Virginias 2022-2023 documents are listed below. The first section includes those pages that are the foundation of all IEPs. Academic - Math. 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. PLACEMENT CONTINUUM OPTIONS CONSIDERED: (check all that have been considered):general education class(es) special class(es) special education day school state special education program / school Public residential facility Private residential facility Homebound Hospital Other ____________________________ Based upon identified services and the consideration of least restrictive environment (LRE) and placement continuum options, describe in the space below the placement. (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. The determination of the knowledge or special expertise shall be made by the party who invited the individual. Programs & Services Special Education IEP & Instruction. endstream endobj 74 0 obj <>stream 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 . With pencil and paper, STUDENT will copy letters independently from a visual model with 90% accuracy 4 of 5 trials. 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. ( State Assessments:* ___ SOL Assessments ( Reading ( Math ( Science ( History/Social Science ( Grade 8 Writing ___ Virginia Substitute Evaluation Program (VSEP) ( Reading ( Math ( Science ( History/Social Science ( Grade 8 Writing ___ Virginia Alternate Assessment Program (VAAP) ( Divisionwide Assessment (list): ____________________________________________________________________________________________________________________________________________________________________________________________________________________ *Refer to Students with Disabilities: Guidelines for Assessment Participation for additional guidance on the assessment programs. No longer, however. 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. IEP goals should enable the child to learn the basic skills that are necessary for the child to be independent and self-sufcient. 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. All instructional setting/placement decisions shall be based on the individual needs of each student. > > 8 W % ~ ' "' "' "' f) $+ + \ V V V V V V V $ Y 8\ V u 4, &) @ f) 4, 4, V > > "' "' ^W 2 2 2 4, > R "' "' V 2 4, V 2 2 J " L "' v* p- J V tW 0 W J F] */ F] 4 L F] L 0 All students can have both the paper copy and online version of items for practice items and during a VAAP test. In the case of students with significant cognitive disabilities, these content areas were assessed by the VAAP. If you are unable to attend this meeting, please contact: Special Education Staff Contact / IEP Case Manager Title Phone You and the school division may invite individuals to participate in the team meeting who have knowledge or expertise about the students educational needs. Differentiation is a breeze with THREE different work samples at different levels- just print and go! For example, a math test might only include certain types of problems instead of everything in the state standard. Your child's IEP should have goals for each area of weakness in reading skills. These content standards are referred to as the Virginia Essentialized Standards of Learning (VESOL). These IEP Goal Banks are a perfect addition to any special education, autism, multiple disabilities, or ABA classroom. Tips on Meeting Goals for Emotional Control 4. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter? When the state assessments (SOL tests and VAAP assessments) were eliminated, school divisions became responsible for administering local alternative assessments in these content areas. It is to help your child reach specific obtainable goals within the given school year. 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. ____________________________________________________ ____/____/____ 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.) Services may be provided as itinerant services in a community setting where the child is already attending. Refine Search. VB-MAPP IEP Sample Goals. * Progress reports will be provided at least as often as parents are informed of the progress of children without disabilities. V1W~s-'h)e Richmond VA, 23218 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. If yes, continue to next question. 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. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan. Additionally, other factors, if any that are relevant to this proposal are attached. Students may enter their responses to items online, on the paper copy, or indicate their responses to the Examiner using their preferred modality in everyday instruction. 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. ambitious IEP annual goals and making changes to students' educational programs when needed. Goals reflect the findings of our scientific, comprehensive assessments, as well as our clinical opinions on appropriate developmental and academically relevant outcomes for treatment; they are anything but a "one-size-fits-all" statement to include on the goal/outcome pages of every of student served by the SLP. 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. If yes, complete the VAAP Participation Criteria. In order for a student to participate in the OAAP: 1. *Also commonly included is consistency (we incorporate this! Extending learning beyond the year level expectations (through access to . Type 1: Increase in General Positive Behavior. * Progress reports will be provided at least as often as parents are informed of the progress of their children without disabilities. (Required for students participating in the VAAP) ( Short-term objectives/benchmarks are not included for this goal. 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