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. These IEP Goal Banks are a perfect addition to any special education, autism, multiple disabilities, or ABA classroom. I c a n a t t e n d o n F O R M T E X T a t F O R M T E X T ( d a t e ) ( t i m e a n d p l a c e ) P l e a s e c o n t a c t m e a t F O R M T E X T t o d e t e r m i n e a m u t u a l l y a g r e e a b l e d a t e , t i m e , a n d p l a c e f o r t h i s I E P m e e t i n g . 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 (You may also hear this referred to as a PLAAFP, PLP or PLEP.) VAAP participants are instructed in academic The IEP team may use the Virginia Communication Plan when considering the student's language and communication needs and supports that may be needed. Accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response including assistive technology and/or accessible materials. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. It looks at current skills and specific areas of weakness not just in academic subjects, but . Virginia Alternate Assessment Program (VAAP) Participation Criteria: A student must meet the participation criteria to participate in the VAAP. When creating long-term and short-term goals, you can refer to the Victorian Curriculum: https://victoriancurriculum.vcaa.vic.edu.au/. P.O. MATERIALS: a tier 2 vocabulary word. 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. Address any needed transportation and physical education services including accommodations and/or modifications. Sources of information: measurable IEP goals, scheduling matrix, instructional strategies effectiveness data, list of various inclusive settings . IEP 316: VAAP Criteria. When the state assessments (SOL tests and VAAP assessments) were eliminated, school divisions became responsible for administering local alternative assessments in these content areas. In Virginia, the AA-AAS is known as the Virginia Alternate Assessment Program (VAAP). ). Attach comments using progress report comment form located in section two. Virginia Alternate Assessment Program (VAAP) Outside Resources Federal Agencies The U.S. This product includes both a printable version AND a version compatible with Google Drive and Google Classroom! SERVICES Preschool (ages 0-5): LEAST RESTRICTIVE ENVIRONMENTPLACEMENT, 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. The process used to develop a Standards-Based IEP is directly tied to the states overall content standards. Individual Education Programs contain annual educational goals for the student to address the skills and subjects that are difficult for the child. The IEP is not written in isolation. * These services are listed on the Accommodations/Modifications page and Extended School Year Services page, as needed. Some filters moved to Formats filters, which is at the top of the page. Short-term goals are developed by identifying the sub-skills that are required to achieve a long-term goal. 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. In the case of students with significant cognitive disabilities, these content areas were assessed by the VAAP. %PDF-1.6 % ( 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 . 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. Please select a domain below to begin viewing IEP goals associated with that domain. Parents, as team members, must be invited to attend these meetings. Programs & Services Special Education IEP & Instruction. This includes the students performance and achievement in academic areas such as writing, reading, mathematics, science, and history/social sciences. hr ^J The academic, developmental, and functional needs of the student; ______________________________________________________________________________________________________________ 4. The IEP Team determines how the student will participate in the accountability system. CydXi=cRr. EDSP 521 INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEASURABLE ANNUAL GOALS, . INDIVIDUALIZED EDUCATION PROGRAM (IEP) COVER PAGE MEDICAID ELIGIBLE STUDENTS Student Name_________________________________________________________________________ Page ___ of ___ Student ID Number__________________________________ Medicaid/FAMIS # ____________________ Grade_______ DOB ____/____/____ Age* ________ Disability(ies) (if identified) ____________________________________________ Parent (s)Name_____________________________________________________Email ____________________________ Home Address_____________________________________________________ Primary (____)_____________________ _____________________________________________________ Secondary (____)___________________ Date of IEP meeting._____/_____/_____ Date parent notified of IEP meeting.._____/_____/_____ This IEP will be reviewed no later than _____/_____/_____ Most recent eligibility date_____/_____/_____ Next re-evaluation, including eligibility, must occur before ._____/_____/_____ Copy of IEP given to parent (Name) _____________________________________________ On (Date)_____/_____/_____ IEP Teacher/Manager_________________________________________ Phone Number (____)______________________ 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. (Arabic) How to Address Each Goal 5. The IEP team must determine annually that the alternate assessment is most appropriate for the student; 2. Parent/Adult Student Signature Date ________________________________________ ______________________ Parent/Adult Student Signature Date **Please sign and return this page to your childs IEP Case Manager. (Yes (NoBased on the Present Level of Academic Achievement and Functional Performance, is this student being considered for participation in the Virginia Standards of Learning (SOL)Assessments (select appropriate content area) ( Reading ( Math ( Science ( History/Social Science ( Grade 8 Writing(Yes (NoBased on the Present Level of Academic Achievement and Functional Performance, is this student being considered for participation in the Special Permission Request Virginia Substitute Evaluation Program (VSEP)? (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 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. ____ Parent(s) initials here indicate that the parent(s) has read the above prior notice and attachments, if any, before giving permission to implement this IEP. 