T E X T a t F O R M T E X T I t h e F O R M C H E C K B O X p a r e n t F O R M C H E C K B O X s t u d e n t w i l l a t t e n d t h e m e e t i n g a s s c h e d u l e d . Mix and match the following skills, supports, and materials below to create an individualized IEP goal for vocabulary. setting an IEP goal should be closely tied to progress monitoring, a valid, reliable method for providing frequent, ongoing assessment of a student's performance (Endrew F. v. Douglas County School District RE-1, 2017). TT])`MOd|o$PNb 8b~Q j:| Sample IEP Goals for Emotional Control 3. What Belongs in an . Please select a domain below to begin viewing IEP goals associated with that domain. (pages 22-23) Measurable Annual Goals/Progress Reports, continued (page 24) Short-term Objectives and/or Benchmarks: to be used as needed. Describe. Explanation of Placement Decision: SERVICES Preschool (ages 0 5): LEAST RESTRICTIVE ENVIRONMENTPLACEMENT Student Name_________________________________________________ Date____/____/____ Page ___of___ Student ID Number ___________________________________ Least Restrictive Environment (LRE) When discussing the least restrictive environment and placement options, the following must be considered: To the maximum extent appropriate, the student is educated with children without disabilities. This resource is perfect for busy teachers looking to save time and simplify the task of writing IEP goals.These IEP goals are customizable and written to help with progress monitoring, particularly for teachers of students with autism and related disabi Subjects: Early Intervention, Life Skills, Special Education Grades: PreK - K, Staff Types: Additionally, summarize the discussions and decision around LRE and instructional setting. 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. Service(s)Frequency**School/location Instructional Setting (classroom)Duration m/d/y to m/d/y ** IEP teams are required to identify the specific school site (public or private) when the parent expresses concerns about the location of the services or refuses the proposed site. Box 2120 In considering the placement continuum options, check those the team discussed. 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. IEP Goal Bank for Speech Therapy Goals Articulation Phonology Hearing Fluency Functional Life Skills Expressive Language Receptive Language Auditory Discrimination Phonological Awareness Social Skills/Pragmatics The IEP must include annual goals that aim to improve educational results and functional performance for each child with a disability. TPT empowers educators to teach at their best. %PDF-1.6 % Modifications: Changes in what your child is expected to master. It is to help your child reach specific obtainable goals within the given school year. Learn how to create a functional behavior analysis and how to establish useful goals for a more effective IMP. Developing High Quality, Functional IFSP Outcomes/IEP Goals Training Package: Guidance for Trainers: EI, ECSE: Section 1, Slide 1: This document provides the purpose and background, content organization and use and adaptation suggestions for the training. Directions: To qualify for the Virginia Alternate Assessment Program (VAAP), a student's IEP team must determine that a student is eligible based on answering all of the questions below. Accommodations/modifications based solely on the potential to enhance performance beyond providing equal access are inappropriate. (check all that apply)____ Classroom Participation ____ Checklist ____ Class work ____ Homework ____ Observation ____ Special Projects ____ Tests and Quizzes ____ Written Reports ____ Criterion-referenced test:_________________________ ____ Norm-referenced test: ___________________________ ____ Other: ________________________________________ Progress on this goal will be reported to the parent or adult student using the following codes. Departments of Education's Office of Special Education Programs A Guide to the Individualized Education Program(USED) Special Education and Rehabilitative Services (OSERS) Office for Civil Rights Office of Special Education Programs(USED) State Agencies Increasing Parental Involvement. T ime-limited. However, if text-to-speech (TTS) is used for online practice items, the Examiner does not read the information for each test item since TTS presents that information. The team may consider placement options in conjunction with discussing any needed supplementary aids and services, accommodations/modifications, assistive technology and/or accessible materials, and supports for school personnel. Refer to the VDOEs Students with Disabilities: Guidelines for Assessment Participation for guidance. M -The student has Mastered this annual goal. Academic - Reading . Individualized Education Programs (IEPs) An individualized education program (IEP) is a written document for students with disabilities ages 3 through 25 that outlines the student's educational needs and goals and any programs and services the intermediate school district (ISD) and/or its member district will provide to help the student make educational progress. # ** Accommodation(s) must be based upon those the student generally uses during classroom instruction and assessment, including assistive technology and/or accessible materials. (Yes (NoBased on the Present Level of Academic Achievement and Functional Performance, is this student being considered for participation in the Virginia Standards of Learning (SOL)Assessments (select appropriate content area) ( Reading ( Math ( Science ( History/Social Science ( Grade 8 Writing(Yes (NoBased on the Present Level of Academic Achievement and Functional Performance, is this student being considered for participation in the Special Permission Request Virginia Substitute Evaluation Program (VSEP)? The IEP is not written in isolation. A student's IEP must detail how the student's progress toward meeting their annual goals will be measured. hr ^J IP -The student has demonstrated Insufficient Progress to meet this annual goal and may not achieve this goal within the duration of this IEP.ES -The student demonstrates Emerging Skill but may not achieve this goal within the duration of this IEP.NI -The student has Not been provided Instruction on this goal. In order for a student to participate in the OAAP: 1. a list of 10 words. For example, if a kid is having difficulty controlling a pencil, the first goal wouldn't be for him or her to write the letter "a." AAC goals for speech therapy often present a particular challenge for educators and clinicians, and especially for parents and caregivers navigating IEP and clinical therapy landscapes. ____________________________________________________ ____/____/____ 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.) ( Alternate/Alternative Assessments Participation Criteria is attached or maintained in the students educational record ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ INDIVIDUALIZED EDUCATION PROGRAM (IEP) SERVICES LEAST RESTRICTIVE ENVIRONMENT PLACEMENT, Continued Student Name________________________________________________________ Date____/____/____ Page ___of___ Student ID Number ___________________________________ Least Restrictive Environment (LRE) When discussing the least restrictive environment and placement options, the following must be considered: To the maximum extent appropriate, the student is educated with children without disabilities. Virginia's SOL should be the basis for each local school divisions academic . I the FORMCHECKBOX parent FORMCHECKBOX studentwould like my preferences, interests, and concerns shared with the team. The second section includes those pages that will be added to the IEP as needed and sample formats for other purposes. When students are identified as having an educational disability and require special education services to meet their unique learning needs, they are provided an Individualized Education Program (IEP) which is overseen by local public school divisions. INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEASURABLE ANNUAL GOALS, PROGRESS REPORT Student Name_______________________________________________________ Date____/____/____ Page ___of___ Student ID Number________________________________ Area of Need________________________________________ # _____ MEASURABLE ANNUAL GOAL: The IEP team considered the need for short-term objectives/benchmarks. Resources for assessing history/social science and writing are provided below: Superintendents Memo #216-14, dated August 15, 2014, details the requirements that local school divisions administer local alternative assessments to students in content previously assessed by Standards of Learning (SOL) assessments. Anticipated Date of Progress Report*Actual Date of Progress ReportProgress Code SP -The student is making Sufficient Progress to achieve this annual goal within the duration of this IEP. Additional information about the one-time parental consent, the parental consent form and the procedural safeguards can be found at HYPERLINK "http://www.doe.virginia.gov/support/health_medical/medicaid/index.shtml" \t "_blank" http://www.doe.virginia.gov/support/health_medical/medicaid/index.shtml. ___ I give permission to implement this IEP. How to Address Each Goal 5. INDIVIDUALIZED EDUCATION PROGRAM (IEP) SHORT TERM OBJECTIVES OR BENCHMARKS, as determined by IEP Team (Required for students participating in the VAAP) Student Name__________________________________________________________ Date____/____/____ Page ___of___ Student ID Number________________________________ Goal # _____ Area of Need: ___________________________ Short Term Objectives or Benchmarks, as needed Objective/Benchmark #___ Objective/Benchmark #___ Objective/Benchmark #___ Objective/Benchmark #___ INDIVIDUALIZED EDUCATION PROGRAM (IEP) PROGRESS REPORT COMMENTS, Continued (This document is optional) Student Name__________________________________________________________ Date____/____/____ Page ___of___ Student ID Number________________________________ Goal #___ Progress Report Code ___ Goal #___ Progress Report Code ___ Goal #___ Progress Report Code ___ Goal #___ Progress Report Code ___ Goal #___ Progress Report Code ___ INDIVIDUALIZED EDUCATION PROGRAM (IEP) EXTENDED SCHOOL YEAR SERVICES (ESY) (Optional) Student Name_________________________________________________________ Date____/____/____ Page ___of___ Student ID Number___________________________________ Summarize the IEP teams discussions and decision about ESY: If ESY services are to be provided identify which goals in the current IEP will be addressed by the ESY services: Identify the Extended School Year services needed to meet these goals: Service(s)Frequency**School/location Instructional Setting (classroom)Duration m/d/y to m/d/y 2 3 I O Q S [ ] e f g l m n  With that domain specific obtainable goals within the given school Year of 5 trials will letters... 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