INDIVIDUALIZED EDUCATION PROGRAM
Page
of
Any County Schools
School Anywhere
Date 5/15/14
PART I: STUDENT INFORMATION
Student’s Full Name Jane Doe
DOB 2/18/04
Parent(s)/Guardian(s)/ Surrogate Parent John and Mary Doe
Age 10
Address P.O. Box 12345
Grade 6
(Address continued) Anytown, WV 25123
Telephone
Home: 555-1234
WVEIS# 110001234
Work:
Cell:
Reevaluation Due Date: 11/25/2013
Initial
Annual Review
Parent Requested
Transfer: (from)
Reevaluation Review
(Incorporated)
Teacher Requested
Amendment
Date
PART II: Documentation of Attendance
Signature
Position
______________________________________________
Parent
_____________________________________________
Parent
______________________________________________
Student
_____________________________________________
General Education Teacher
______________________________________________
_
______________________________________________
Special Education Teacher
______________________________________________
Chairperson
Birth to Three Representative
______________________________________________
______________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
______________________________________________
_
The following people participated in the IEP team meeting via an alternate method:
Name
Position
West Virginia Department of Education
Alternate Method
February 2010
INDIVIDUALIZED EDUCATION PROGRAM
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Student’s Full Name Jane Doe
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Date 5/15/14
PART III: EXTENDED SCHOOL YEAR (ESY) DETERMINATION
Will ESY be considered while developing this IEP?
____ Yes _X__ N/A (Student is gifted)
The IEP Team in making its determination of a student’s need for ESY shall review documentation that
the student exhibits, or may exhibit:




Significant regression during an interruption in educational programming;
A limited ability to recoup, or relearn skills once programming has resumed;
Regression/recoupment problem(s) that interfere with the maintenance of identified critical skills as
described in the current IEP; and
Others factors that interfere with the maintenance of identified critical skills as described in the current
IEP, such as predictive data; degree of progress; emerging skills and breakthrough opportunities;
interfering behaviors; nature and/or severity of the disability; and special circumstances
The lack of clear evidence of such factors may not be used to deny a student ESY services, if the IEP Team
determines the need for such services and includes ESY in the IEP.
Does the student need ESY services?
____ Yes __X_ No Defer until: _____________________________
(ESY shall be determined annually)
PART III B: EXTENDED SCHOOL YEAR (ESY) DETERMINATION
ESY Services
Direct/
Indirect
(D or I)
Location of
Services
* General
Education
Environment =
GEE
* Special Education
Environment =
SEE
* Other =
The parent(s)/guardian(s) / adult student
West Virginia Department of Education
Extent/Frequency
per
accept(s)
Initiation
Date m/d/y
Duration
m/y
reject(s) extended school services
February 2010
INDIVIDUALIZED EDUCATION PROGRAM
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Student’s Full Name Jane Doe
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Date 5/15/14
PART IV: CONSIDERATION OF FACTORS FOR IEP DEVELOPMENT/ANNUAL REVIEWS
The IEP Team considers for all students:





The strengths of the student
The concerns of the parent
Results of the initial or most recent evaluation of the student. Are additional evaluations
needed? (specify)
______________________________________________________________________
Academic, developmental and functional needs of the student
Revisions needed to address lack of progress
Additional Considerations (must be documented in Part IV Present Levels
Narrative)
1. Is the student identified as gifted?
If yes, consider whether acceleration will be provided and document its effect on
graduation.
2. Does the student need assistive technology devices or services?
If yes, document the type of device and provision for home use, if any, and/or the
nature and amount of services.
3. Does the student have communication needs?
If yes, address in the IEP.
4. Does the student’s behavior impede his or her learning or that of others?
If yes, consider the use of positive behavior interventions and supports and other
strategies to address the behavior.
5. Does the student have blindness or low vision?
If yes, document provision of instruction in Braille and the use of braille, OR
after an evaluation of the student’s reading and writing skills, needs and
appropriate reading and writing media, including an evaluation of the student’s
future needs for instruction in braille or the use of braille, document in the
Present Levels a justification that instruction in braille or the use of braille is not
appropriate for the student..
