Virginia Department of Education's Sample IEP Form: For Use With Students Up To Age Thirteen, As Appropriate

Virginia Department of Education’s Sample IEP Form
For Use with Students up to Age Thirteen, as Appropriate
COMPLETE ALL COMPONENTS HIGHLIGHTED IN YELLOW
Teacher Candidate Name:
Course:
Date:
Virginia Department of Education -- Sample IEP Form—Revised August, 2015 Page 1 of 27

INDIVIDUALIZED EDUCATION PROGRAM
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Student Name__________________________________________________________ Date____/____/____ Page ___of___
Student ID Number_____________________________________________________
The Present Level of Academic Achievement and Functional Performance summarize the results of assessments that identify
the student’s interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials. It
also describes the effect of the student’s disability on his or her involvement and progress in the general education
curriculum, and for preschool children, as appropriate, how the disability affects the student’s participation in appropriate
activities. This includes the student’s performance and achievement in academic areas such as writing, reading, mathematics,
science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination,
social competence, communication, behavior and personal management. Test scores, if included, should be self-explanatory
or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should
be written in objective measurable terms, to the extent possible. 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.
_______________________________________________________________________________________________

INDIVIDUALIZED EDUCATION PROGRAM (IEP)
PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued
Student Name________________________________________________________ Date ____/____/____ Page ___of___
Student ID Number__________________________________
PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued.

MEASURABLE ANNUAL GOALS, PROGRESS REPORT
Student Name_______________________________________________________ Date____/____/____ Page ___of___
Student ID Number________________________________ Area of Need________________________________________
# _____ MEASURABLE ANNUAL GOAL:
The IEP team considered the need for short-term objectives/benchmarks.

 Short-term objectives/benchmarks are included for this goal. (Required for students participating in the VAAP)
 Short-term objectives/benchmarks are not included for this goal.
SHORT TERM OBJECTIVES:
Objective/Benchmark #___
How will progress toward this annual goal be measured? (check all that apply)
____ Classroom ____ Observation
Participation ____ Special Projects ____ Criterion-referenced test:_________________________
____ Checklist ____ Tests and Quizzes ____ Norm-referenced test: ___________________________
____ Written Reports ____ Other: ________________________________________
____ Class work
____ Homework
Progress on this goal will be reported to the parent or adult student using the following codes. Attach comments using
progress report comment form located in section two.
Anticipated Date of Progress Report*

Actual Date of Progress Report
Progress Code
SP -The student is making Sufficient Progress to achieve this IP -The student has demonstrated Insufficient Progress
annual goal within the duration of this IEP. to meet this annual goal and may not achieve this goal
within the duration of this IEP.
ES - The student demonstrates Emerging Skill but may not
achieve this goal within the duration of this IEP. NI -The student has Not been provided Instruction on
this goal.
M -The student has Mastered this annual goal.
* Progress reports will be provided at least as often as parents are informed of the progress of children without
disabilities.

____ Class work
____ Homework

Progress Code
this goal.
disabilities.

____ Class work
____ Homework

Progress Code
this goal.
disabilities.

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT
ACCOMMODATIONS/MODIFICATIONS
Student Name_________________________________________________________ Date____/____/____ Page ___of___
Student ID Number___________________________________
This student will be provided access to general education classes, special education classes, other school services and
activities including nonacademic activities and extracurricular activities, and education related settings:
___ with no accommodations/modifications
___ with the following accommodations/modifications
Accommodations/modifications provided as part of the instructional and testing/assessment process will allow the student
equal opportunity to access the curriculum and demonstrate achievement. Accommodations/modifications also provide access
to nonacademic and extracurricular activities and educationally related settings. Accommodations/modifications based solely
on the potential to enhance performance beyond providing equal access are inappropriate.
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 impact of any modifications listed should be discussed.
ACCOMMODATIONS/MODIFICATIONS (list, as appropriate)
Accommodation(s)/Modification(s) Frequency Location Instructional Duration