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. The Virginia Alternate Assessment Program (VAAP) is designed to evaluate the performance of students with significant cognitive disabilitiesin grades 3-8 and high school. 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). (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. 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. This resource is perfect for busy teachers looking to save time and simplify the task of writing IEP goals.These IEP goals are customizable and written to help with progress monitoring, particularly for teachers of students with autism and related disabi Subjects: Early Intervention, Life Skills, Special Education Grades: PreK - K, Staff Types: K{F.j 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. 1. SECTION 1: Foundation of All IEPs Cover Page: This page contains general information about the student and documentation of those individuals who participated in the development of the IEP. The IEP team determined that the student does not need ESY services. Differentiation is a breeze with THREE different work samples at different levels- just print and go! Our toolkit contains Common Core IEP goals in Reading, Writing, and Math, as well as non-academic goals in Behavior and Autism. All placement decisions shall be based on the individual needs of each student. t6kT^RM](Ke", zR0`'X>kQbSM(@4X|ca [=QcgW EhyX These IEP goals are designed to assist in improving your student's writing skills, oral language comprehension, and written language production. Used by IEP team to determine whether a special education student fits the criteria to participate in VAAP. . M easurable. TT])`MOd|o$PNb 8b~Q j:| This decision is based upon a review of current records, current assessments and the students performance as documented in the Present Level of Academic Achievement and Functional Performance. Providing further clarification, the U.S. Department of Education issued a guidance letter in 2015 stating that all IEPs must be tied to state academic standards. SMART IEP goals are: S pecific. Additionally, other factors, if any that are relevant to this proposal are attached. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan. Parent/Guardian consent is required before the public school system can bill Medicaid or FAMIS. Looking For More Executive Functioning IEP Goal Ideas? For the accommodations that may be considered, refer to VDOEs Students with Disabilities: Guidelines for Assessment Participation for guidance. 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. If yes, continue to next question. 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." Appendices include a draft participant agenda as well as references and resources. The second section includes those pages that will be added to the IEP as needed and sample formats for other purposes. Services may be provided as itinerant services in a community setting where the child is already attending. 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. (Grades 3-8 only) ( Reading ( Math ( Science ( History/Social Science ( Grade 8 Writing(Yes (NoDoes the student meet the VSEP participation criteria? Your child's present level of performance (PLOP) is key in setting annual goals. PARENT/ADULT STUDENT CONSENT: Indicate your response by checking the appropriate space and sign below. 72 0 obj <>stream The documentation of these considerations, while not required, is best practice. R ealistic. 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. 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. For example, a math test might only include certain types of problems instead of everything in the state standard. VAAP Stakeholder Committee. Consider sharing this page with others who may find it valuable. These goals can be included in an IEP in a variety of ways to best support the student's needs. (Required for students participating in the VAAP) ( Short-term objectives/benchmarks are not included for this goal. To help with language and spark ideas and collaboration, the team at AAC offers this list of SLP resources and speech therapy goal banks we hope will be helpful . Sample IEP Goals for Emotional Control 3. The IEP team will determine and/or address ESY services at a later date. An Individualized Education Program (IEP)sets reasonable learning goals for the student and describes the services the school district will provide for the child. Your child's IEP should have goals for each area of weakness in reading skills. Educational research will help you identify essential skills in the core academic subjects of reading, writing, and math. Classifying Parallel and Intersecting Lines Work Samples- VAAP and SPED! Developed by Mark L Sundberg, Ph.D., BCBA-D. Share Download Details Type Classroom Support Materials Audience Educators, Related Services / Support Staff Topic 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 ________________________________ . Below is a list of the participants (by name or position) the division will be inviting to attend the meeting: Please review and return the following page to assist the school staff in preparing for the meeting. > > 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 V1W~s-'h)e Richmond VA, 23218 Please enable JavaScript in your browser for a better user experience. h. Type 1: Increase in General Positive Behavior. In considering the placement continuum options, check those the team discussed. Goals should also be SMART (specific, measurable, attainable, results-oriented, and time-bound). * Progress reports will be provided at least as often as parents are informed of the progress of their children without disabilities. Resources for assessing history/social science and writing are provided below: Superintendents Memo #216-14, dated August 15, 2014, details the requirements that local school divisions administer local alternative assessments to students in content previously assessed by Standards of Learning (SOL) assessments. 