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. Attach comments using progress report comment form located in section two. 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. 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. Short-term goals are developed by identifying the sub-skills that are required to achieve a long-term goal. In considering the placement continuum options, check those the team discussed. Formula: Given [materials] and [supports], NAME will [vocabulary skill] in [criterion*]. Directions:To qualify for participation in the Virginia Alternate Assessment Program (VAAP), a student's IEP team must consider that a student is eligible based on answering the questions below for each consent area considered. &. . The IEP is a working document that outlines the students vision for the future, strengths and needs. Refer to the VDOEs Students with Disabilities: Guidelines for Assessment Participation for guidance. K{F.j This proposed IEP will allow the student to receive a free appropriate public education in the least restrictive environment. Tips on Meeting Goals for Emotional Control 4. 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). 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). _____ I give my consent for an agency representative(s) named on the meeting notice to be invited to the IEP meeting. P.O. Special Diploma (student meets the requirements of their IEP) DETERMINING HOW STUDENTS WITH DISABILITIES PARTICIPATE IN VIRGINIA'S ACCOUNTABILITY SYSTEM October 19, 2010 10 Determining How Students with Disabilities Participate in Virginia's Accountability System (page 25) Progress Report Comments: This page can be used to provide comments on progress report codes. A student's progress towards an IEP goal is measured against the student's baseline."* Every good IEP goal and objective should be a SMART one. 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. 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. Attach additional pages as needed. If yes, complete the VSEP Participation Criteria for each content area considered. ). Services may be provided as itinerant services in a community setting where the child is already attending. (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. ( Short-term objectives/benchmarks are included for this goal. The Virginia Alternate Assessment Program (VAAP) is designed to evaluate the performance of students with significant cognitive disabilitiesin grades 3-8 and high school. ( Divisionwide Assessment (list): ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ EXPLANATION FOR NON-PARTICIPATION IN REGULAR STATE OR DIVISION-WIDE ASSESSMENTS If an IEP team determines that a student must take an alternate assessment instead of a regular state assessment, explain in the space below why the student cannot participate in this regular assessment; why the particular assessment selected is appropriate for the student, including that the student meets the criteria for the alternate assessment; and how the students nonparticipation in the regular assessment will impact the childs promotion; or other matters. Some filters moved to Formats filters, which is at the top of the page. 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. The IEP team determined that the student does not need ESY services. Learn how to create a functional behavior analysis and how to establish useful goals for a more effective IMP. 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 Day SERVICES: 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. 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. Please select a domain below to begin viewing IEP goals associated with that domain. Maps & Directions, Virginia Department of Education An Agency of the Commonwealth of Virginia, 2022. 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. !. Box 2120 When you know the sequence of skills for a subject, you will know how skills build on each other. In considering the placement continuum options, check those the team discussed. This product includes both a printable version AND a version compatible with Google Drive and Google Classroom! Then, describe the setting and the reason for provision of services in that setting in the INSTRUCTIONAL SETTING DECISION section below. 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. 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. a . These services are the special education services and as necessary, the related services, supplementary aids and services based on peer-reviewed research to the extent practicable, assistive technology and/or accessible materials, supports for personnel*, accommodations and/or modifications* and extended school year services* the student will receive that will address area(s) of need as identified by the IEP team. The academic, developmental, and functional needs of the student; ______________________________________________________________________________________________________________ 4. C. Virginia Alternate Assessment Program (VAAP) The VAAP is an alternate assessment based on alternate achievement standards and is specifically designed to evaluate the achievement of students with significant cognitive disabilities in grades 3-8 and high school. How will progress toward this annual goal be measured? Virginia's SOL should be the basis for each local school divisions academic . 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. Then, describe the placement selected in the PLACEMENT DECISION section below. ** Accommodation(s) must be based upon those the student generally uses during classroom instruction and assessment, including assistive technology and/or accessible materials. The factors are addressed in other sections of the IEP if not documented on this page (for example: see Present Level of Academic Achievement and Functional Performance). The strengths of the student; ______________________________________________________________________________________________________________ 3. These goals are based on what your child can do versus what they expect them to learn. ( 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. If yes, determine for specific content area. 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. Be measured child can do versus what they expect them to learn be to... Skills build on each other need ESY services Guidelines for Assessment Participation for guidance education in placement! With Disabilities: Guidelines for Assessment Participation for guidance are based on what your child do. Team determined that the student ; ______________________________________________________________________________________________________________ 4 students vision for the future, strengths and needs functional analysis! This product includes both a printable version and a version compatible with Google Drive Google. 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