6. Is the student deaf or hard-of-hearing?
If yes, consider the language and communication needs of the student,
opportunities for direct communication with peers and professional
personnel in the student’s language and communication mode, the student’s
academic level and full range of needs, including opportunities for
direct instruction in the student’s language and communication mode.
7. Does the student have limited English proficiency?
If yes, consider the language needs of the student.
8. Will the student’s next IEP address transition services?
If yes, permission must be obtained to invite other agency representatives to the
next meeting. (See Activities/Linkages section under Transition Planning)
Yes
No
X
X
X
X
X
X
X
X
INDIVIDUALIZED EDUCATION PROGRAM
West Virginia Department of Education
July 2010
Page
Student’s Full Name Jane Doe
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Date 5/15/14
PART V: ASSESSMENT DATA
Student Summative Assessment Data (WESTEST)
TEST
YEAR
2008
2009
2010
2011
2012
2013
Reading/Language Arts
SS
705
708
708
708
708
708
PL
5
5
5
5
5
5
LX
Math
SS
720
657
657
657
657
657
PL
5
5
5
5
5
5
Science
QT
SS
703
719
719
719
719
719
PL
5
5
5
5
5
5
Social Studies
SS
710
726
726
726
726
726
PL
5
5
5
5
5
5
Other
SS
PL
(SS = scale score) (PL = performance level) (LX = Lexile) (QT = Quantile)
Student Summative Assessment Data (APTA)
TEST
YEAR
Reading/Language
Arts
PL
Math
Science
PL
PL
Other
Other
PL
PL
2008
2009
2010
2011
2012
2013
(PL = performance level)
Formative Assessment Data
Using current, annual data, list benchmark and formative assessments that have been used with the student and
describe the results and implications for specially designed instruction. Also the data may describe information
relevant to student behavior, setting demands, work habits/learning skills, technology skills, workplace skills,
independent living skills, performance based assessment and describe the results and implications for specially
designed instruction.
Assessment
Description
Custom-made math 7th test
Demonstrated above mastery skills in 7th Math Content Standards (one grade-level
and quiz questions
above).
Writing rubric – Reading/LA
Demonstrated distinguished level in 6th grade Content Standards in the writing
and social studies
standard and the social studies standard. Five performance levels from Novice to
informational essay
Distinguished.
Teacher made checklist –
Demonstrated mastery of 6th grade Content Standards in English/Language Arts
Portfolio of writing
writing standard
Rating scale
Demonstrated mastery of 5-8 grades Content Standards in Learning Skills in
reasoning, critical thinking and decision making skills
Problem solving rubric
Demonstrated 3rd level skills in science problem solving. (5-level rubric)
Learning Skills Rubric
5-Level Rubric of Learning Skills – Scored at the Developing Level (2)
West Virginia Department of Education
July 2010
INDIVIDUALIZED EDUCATION PROGRAM
Page
of
Date 5/15/14
Student’s Full Name Jane Doe
PART VI: TRANSITION PLANNING (for students beginning no later than the first IEP to be in effect when the
student is 16, or younger if appropriate) (Refer to Policy 2510 and IEP instructions)
Age of Majority (for students reaching age 17 within the next 12 months)
The student and parent have been informed of the transfer of educational rights that will occur on reaching age 18.
Yes
No
Date _____________
Student Initials
____
Parent Initials
____
_
_
Transition Planning Considerations:
How were the student’s preferences and interests considered? (Check all that apply):
Student interview/survey
Interest inventory (specify)
Parent interview/survey
Other (specify)
Functional vocational evaluation
Transition Assessments Reviewed (specify):
The student’s educational program will lead to a:
standard diploma
modified diploma
Post-Secondary Goals
Anticipated post-secondary education goals:
Anticipated post-secondary employment goals:
Anticipated post-secondary adult living goals:
Career Pathway/Cluster/Concentration the student selected on the Individualized Student Transition Plan (ISTP) is:
Pathway (8th grade)
Cluster (8th grade)
Arts and Humanities
Business/Marketing
Engineering/Technical
Health Sciences
Human Services
Science/Natural Resources
th
Entry(for 9 graders 04-05 through
07-08 only)
Skilled
Professional
Concentration (10th grade)
Transition Services: Indicate areas identified through IEP goals.
