Results of the initial or most recent evaluation of the student; ______________________________________________________________________________________________________________ 2. 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). Parents, as team members, must be invited to attend these meetings. If you are unable to attend this meeting you may request participation through other means. It also describes the effect of the students disability on his or her involvement and progress in the general education curriculum, and for preschool children, as appropriate, how the disability affects the students participation in appropriate activities. In the case of a student who is blind or is visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines after an evaluation of the students reading and writing skills, needs, and appropriate reading and writing media, including an evaluation of the students future needs for instruction in Braille or the use of Braille, that instruction in Braille or the use of Braille is not appropriate for the student. 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. Extending learning beyond the year level expectations (through access to . The IEP team will determine and/or address ESY services at a later date. Differentiation is a breeze with THREE different work samples at different levels- just print and go! 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. 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. 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. Virginia Alternate Assessment Program (VAAP) Outside Resources Federal Agencies The U.S. Modifications: Changes in what your child is expected to master. Educational research will help you identify essential skills in the core academic subjects of reading, writing, and math. M -The student has Mastered this annual goal. M -The student has Mastered this annual goal. The academic, developmental, and functional needs of the student; ______________________________________________________________________________________________________________ 4. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. Supports for School Personnel: (Describe supports such as equipment, consultation, or training for school staff to meet the unique needs for the student) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ INDIVIDUALIZED EDUCATION PROGRAM (IEP) SERVICES LEAST RESTRICTIVE ENVIRONMENT PLACEMENT, Continued PARTICIPATION IN THE STATE AND DIVISIONWIDE ACCOUNTABILITY/ASSESSMENT SYSTEM Student Name________________________________________________________ Date ____/____/____ Page ___of___ Student ID Number__________________________________ This students participation in state and divisionwide assessments must be discussed annually. Virginia Alternate Assessment Program (VAAP), Share & Bookmark, Press Enter to show all options, press Tab go to next option, VAAP Module 1 Training Preparing Eligible Students for the VAAP, VAAP Module 2 Training Science Instruction for Students with Significant Cognitive Disabilities, The New VAAP Teacher Introductory Webinar, 2022 Model Policies on the Privacy, Dignity, and Respect for All Students and Parents in Virginias Public Schools, Postsecondary Opportunities for High School Students, Educator Preparation (Becoming a Teacher), Building a Unified Early Childhood System, Quality Measurement and Improvement (VQB5), Individual Student Alternative Education Plan (ISAEP), Science, Technology, Engineering & Mathematics, Parent & Caregiver Resources for Virginia Assessments, National Assessment of Educational Progress (NAEP), Virginia English Language Proficiency Assessments, Secondary Transition Services for Students with Disabilities, Technical Assistance & Professional Development, Settlement of Claims under ADA Regarding Masking in Schools, Individuals with Disabilities Education Act, Strengthening CTE for the 21st Century Act (Perkins V), School Accreditation: State Level Results, Education Improvement Scholarships Tax Credits Program, Division of Budget, Finance, and Operations, Division of School, Quality, Instruction, and Performance, Division of Early Childhood Care and Education, Virginia Department of Education Code of Ethics, Virginia Public School Division Staff Listing - By Division, Virginia Public School Division Staff Listing By Region, Virginia Public School Listing By Division, Virginia Public School Listing By Region, National Board Certification Incentive Awards, Virginia Middle School Teacher Corps (MSTC), Virginia Colleges & Universities with Approved Educator Preparation Programs, Teacher Residency and Apprenticeship Programs, Virginia Teaching Scholarship Loan Program (VTSLP), Early Childhood Special Education (ECSE) - Ages 2-5, Career and Technical Student Organizations (CTSO), 2018-2023 Educational Technology Plan for Virginia: Introduction, 2018-2023 Educational Technology Plan for Virginia: Learning, 2018-2023 Educational Technology Plan for Virginia: Teaching, 2018-2023 Educational Technology Plan for Virginia: Leadership, 2018-2023 Educational Technology Plan for Virginia: Infrastructure, Professional Development for Technology Integration, Review & Revision of the 2017 English SOL, Comprehensive Literacy: English Instructional Plans, Text-dependent Questions: Samples and Resources, Local Performance Assessments to Verify Credits in Writing, Local High School Performance Assessments: Evaluating the Collection of Evidence to Verify Credit in Writing, 2022 - K-12 SOL Conferences in English Language Arts, English SOL Professional Development Packages: Development on Demand, 2021 - K-12 SOL Conferences in English Language Arts, Early Intervention Reading Initiative (EIRI), Literacy Resources for Families and Communities, Review & Revision of the 2023 History & Social Science SOL, Co-Teaching Mathematics Instructional Plans (MIPs), K-3 Mathematics Achievement Sample Records, Review & Revision of the 2018 Science Standards of Learning, Implementing the World Language SOL Guide, Applications for World Language Academies, Performance Assessments & Local Alternative Assessments, Released Tests & Item Sets (ALL SUBJECTS), Using Statewide SOL Tests Results to Guide Instruction, Professional Development, Professional Standards, and Licensure Information, Laboratory Schools Frequently Asked Questions, Multidivision Online Provider Approval, Renewal, & Course Submission Information, Virginia Essentialized Standards of Learning (VESOL), VAAP Participation Criteria and the Determination of Significant Cognitive Disabilities, VAAP Module 3 Training Reading Instruction for Students with Significant Cognitive Disabilities, VAAP Module 4 Training Mathematics Instruction for Students with Significant Cognitive Disabilities, VAAP Module 1 Training - VESOL Instructional and CurricularResources, VAAP Module 2 Training Student Participation in the New VAAP, VAAP Module 3 Training - Preparing for New VAAP Test Administration, Frequently Asked Questions (FAQ) about VAAP for Parents, Superintendents Memo #242-21: History/Social Science and Writing Assessments for Students with Significant Cognitive Disabilities, VAAP Aligned Standards of Learning (ASOL) for History/Social Science and Writing, VAAP Local Scorers Guide for History/Social Science and Writing, VAAP ASOL for Local Alternative Assessments, School divisions' justification statements to exceed one percent participation in the Virginia Alternate Assessment Program (VAAP) are available upon request by email at. 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. 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. MATERIALS: a tier 2 vocabulary word. The process used to develop a Standards-Based IEP is directly tied to the states overall content standards. Goalbook develops resources for teachers to differentiate instruction aligned to Common Core using UDL. 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. 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. (pages 27, 28) District-wide Assessments: This page address a student's participation and accommodations needed when ^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 (page 25) Progress Report Comments: This page can be used to provide comments on progress report codes. 72 0 obj <>stream TPT empowers educators to teach at their best. 1. The IEP is a working document that outlines the student's vision for the future, strengths and needs. (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? 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). 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. 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. 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