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. A student's IEP must detail how the student's progress toward meeting their annual goals will be measured. 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 c a n n o t 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 . 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 . The student must meet the state-established criteria identified in The Criteria Checklist for Assessing Students with Disabilities on Alternate Assessments; and. ____________________________________________________ ____/____/____ 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.) 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). (Examiners Copy for Online & Paper with Paper Student Materials), After selecting the button below, select the VAAP tab. . ( 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. In these meetings, the progress of the child will be reviewed and the team will develop new goals. Parent/Guardian consent is required before the public school system can bill Medicaid or FAMIS. The IEP Team determines how the student will participate in the accountability system. CydXi=cRr. the development of the short-term goals, strategies and actions in the IEP. Address any needed transportation and physical education services including accommodations and/or modifications. ( A n I E P w o r k s h e e t i s e n c l o s e d . 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. General positive behaviors are behaviors desirable in educational, vocational, and/or community environments, which increase the student's quality of life, access to the least restrictive environment and . 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 d o n o t w i s h t o a t t e n d t h i s m e e t i n g e v e n t h o u g h I u n d e r s t a n d t h e i m p o r t a n c e o f a t t e n d i n g . All placement decisions shall be based on the individual needs of each student. Each goal should be tied to a specific state academic standard for reading. This resource is a list of sample IEP goals that are organized by operant and milestone level from the VB-MAPP. Parents, as team members, must be invited to attend these meetings. Additionally, summarize the discussions and decision around LRE and instructional setting. M easurable. IEP 316: VAAP Criteria. Pre-made digital activities. Used by IEP team to determine whether a special education student fits the criteria to participate in VAAP. Virginia Alternate Assessment Program (VAAP): Instructional Manual and Curricular Design Virginia Department of Education Office of Special Education Instructional . Individual Education Programs contain annual educational goals for the student to address the skills and subjects that are difficult for the child. 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. 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. If yes, complete the VAAP Participation Criteria. ( 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 . TPT empowers educators to teach at their best. ___ I do not give permission to implement this IEP. # With pencil and paper, STUDENT will copy letters independently from a visual model with 90% accuracy 4 of 5 trials. These ASOL are provided below for use by school divisions if desired: TheEvery Student Succeeds Act(ESSA) requires states to ensure that the total number of students assessed in each subject using the alternate assessment based on alternate achievement standards (AA-AAAS) does not exceed one percent of the total number of all students in the state who were assessed. What Belongs in an . Increasing Parental Involvement. 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. Oyf3qO$/E2mr8~;A/3&,Jirv^2=%dHH=)ci b`A%z2%SVi&Dw" q^3;.%) 8)uZI"cS,v5{6O@Z.=4OMGZABRr~:IB"8 $aV5k` P++y/VM Used by IEP team to provide an update on annual goals for students receiving special education services. 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. 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. "IEP goals need to be objectively measurable (that means observable) and must have a baseline. &. 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 . The students needs for benchmarks or short-term objectives; ______________________________________________________________________________________________________________ 7. In the case of students with significant cognitive disabilities, these content areas were assessed by the VAAP. IEP Goals for Writing (meaning the skill of writing or composition, not handwriting IEP goals) IEP Goals for Reading Reading Comprehension IEP Goals Behavior IEP Goals Math IEP Goals 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. 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. 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. Modifications: Changes in what your child is expected to master. When considering that Braille is not appropriate for the child the IEP team may use the Functional Vision and Learning Media Assessment for Students who are Pre-Academic or Academic and Visually Impaired inGrades K-12 (FVLMA) or similar instrument; and ___________________________________________________________________________________________________ 11. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. 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. The Court additionally emphasized the requirement that "every child should have the chance to meet challenging objectives.". Address any needed transportation and physical education services including accommodations and/or modifications. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter? When you know the sequence of skills for a subject, you will know how skills build on each other. The Examiners Copy contains vital information that should be read to students regardless of whether the student will view the paper or online version of the practice items. These goals are based on what your child can do versus what they expect them to learn. (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. Please select a domain below to begin viewing IEP goals associated with that domain. Describe. (+diK The IEP team must determine annually that the alternate assessment is most appropriate for the student; 2. Refer to the VDOEs Students with Disabilities: Guidelines for Assessment Participation for guidance. endstream endobj 75 0 obj <>stream t6kT^RM](Ke", zR0`'X>kQbSM(@4X|ca [=QcgW EhyX An IEP is comprised of specially designed instruction that involves adapting the content, methodology, or delivery of instruction to address the needs of the student and accommodations, modifications, and other supplementary aids and services to ensure their access to the general curriculum so the child can meet the educational standards that apply to all children in the Commonwealth. Attach comments using progress report comment form located in section two. The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. 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. (page 18) IEP Meeting Notice Sample (page 19-20) Consent to Invite Agency Personnel Sample (page 21) Cover Page Medicaid Eligible Students: This page contains general information about the student and documentation of those individuals who participated in the development of the IEP and assists in meeting the documentation requirements for Medicaid students for which services are billed. Maps & Directions, Virginia Department of Education An Agency of the Commonwealth of Virginia, 2022. 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. - Further Reading What is Emotional Control? 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." (Yes (NoDoes the student meet VAAP participation criteria? (page 4) Present Level of Academic Achievement and Functional Performance (pages 5-6) Measurable Annual Goals/Progress Reports (page 7) Services, Accommodations/Modifications (page 8) Services, Participation in State and Divisionwide Accountability/Assessment System (pages 9-10) Services, Least Restrictive Environment, Placement (pages 11-12) Services, Least Restrictive Environment, Placement-Preschool only (pages 13-14) Prior Notice (page 15) Prior Written Notice (page 16) SECTION 2: Additional Forms as Needed Elementary IEP Process Checklist: Example list that can be used to facilitate the IEP process. %PDF-1.6 % If you, the parent(s) and adult student, need another copy of the Procedural Safeguards or need assistance in understanding this information please contact ________________________________ at (___) ____________ or e-mail ________________________________ or ________________________________ at (___) ____________ or e-mail ________________________________ . An Individual Education Plan (IMP) is a specialized plan developed by both the special education team and parents to specify a student's academic goals and the tools and actions needed to help achieve those goals. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ P a r e n t S i g n a t u r e D a t e D a t e r e c e i v e d b y t h e s c h o o l : F O R M T E X T S A M P L E S c h o o l D i v i s i o n L e t t e r h e a d C O N S E N T T O I N V I T E A G E N C Y P E R S O N NEL Date: _____________ If the division intends to invite a representative of any agency that is likely to be responsible for providing or paying for transition services to the IEP meeting, written consent from the parent or adult student is required prior to the meeting date. Write the Clearest Emotional Control Goals 6. The IEP is a working document that outlines the students vision for the future, strengths and needs. develop short term smart goals that will allow the student to meet their long-term goals. The strengths of the student; ______________________________________________________________________________________________________________ 3. 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? Best practice suggests that the IEP team document that the factors were considered and any decision made relative to each. How will progress toward this annual goal be measured? Teaching, Learning & Assessment Student Assessment Virginia SOL Assessment Program. Teachers should encourage parents to be active participants in the IEP process. These goals can be included in an IEP in a variety of ways to best support the student's needs. 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. 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