(name of school Setting 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. 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.
Supports for School Personnel: (Describe supports such as equipment, consultation, or training for school staff to meet the unique
needs for the student)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
____

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, Continued
PARTICIPATION IN THE STATE AND DIVISIONWIDE ACCOUNTABILITY/ASSESSMENT SYSTEM
This student’s participation in state and divisionwide assessments must be discussed annually. During the duration
of this IEP:
Will the student be at a grade level or enrolled in a course for which the student must Yes No
participate in a state and/or divisionwide assessment? If yes, continue to next question.
Based on the Present Level of Academic Achievement and Functional Performance, is this
student being considered for participation in the Virginia Standards of Learning
Yes No
(SOL)Assessments (select appropriate content area)
 Reading  Math  Science  History/Social Science  Grade 8 Writing
student being considered for participation in the Special Permission Request Virginia
Substitute Evaluation Program (VSEP)? If yes, complete the “VSEP Participation Yes No
Criteria” for each content area considered. (Grades 3-8 only)
 Reading  Math  Science  History/Social Science  Grade 8 Writing
Does the student meet the VSEP participation criteria? If yes, determine for specific
content area.  Reading  Math  Science  History/Social Science  Grade 8
Writing Yes No
Special permission for eligible students with disabilities in grades 3-8. refer to VDOE’s
Students with Disabilities: Guidelines for Assessment Participation for guidance.
student being considered for participation in the Virginia Alternate Assessment Program
Yes No
(VAAP), which is based on Aligned Standards of Learning? If yes, complete the “VAAP
Participation Criteria”.
Does the student meet VAAP participation criteria? Yes No
If “yes” to any of the above, check the assessment(s) chosen and attach (or maintain in student’s educational record) the
assessment page(s), which will document how the student will participate in Virginia’s accountability system and any needed
accommodations and/or modifications.
___ 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.

PARTICIPATION IN THE STATE AND DIVISIONWIDE ACCOUNTABILITY/ASSESSMENT SYSTEM

(continued)
PARTICIPATION IN STATEWIDE ASSESSMENTS

Assessment Type*
Test (SOL, VSEP, VAAP) Accommodations** If yes, list accommodation(s)
 _______________________________________
Reading Yes No
 Not Assessed at this Grade Level
 _______________________________________
Math Yes No
 _______________________________________
Science Yes No
 _______________________________________
History/SS Yes No
 _______________________________________
Writing Yes No
* Students with disabilities are expected to participate in all content area assessments that are available to students without
disabilities. The IEP Team determines how the student will participate in the accountability system.
** Accommodation(s) must be based upon those the student generally uses during classroom instruction and assessment,
including assistive technology and/or accessible materials. For the accommodations that may be considered, refer to VDOE’s
Students with Disabilities: Guidelines for Assessment Participation for guidance.
 Divisionwide Assessment (list):

____________________________________________________________________________________________________
____________________________________________________________________________________________________
___________________________________________________________________________________________________
EXPLANATION FOR NON-PARTICIPATION IN REGULAR STATE OR DIVISION-WIDE ASSESSMENTS

If an IEP team determines that a student must take an alternate assessment instead of a regular state assessment, explain in the
space below why the student cannot participate in this regular assessment; why the particular assessment selected is
appropriate for the student, including that the student meets the criteria for the alternate assessment; and how the student’s
nonparticipation in the regular assessment will impact the child’s promotion; or other matters. Refer to the VDOE’s Students
with Disabilities: Guidelines for Assessment Participation for guidance.
 Alternate/Alternative Assessments Participation Criteria is attached or maintained in the student’s educational record
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

