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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 2: Special Instructional Factors
Mark "YES" or "NO" to each of the following questions:
(remember, anything marked "yes" must be addressed somewhere in the IEP)
*Does the child have behavior which impedes his/her learning or the learning of others?
Only mark yes to this if there is a behavior goal included in the IEP
*Does the child have limited English proficiency?
Is the student identified as LEP?
*Is the child blind or visually impaired?
Only mark yes if the impairment significantly impacts the student's education and is addressed in the IEP
*Does the child have communication needs?
This refers to a speech impairment - are there speech goals?
*Does the child need assistive technology devices and/or services?
*Does the child require specially designed physical education?
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