In the case of students with significant cognitive disabilities, these content areas were assessed by the VAAP. Strengths-based IEP goal: Mike will use his skills with technology to dictate and complete his history chapter notes on time with 85 percent accuracy in three out of four consecutive assignments. EDSP 521 INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEASURABLE ANNUAL GOALS, . The process used to develop a Standards-Based IEP is directly tied to the states overall content standards. (page 3) Factors for IEP Team Considerations: This form may be used to document the teams consideration of the matters that the applicable regulations require the team to consider during the process of developing the IEP, along with any decisions made by the team regarding these matters. I the FORMCHECKBOX parent FORMCHECKBOX studentwould like my preferences, interests, and concerns shared with the team. 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 IEP is a working document that outlines the students vision for the future, strengths and needs. In order for a student to participate in the OAAP: 1. Formula: Given [materials] and [supports], NAME will [vocabulary skill] in [criterion*]. 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. Parent/Guardian consent is required before the public school system can bill Medicaid or FAMIS. Address any needed transportation and physical education services including accommodations and/or modifications. This proposed IEP will allow the student to receive a free appropriate public education in the least restrictive environment. In the case of a student who is deaf or hard of hearing, consider the students language and communication needs, opportunities for direct communications with peers and professional personnel in the students language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the students language and communication mode. It is to help your child reach specific obtainable goals within the given school year. 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. J?$~C3h,T '0.vP,wR. 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. Virginia Alternate Assessment Program (VAAP) Participation Criteria: A student must meet the participation criteria to participate in the VAAP. NAME OF PARTICIPANT POSITION _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ _____________________________________________________ ____________________________________ Required for Billable Services ICD9 Code _________________________ Medicaid Discharge Plan/Disposition _______________________________ PARENTAL CONSENT FOR BILLING PUBLIC INSURANCE LANGUAGE FOR THE IEP or IEP AMENDMENT One-Time Consent (This document is optional and is not a necessary component of the IEP annual review) For Medicaid or FAMIS (Family Access to Medical Insurance Securities) Insured Only If your child is now or later becomes eligible for Medicaid or FAMIS and he or she receives health-related services written in an Individual Education Program (IEP), the federal government can help the public school division pay for these health-related services, such as, but not limited to physical, occupational or speech therapy; audiology, nursing, psychological or personal care services and health screening associated with Early Periodic Screening Diagnosis and Treatment (EPSDT). Please select a domain below to begin viewing IEP goals associated with that domain. P.O. Workgroups . 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. How will progress toward this annual goal be measured? 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. Over 85 professionals involved. 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. During the duration of this IEP: Will the student be at a grade level or enrolled in a course for which the student must participate in a state and/or divisionwide assessment? 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. 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. Teachers should encourage parents to be active participants in the IEP process. 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. Appendices include a draft participant agenda as well as references and resources. _____ I do not give my consent for an agency representative(s) named on the meeting notice to be invited to the IEP meeting. Consider sharing this page with others who may find it valuable. 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. # * These services are listed on the Accommodations/Modifications page and Extended School Year Services page, as needed. Explanation of Instructional Setting/Placement Decision: INDIVIDUALIZED EDUCATION PROGRAM (IEP) PRIOR NOTICE AND PARENT CONSENT Student Name__________________________________________________________ Date____/____/____ Page ___of___ Student ID Number___________________________________ PRIOR NOTICE The school division proposes to implement this IEP. Your child's IEP should have goals for each area of weakness in reading skills. 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. IEP goals should enable the child to learn the basic skills that are necessary for the child to be independent and self-sufcient. Please enable JavaScript in your browser for a better user experience. ( Short-term objectives/benchmarks are included for this goal. Refer to the VDOEs Students with Disabilities: Guidelines for Assessment Participation for guidance. The IEP team determined that the student does not need ESY services. Virginia Alternate Assessment Program (VAAP) . Level of Academic Achievement and Functional Performance, is this student being considered for participation in the Virginia Alternate Assessment Program (VAAP), which is based on Aligned Standards of Learning? V1W~s-'h)e Accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response including assistive technology and/or accessible materials. All instructional setting/placement decisions shall be based on the individual needs of each student. Box 2120 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. 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. There's no maximum or minimum number of goals for an IEP - you should write as many goals as your child needs in order to be successful. Current of September 2017. G&I{rYCD}B.^0QJN`2O>zZ YFx5_Z[[wTY]?y8Hn%ro9.jVwS. 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). A strengths-based approach is a . 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. Virginia's SOL should be the basis for each local school divisions academic . (Yes (NoBased on the Present Level of Academic Achievement and Functional Performance, is this student being considered for participation in the Virginia Alternate Assessment Program (VAAP), which is based on Aligned Standards of Learning? Departments of Education's Office of Special Education Programs A Guide to the Individualized Education Program Special Education and Rehabilitative Services (OSERS) Office for Civil Rights Office of Special Education Programs State Agencies If yes, complete the VAAP Participation Criteria. !. In the case of a student with limited English proficiency, consider the language needs of the student as those needs relate to the students IEP; ___________________________________________________________________________________________________ 10. E O v ~ wpfpfpfpfpf^pf h| h{} \h| h{} 5\ h| h{} h| hB CJ aJ h| h3 CJ aJ h| h3 >*CJ aJ h| hB 5\ h| h3 5\ h| hB h| h3 Additionally, summarize the discussions and decision around LRE and instructional setting. &. What's Included:Functional Skills IEP Goal Bank: A 23 page guide with over 25 pre-written goals (Divided into 5 main areas of: Self help, Daily living, Community & Safety, Pre-vocational, as well as Functional communication . 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. 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