Instruction
Related Services
Community experiences
Employment and other adult living objectives
Daily living skills (if appropriate)
Functional vocational evaluation (if appropriate)
Activities/Linkages: Identify activities needed for attaining post-secondary outcomes and the lead party/agency
responsible for those services.
Lead Party/Agency
Activities/Linkages
Parent /
Student
School
Agency
(Specify)
Description of Service
Instruction/education
Vocational aptitude/interest
assessment
Career awareness/work-based
learning
Employment
Independent living/mobility
Agency referral/application
*Should the identified agency fail to deliver transition activities outlined in the IEP, the IEP team must reconvene to identify
alternative strategies to meet the transition needs of the child.
West Virginia Department of Education
July 2010
INDIVIDUALIZED EDUCATION PROGRAM
__________________ COUNTY
Student’s Full Name: Jane Doe
Page ____ of ____
Date: May 15, 2014
PART VII: PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL
PERFORMANCE
Narrative Descriptions of Present Levels of Academic Achievement and Functional Performance (refer to IEP
Instructions) Add pages as needed.
Present Level:
Susan is a 6th grade student identified as gifted as per the definition in WV State Policy 2419. Her initial evaluation
in April 2011 indicated her cognitive ability in the 97 th percentile on a comprehensive test of intellectual ability, and
her achievement in the 95th percentile. Susan scored in the Distinguished level for English/Language arts, Math,
Science and Social Studies on the 5th grade WESTEST 2 assessment. Her Math WESTEST 2 scores were the
highest in her 5th grade class. During the current school year, given the two STAR benchmark assessments at grade
level (6th grade) in reading and math, Susan scored at 90% and 95% in reading and 92% and 99% in math. Using a
custom-made above-grade level test, she demonstrated proficiency in 7 th grade Math skills. General education
teachers report that Susan does not always complete assignments. During a grading period, she turns in an average
of eight out of ten assignments which negatively affects her classroom grades.
Although Susan’s scores on the WESTEST 2 are in the Distinguished range, her grades in the classroom are average
and above average (Bs and Cs). Susan’s mother is not happy with Susan’s grades and is concerned about Susan not
being challenged in the general classroom. She is also concerned that Susan does not receive enough time in services
provided by the gifted education teacher with peers of like ability.
Given the Learning Skills/Behavior Rubric, Susan scored in the Developing range overall. Her weakest area was in
“Persisting” – sustaining the problem solving process over time.
Given a learning styles inventory, Susan is a logical/mathematic learner who learns best by using logic and patterns
to solve problems. She receives and has benefitted from instruction to develop problem-solving skills and activities
that promote logical thinking.
Given an interest inventory, Susan shows an interest in math and computers and wishes to pursue a career that
involves math and/or technology.
Impact Statement:
Jane’s exceptional intellectual ability and classroom achievement indicates she may be under-challenged in the
grade-level content instruction normally provided in the general education classroom. This impacts her educational
progress in that she may need grade-level curriculum enriched to include more depth and complexity and
acceleration to above-grade level content in mathematics.
Targeted NxG Objective:
21C.O.5-8.3.LS2 (Learning Skills) is flexible in approach to solving problems and completing tasks, considers
alternative methods, solutions and perspectives, abandons strategies that do not work, and reallocates time and
resources as priorities change.
West Virginia Department of Education
February 2010
INDIVIDUALIZED EDUCATION PROGRAM
Page
Student’s Full Name Jane Doe
of
Date 5/15/14
PART VIII A: ANNUAL GOALS, Part A (for students who are taught the WV CSOs)
GOALS (Continued)
* Denotes critical skill(s) to consider for extended school year.