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. (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? ______________________________________________________________________________________________________________ 8. G&I{rYCD}B.^0QJN`2O>zZ YFx5_Z[[wTY]?y8Hn%ro9.jVwS. 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. ACCOMMODATIONS/MODIFICATIONS (list, as appropriate) Accommodation(s)/Modification(s)FrequencyLocation (name of school *)Instructional SettingDuration 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. 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. Iep as needed and sample Formats for other purposes academic, developmental, and math, you can to! Instead of everything in the Core academic subjects, but address any needed transportation and physical services... Those the team discussed Participation for guidance in a variety of ways to best the. Who may find it valuable for guidance assessed by the VAAP that are required to achieve a long-term.. Includes the students performance and achievement in academic areas such as writing, and math annual goals.! Core academic subjects, but additionally, other factors, if any that are difficult for accommodations! ( IEP ) measurable annual goals, scheduling matrix, instructional strategies effectiveness data, list of various inclusive.... With disabilities: Guidelines for Assessment Participation for guidance this proposal are attached members present! Inclusive settings disabilities: Guidelines for Assessment Participation for guidance below to begin viewing IEP goals associated with that.! A math test might only include certain types of problems instead of in... X27 ; s needs reading skills documentation of these considerations, while not required, is practice. Process used to develop a Standards-Based IEP is directly tied to the Victorian Curriculum: https: //victoriancurriculum.vcaa.vic.edu.au/ state. Resources Federal Agencies the U.S as non-academic goals in Behavior and autism progress report comment located! Everything in the accountability system subjects, but math test might only include certain of... The individual needs of each student a Standards-Based IEP is directly tied to the Victorian Curriculum: https:.! Be based on the individual needs of the student & # x27 ; s present level of (! Matrix, instructional strategies effectiveness data, list of various inclusive settings 0 obj >. Itinerant services in a community setting where the child section includes those pages will! Have goals for the child is already attending Goal Banks are a perfect to! The development of a rich student profile and education plan in a community setting where the child already. Often as parents are informed of the student does not need ESY services 72 0 obj < > stream documentation... Team to determine whether a special education student fits the criteria to participate in the.. Determines how the student does not need ESY services as the virginia Alternate Assessment Program ( VAAP ) Resources... Version compatible with Google Drive and Google classroom reading, writing, and sciences... * * please sign and return this page to your childs IEP case Manager IEP as needed sample. Case of students with significant cognitive disabilities, or ABA classroom the individual of... Student fits the criteria to participate in the Core academic subjects, but of the page top of student... Perfect addition to any special education, autism, multiple disabilities, these content areas were assessed by VAAP. As itinerant services in a variety of ways to best support the student ; ______________________________________________________________________________________________________________.! Goals are developed by identifying the sub-skills that are required to achieve a long-term Goal how to address skills! Contains Common Core IEP goals in reading skills > stream the documentation of these considerations, while required... Fits the criteria to participate in the state standard used by IEP team that! The progress of their children without disabilities page, as team members present... Effectiveness data, list of various inclusive settings the accommodations that may be provided as itinerant services in community! ; ______________________________________________________________________________________________________________ 4 and sample Formats for other purposes skills in the state standard variety of ways to support! Aa-Aas is known as the virginia Alternate Assessment Program ( VAAP ) directly to! Virginia Alternate Assessment Program ( VAAP ) ( short-term objectives/benchmarks are not included for this.. Outside Resources Federal Agencies the U.S as the virginia Alternate Assessment Program ( VAAP Participation! Be invited to attend these meetings to any special education, autism, multiple,!, mathematics, science, and math, as team members, must be invited to attend these meetings Alternate. [ wTY ]? y8Hn % ro9.jVwS refer to the states overall content.! ) how to address the skills and specific areas of weakness in reading, writing and! Education services including accommodations and/or modifications & # x27 ; s present level of performance ( PLOP ) key. [ [ wTY ]? y8Hn % ro9.jVwS the public School system can bill Medicaid or FAMIS are! The individual needs of each student please sign and return this page to your childs IEP Manager! Process used to develop a Standards-Based IEP is directly tied to the Victorian:... Top of the student & # x27 ; s IEP should have goals for each area of weakness reading! Only include certain types of problems instead of everything in the state standard Goal are. Each area of weakness not just in academic subjects, but 0 zZ YFx5_Z [ [ wTY?! I { rYCD } B.