Student Name________________________________________________________ Date____/____/____ Page ___of___
Student ID Number ___________________________________
Least Restrictive Environment (LRE)
When discussing the least restrictive environment and placement options, the following must be considered:
 To the maximum extent appropriate, the student is educated with children without disabilities.
 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.
 The student’s placement should be as close as possible to the child’s home and unless the IEP of the student with a
disability requires some other arrangement, the student is educated in the school that he or she would attend if he or she
did not have a disability.
 In selecting the LRE, consideration is given to any potential harmful effect on the student or on the quality of services that
he/she needs.
 The student with a disability shall be served in a program with age-appropriate peers unless it can be shown that for a
particular student with a disability, the alternative placement is appropriate as documented by the IEP.
Free Appropriate Public Education (FAPE)
When discussing FAPE for this student, it is important for the IEP team to remember that FAPE may include, as appropriate:
 Educational Programs and Services  Nonacademic and Extracurricular Services and Activities
 Proper Functioning of Hearing Aids  Physical Education
 Assistive Technology and/or accessible  Extended School Year Services (ESY)
materials  Length of School Day
 Transportation
SERVICES:
Identify the service(s), including frequency, duration and location that will be provided to or on behalf of the student in order
for the student to receive a free appropriate public education. These services are the special education services and as
necessary, the related services, supplementary aids and services based on peer-reviewed research to the extent practicable,
assistive technology and/or accessible materials, supports for personnel*, accommodations and/or modifications* and
extended school year services* the student will receive that will address area(s) of need as identified by the IEP team.
Address any needed transportation and physical education services including accommodations and/or modifications. * These
services are listed on the “Accommodations/Modifications” page and “Extended School Year Services” page, as needed.
Service(s) Frequency **School/location Duration

m/d/y to m/d/y
Instructional
Setting
(classroom)
** 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. 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.

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 IEP team determined that the student does not need ESY services. Describe.
 The IEP team will determine and/or address ESY services at a later date. Addressed by date:______________
Explain:
PLACEMENT
No single model for the delivery of services to any population or category of children with disabilities is acceptable for
meeting the requirement for a continuum of alternative placements. All placement decisions shall be based on the individual
needs of each student. The team may consider placement options in conjunction with discussing any needed supplementary
aids and services, accommodations/modifications, assistive technology and/or accessible materials, and supports for school
personnel. In considering the placement continuum options, check those the team discussed. Then, describe the placement
selected in the PLACEMENT DECISION section below. Determination of the Least Restrictive Environment (LRE) and
placement may be one or a combination of options along the continuum.
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. Additionally, summarize the discussions and decision around LRE and
placement. This must include an explanation of why the student will not be participating with students without disabilities in
the general education class(es), programs, and activities. Attach additional pages as needed.
Explanation of Placement Decision:

PRIOR NOTICE AND PARENT CONSENT
PRIOR NOTICE
The school division proposes to implement this IEP. This proposed IEP will allow the student to receive a free appropriate
public education in the least restrictive environment. This decision is based upon a review of current records, current
assessments and the student’s performance as documented in the Present Level of Academic Achievement and Functional
Performance. Other options considered, if any, and the reason(s) for rejection are attached, or can be found in the Placement
Decision section of this IEP. Additionally, other factors, if any that are relevant to this proposal are attached. Parent and adult
student rights are explained in the Procedural Safeguards. 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 ________________________________ .
____ 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.
PARENT/ADULT STUDENT CONSENT: Indicate your response by checking the appropriate space and sign below.
___ I give permission to implement this IEP.
___ I do not give permission to implement this IEP.
____________________________________________________ ____/____/____
Parent Signature Date
TEACHER CANDIDATE REFLECTION ON PROFESSIONAL LEARNING AND ETHICAL PRACTICE:

Using the prompts in the IEP Assignment Instructions, reflect on your experience writing this IEP and plans for professional
growth in the future.

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)
PRIOR WRITTEN NOTICE
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.)
 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 ____________________________________________

Student’s Name
PURPOSE OF MEETING (check all that apply):
 IEP Development or Annual Review  Eligibility Determination

 IEP Amendment  Team Determination of Needed Data
 Team Review of Referral  Transition: Postsecondary Goals, Transition Services
 Team Review of Existing Data  Manifestation Determination
 Transition: PartC to Part B  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. If you are
unable to attend this meeting you may request participation through other means. 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 student’s educational needs. The determination of the knowledge or special expertise shall be
made by the party who invited the individual. For IEP Meetings, if the division intends to invite a representative
of an agency that is likely to be responsible for providing or paying for transition services to the IEP meeting,
written consent of the parent or adult student is required.
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.