Critical
Skill
Timeframe
By the end of
the
20142015 school
year
By the end of
the
20142015 school
year
By the end of
the
20142015 school
year,
Condition
Behavior
using
Paul’s
reasoning
model
and
presented with
real-life
projects
Jane will apply the steps of
a problem-solving model
to complete a project
given a variety
of
resource
materials,
(electronic and
non-electronic,)
and a research
model
Jane will plan, develop,
organize, and deliver a
research
project
with
documented sources, intext citations to avoid
plagiarism, and computergenerated graphic aids.
given extension
activities within
the 7th grade
social studies
curriculum,
Jane will communicate her
research effectively using
spoken, written, and visual
language for a variety of
audiences and for different
purposes
Evaluation
Procedure
with Criteria
Mastery/Progress
Codes (optional)
(per Grade Period)
at the highest
level
of
proficiency on
a
4-level
problem
solving rubric
in 4 of 5 work
samples.
demonstrating
a highest level
of proficiency
on a 4-level
research rubric
for 3 out of 4
trials.
Mastery (ESY)
at
the
distinguished
level on a
teacher-made
rating scale for
4 out of 5
trials.
Mastery (ESY)
Progress
Mastery (ESY)
Progress
Progress
 Progress
How and when will the student’s progress toward the IEP goals be reported to the parent(s)? Specify.
How? Progress Report mailed
When? End of 9 week period
Record dates on which Progress Reports have been provided to parents.


Mastery Code:
0 = Regression
1 = Maintained
Student Progress Code:
P = Progress Sufficient
IP = Insufficient Progress
West Virginia Department of Education
2 = Recouped
A = Achieved
NA = Not Applicable
February 2010
INDIVIDUALIZED EDUCATION PROGRAM
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Student’s Full Name Jane Doe
Date 5/15/14
PART IX: SERVICES
A. Supplementary Aids,
Services/Program
Modifications
Acceleration to above-gradelevel math curriculum
Location of Services
During Math classes
Reading/Language Arts
enrichment
D
Location of Services
* General Education
Environment = GEE
* Special Education
Environment = SEE
* Other =
GEE
Enrichment in all content areas.
D
SEE
B. Special Education Services
Direct /
Indirect
(D or I)
Extent/Frequency
per
Daily class work
Extent/Frequency
per
Initiation
Date
m/d/y
9/01/14
Initiation
Date
m/d/y
3/15
Duration
m/y
45 min./week
9/01/14
3/15
45 min./week
9/01/14
3/15
C. Related Services
West Virginia Department of Education
Duration
m/y
July 2010
INDIVIDUALIZED EDUCATION PROGRAM
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Student’s Full Name Jane Doe
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Date 5/15/14
PART X: PLACEMENT
Explain the extent, if any, to which the student WILL NOT participate in the general education classroom and/or
extracurricular and other non-academic activities. Present levels of academic achievement and functional
performance must explain why full participation is not possible.
The student will not participate in the general education environment for the entire time in school in order to participate in a gifted education
setting for appropriate peer interaction and specialized instruction in advanced concepts and content that she would not ordinarily receive in the
general education environment.
Percentage of time in:
97% General Education Environment
3% Special Education Environment
Ages 6 – 21
General Education: Full-Time (FT) 80% or more
General Education: Part-Time (PT) 40% to 79%
Special Education: Separate Class (SC) (general education less than 40%)
Special Education: Special School (SS) Public or Private
Special Education: Out-of-School Environment (OSE)
Special Education: Residential Facility (RF) Public or Private
Parentally placed in private school (Service Plan only)
Correctional facility
Ages 3 – 5
For students in early childhood programs - Minutes per week in:
WVEIS LRE Code
0
1
2
3
5
6
8
9
WVEIS LRE Code
a. Early childhood program with typical peers (including private community
programs)
b. Special education or related services (individual or with students with
disabilities only)
a divided by (a + b) x 100 = percentage
In the early childhood program at least 80% of time
In the early childhood program 40% to 79% of time
In the early childhood program less than 40% of time
For students not in regular early childhood programs:
Separate special education class
Separate school
Residential facility
Home
Service provider location
J
K
L
WVEIS LRE Code
M
N
P
R
S
Least Restrictive Environment Considerations
The school the student would normally attend, if not exceptional, was considered.