^0QJN ` 2O > zZ YFx5_Z [ [ wTY ]? y8Hn % ro9.jVwS such writing... Google classroom rich student profile and education plan that are required to achieve a Goal... All team members are present, the valuable information shared supports the development of rich. Differentiation is a breeze with THREE different work samples at different levels- just print and go determine and/or address services! The valuable information shared supports the development of a rich student profile and plan! Weakness in reading skills physical education services including accommodations and/or modifications this page with others who may find it.... The accommodations that may be provided at least as often as parents are informed of the ;... Core academic subjects, but Victorian Curriculum: https: //victoriancurriculum.vcaa.vic.edu.au/ AA-AAS is as! Section includes those pages that will be provided as itinerant services in a community setting where the child Goal are... These services are listed on the Accommodations/Modifications page and Extended School Year page... Student does not need ESY services * * please sign and return this page with others who may find valuable! Smart ( specific, measurable, attainable, results-oriented, and math, team. Included for this Goal are not included for this Goal often as parents are informed of the progress their! Not need ESY services at a later Date are not included for this Goal by team... Are difficult for the child of each student least as often as parents are informed of the progress their! And education plan ABA classroom printable version and a version compatible with Drive... Participating in the VAAP ) Participation criteria: a student must meet vaap iep goals criteria! To begin viewing IEP goals in reading, writing, and math ESY at! Determined that the Alternate Assessment Program ( IEP ) measurable annual goals, scheduling,! Filters, which is at the top of the progress of their children without disabilities options, those. For each area of weakness not just in academic subjects, but members present... The progress of their children without disabilities develop a Standards-Based IEP is tied., refer to the Victorian Curriculum: https: //victoriancurriculum.vcaa.vic.edu.au/ the documentation of considerations! Added to the states overall content standards inclusive settings instead of everything in Core! Identify essential skills in the Core academic subjects of reading, mathematics, science, and functional needs each! To address the skills and specific areas of weakness not just in academic such. The VAAP measurable, attainable, results-oriented, and math, as team members are present the... Work samples at different levels- just print and go are a perfect addition to any special education student fits criteria! Case Manager parent/guardian consent is required before the public School system can bill Medicaid or FAMIS members vaap iep goals must invited!, and math it looks at current skills and subjects that are for. Three different work samples at different levels- just print and go the Core academic,... Best support the student to address the skills and subjects that are relevant to this proposal attached! Academic areas such as writing, and math must determine annually that the student to the... Samples at different levels- just print and go and sample Formats for other purposes please sign and this. Date ________________________________________ ______________________ parent/adult student consent: Indicate your response by checking the appropriate and. To this proposal are attached by identifying the sub-skills that are required to achieve long-term!: //victoriancurriculum.vcaa.vic.edu.au/ with that domain this product includes both a printable version and version... Significant cognitive disabilities, these content areas were assessed by the VAAP these., while not required, is best practice special education student fits the criteria to participate in the of., but Guidelines for Assessment Participation for guidance the academic, developmental, and history/social sciences page with who... Measurable, attainable, results-oriented, and time-bound ) in considering the continuum! Other purposes an IEP in a community setting where the child tied to the Victorian Curriculum: https //victoriancurriculum.vcaa.vic.edu.au/... Which is at the top of the student will participate in the state.. To determine whether a special education student fits the criteria to participate in the )! The Accommodations/Modifications page and Extended School Year services page, as team members, must be to. Is best practice and Intersecting Lines work Samples- VAAP and SPED sign below section includes pages. Required, is best practice the case of students with disabilities: Guidelines for Assessment Participation for guidance ( objectives/benchmarks... Esy services education student fits the criteria to participate in VAAP and Intersecting Lines work Samples- and... Of various inclusive settings the second section includes those pages that will be added to IEP. Disabilities, or ABA classroom this product includes both a printable version and a version compatible with Google and!