Special Education Meeting Notice Parent/Student Response Form
To the Parent(s) / Guardian(s) / Student:
Student: Date of Meeting:
Please check your choice and return this page

to:
at
I the parent student will attend the meeting as scheduled.
I the parent student cannot attend the meeting as scheduled. Please reschedule this
meeting.
I can attend on at

(date) (time and place)
Please contact me at
to determine a mutually agreeable date, time, and place for this IEP meeting.
I the parent student do not wish to attend this meeting even though I understand the
importance of attending. You may hold this meeting in my absence.
I the parent student would like my preferences, interests, and concerns shared with the
team. I will provide my input to you by:
Mail Telephone Other means: prior to the meeting.
 An IEP worksheet is enclosed.
 I will need the following accommodations for this IEP meeting:
 I plan to bring _______ individuals that I believe have knowledge or expertise regarding my child.
______________________________________ ___________________________________
Parent Signature Date
Date received by the school:

SAMPLE
School Division Letterhead
CONSENT TO INVITE AGENCY PERSONNEL
Date: _____________
If the division intends to invite a representative of any agency that is likely to be responsible for providing or
paying for transition services to the IEP meeting, written consent from the parent or adult student is required
prior to the meeting date.
_____ I give my consent for an agency representative(s) named on the meeting notice to be invited to
the IEP meeting.
_____ I do not give my consent for an agency representative(s) named on the meeting notice to be
invited to the IEP meeting.
Parent/Adult Student Signature Date
________________________________________ ______________________
Parent/Adult Student Signature Date
**Please sign and return this page to your child’s IEP Case Manager.

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 (____)______________________
Summary of previous treatment if not addressed elsewhere:

___________________________________________________________________________________________________
___________________________________________________________________________________________________
________________________________________________________________________________________________
Intervention, treatment, and modalities if not addressed elsewhere:

___________________________________________________________________________________________________
___________________________________________________________________________________________________
________________________________________________________________________________________________
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. Parent consent is indicated on the “Prior Notice” page.
NAME OF PARTICIPANT POSITION

_____________________________________________________ ____________________________________
_____________________________________________________ ____________________________________
_____________________________________________________ ____________________________________
_____________________________________________________ ____________________________________
_____________________________________________________ ____________________________________

Required for Billable Services
ICD9 Code _________________________ Medicaid Discharge Plan/Disposition

_______________________________

PARENTAL CONSENT FOR BILLING PUBLIC INSURANCE LANGUAGE
FOR THE IEP or IEP AMENDMENT
One-Time Consent
(This document is optional and is not a necessary component of the IEP annual review)
For Medicaid or FAMIS (Family Access to Medical Insurance Securities) Insured Only
If your child is now or later becomes eligible for Medicaid or FAMIS and he or she receives health-related
services written in an Individual Education Program (IEP), the federal government can help the public school
division pay for these health-related services, such as, but not limited to physical, occupational or speech therapy;
audiology, nursing, psychological or personal care services and health screening associated with Early Periodic
Screening Diagnosis and Treatment (EPSDT). Parent/Guardian consent is required before the public school
system can bill Medicaid or FAMIS.
Additional information about the one-time parental consent, the parental consent form and the procedural
safeguards can be found at http://www.doe.virginia.gov/support/health_medical/medicaid/index.shtml.
If prior consent has been given, no further action is required .

MEASURABLE ANNUAL GOALS, PROGRESS REPORT, continued

____ Class work
____ Homework

Progress Code
ES -The student demonstrates Emerging Skill but may not
this goal.