Only schools and classroom settings that are appropriate to the student’s chronological age were considered.
Education in a general classroom with the use of supplementary aids and services was considered.
The potentially harmful effects on the exceptional student and the quality of the student’s services which might
result from particular educational environments/placement were considered.
Integration with age-appropriate non-exceptional peers was considered.
West Virginia Department of Education
July 2010
INDIVIDUALIZED EDUCATION PROGRAM
Page
Student’s Full Name Jane Doe
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Date 5/15/14
PART XI: Statewide Testing: (Please check all appropriate boxes)
1) Indicate the appropriate WV Measures of Academic Progress Assessment and 2) check standard conditions or
standard conditions w/accommodations.
WESTEST 2 Grades 3-11
WESTEST 2 Online Writing Grades 3-11
A) Standard Conditions
B) Standard Conditions w/Accommodations
Alternate Assessment (APTA) Grades 3-8 & 11 (MA & RLA)
Alternate Assessment (APTA) Grades 4, 6 & 11 (Science)
A) Standard Conditions
B) Standard Conditions w/Accommodations
NOTE: For APTA eligibility, the student must exhibit significant cognitive disabilities, be instructed through Alternate
Academic Achievement Standards and be pursuing a modified diploma (age 14+). APTA is large print formatted. APTA is large
print formatted. Justification:
WVEIS
Code
Standard Conditions with Accommodations
Check all that apply
WVEIS Codes:
P – Performance
R – Response
Specify the test or
the part of the test
T – Timing
P02
Have test read aloud verbatim (except WESTEST R/LA)
P03
Use braille or other tactile form of print
P06
Have test presented through sign language (except WESTEST R/LA)
P13
Have test presented through text-talk converter (VI)
P15
Have directions only read aloud (acceptable for WESTEST R/LA)
P16
Have directions presented through sign language (acceptable for WESTEST R/LA)
P17
Use secure electronic braille note-taker (for directions & test stimulus materials)
P18
Have directions rephrased by trained examiner
P19
Use large print edition (when it is typical access)
P20
Use tactile graphics
P21
Use screen enlarging or screen reading software to access the computer
P22
Adjust screen resolution to enlarge text (VI; online only)
P23
Use a magnifying screen cover (when it is the typical access; online only)
P24
Use electronic translator or sign-dictionary to present test (except WESTEST R/LA)
P25
Use electronic translator or sign-dictionary to present directions only (acceptable for WESTEST R/LA)
P26
Have directions, passage and prompt read aloud (WESTEST 2 Online Writing)
R02
Indicate responses to a scribe (selected-response items)
R03
Use braille or other tactile form of print (when it is typical response mode)
R04
Indicate responses to a scribe, specify all elements to be scored (constructed-response items)
R05
Use an abacus (acceptable for the blind on all parts of WESTEST math)
R11
Use computer, typewriter or other assistive technology device to respond
R13
Provide physical support (if routine) by teacher/aide who is trained examiner
R16
Mark responses on large-print test booklet
R17
Use an electronic translator or sign-dictionary to respond
T03
Take more breaks (no studying)
T04
Use extra time for any timed test (WESTEST not timed)
T07
Flexible scheduling, extra time within the same day (no studying)
West Virginia Department of Education
July 2010
INDIVIDUALIZED EDUCATION PROGRAM
Page
Student’s Full Name Jane Doe
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Date 5/15/14
PART IX: CONSENT
Complete only for initial placement.
I give my consent to my child’s initial special education placement:
Parent Signature _________________________________________________
Date __________________
Parent Signature _________________________________________________
Date __________________
West Virginia Department of Education
July 2010