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WEVS SPED Resources
SPED Home Page
District Page
IEP Writing Guidance
Cover Page
Section 1: Future Planning
Section 2: Special Instructional Factors
Section 3: Profile
Section 4: Extended School Year Services
Section 5: Postsecondary Transition
Section 6: Measurable Annual Goals
Section 7: Specially Designed Services
Section 8: Transportation
Section 9: Nonacademic and Extracurricular Activities
Section 10: General Factors
Section 11: LRE
Section 12: Testing
Section 13: Exemptions
Section 14: Meeting Participants
Section 15: Signatures
Section 16: Children with Visual Impairments
IEP Forms
Progress Monitoring
SPED Docs
504 Plans
Response to Intervention (RtI)
Links
WEVS SPED Resources
SPED Home Page
District Page
IEP Writing Guidance
Cover Page
Section 1: Future Planning
Section 2: Special Instructional Factors
Section 3: Profile
Section 4: Extended School Year Services
Section 5: Postsecondary Transition
Section 6: Measurable Annual Goals
Section 7: Specially Designed Services
Section 8: Transportation
Section 9: Nonacademic and Extracurricular Activities
Section 10: General Factors
Section 11: LRE
Section 12: Testing
Section 13: Exemptions
Section 14: Meeting Participants
Section 15: Signatures
Section 16: Children with Visual Impairments
IEP Forms
Progress Monitoring
SPED Docs
504 Plans
Response to Intervention (RtI)
Links
More
SPED Home Page
District Page
IEP Writing Guidance
Cover Page
Section 1: Future Planning
Section 2: Special Instructional Factors
Section 3: Profile
Section 4: Extended School Year Services
Section 5: Postsecondary Transition
Section 6: Measurable Annual Goals
Section 7: Specially Designed Services
Section 8: Transportation
Section 9: Nonacademic and Extracurricular Activities
Section 10: General Factors
Section 11: LRE
Section 12: Testing
Section 13: Exemptions
Section 14: Meeting Participants
Section 15: Signatures
Section 16: Children with Visual Impairments
IEP Forms
Progress Monitoring
SPED Docs
504 Plans
Response to Intervention (RtI)
Links
Section 1:
Future Planning
Information for this section can be gathered before or during the meeting - you may send home a questionnaire beforehand if desired
Include the parent/guardian's goals for the student (short and long term)
Do not include strengths, weaknesses, and teachers' goals...only parent and student goals
Can include academics and/or social behavioral
Younger students -
improve in reading, make more friends, learn to share, know multiplication facts
Older students -
similar to above, but also long-term goals (this is the first step in transition planning),
get all A's and B's, visit or attend Four County
Address the student/family with respect; help identify baby steps to the larger goal if the goals seem unattainable
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