* Progress reports will be provided at least as often as parents are informed of the progress of their children without
disabilities.
SHORT TERM OBJECTIVES OR BENCHMARKS, as determined by IEP Team

(Required for students participating in the VAAP)
Student ID Number________________________________ Goal # _____ Area of Need: ___________________________
Short Term Objectives or Benchmarks, as needed

PROGRESS REPORT COMMENTS, Continued

(This document is optional)
Student ID Number________________________________
Goal #___ Progress Report Code ___

EXTENDED SCHOOL YEAR SERVICES (ESY)

(Optional)
Student Name_________________________________________________________ Date____/____/____ Page ___of___
Summarize the IEP team’s discussions and decision about ESY:
If ESY services are to be provided identify which goals in the current IEP will be addressed by the ESY services:
Identify the Extended School Year services needed to meet these goals:
Service(s) Frequency **School/location Duration

m/d/y to m/d/y
Instructional
Setting
(classroom)
** 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. 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.

Virginia Department of Education's Sample IEP Form: For Use With Students Up To Age Thirteen, As Appropriate

Uploaded by

Copyright:

Available Formats

Virginia Department of Education's Sample IEP Form: For Use With Students Up To Age Thirteen, As Appropriate

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Virginia Department of Education's Sample IEP Form: For Use With Students Up To Age Thirteen, As Appropriate

Uploaded by

Copyright:

Available Formats

Virginia Department of Education’s Sample IEP Form

For Use with Students up to Age Thirteen, as Appropriate

COMPLETE ALL COMPONENTS HIGHLIGHTED IN YELLOW

Teacher Candidate Name:

Virginia Department of Education -- Sample IEP Form—Revised August, 2015 Page 1 of 27

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Student Name__________________________________________________________ Date____/____/____ Page ___of___

Virginia Department of Education -- Sample IEP Form—Revised August, 2015 Page 2 of 27

PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued

Student Name________________________________________________________ Date ____/____/____ Page ___of___

PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued.

Virginia Department of Education -- Sample IEP Form—Revised August, 2015 Page 3 of 27

MEASURABLE ANNUAL GOALS, PROGRESS REPORT

Student Name_______________________________________________________ Date____/____/____ Page ___of___

Student ID Number________________________________ Area of Need________________________________________

# _____ MEASURABLE ANNUAL GOAL:

The IEP team considered the need for short-term objectives/benchmarks.

Anticipated Date of Progress Report*

MEASURABLE ANNUAL GOALS, PROGRESS REPORT

Student Name_______________________________________________________ Date____/____/____ Page ___of___

Student ID Number________________________________ Area of Need________________________________________

# _____ MEASURABLE ANNUAL GOAL:

The IEP team considered the need for short-term objectives/benchmarks.

Anticipated Date of Progress Report*

MEASURABLE ANNUAL GOALS, PROGRESS REPORT

Student Name_______________________________________________________ Date____/____/____ Page ___of___

Student ID Number________________________________ Area of Need________________________________________

# _____ MEASURABLE ANNUAL GOAL:

The IEP team considered the need for short-term objectives/benchmarks.

Anticipated Date of Progress Report*

Virginia Department of Education -- Sample IEP Form—Revised August, 2015 Page 7 of 27

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT

Student Name_________________________________________________________ Date____/____/____ Page ___of___

___ with no accommodations/modifications

___ with the following accommodations/modifications

ACCOMMODATIONS/MODIFICATIONS (list, as appropriate)

Accommodation(s)/Modification(s) Frequency Location Instructional Duration

Virginia Department of Education -- Sample IEP Form—Revised August, 2015 Page 8 of 27

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, Continued

PARTICIPATION IN THE STATE AND DIVISIONWIDE ACCOUNTABILITY/ASSESSMENT SYSTEM

Student Name________________________________________________________ Date ____/____/____ Page ___of___

 Divisionwide Assessment (list):

Virginia Department of Education -- Sample IEP Form—Revised August, 2015 Page 9 of 27

PARTICIPATION IN THE STATE AND DIVISIONWIDE ACCOUNTABILITY/ASSESSMENT SYSTEM

Student Name________________________________________________________ Date ____/____/____ Page ___of___

PARTICIPATION IN STATEWIDE ASSESSMENTS

 Divisionwide Assessment (list):

EXPLANATION FOR NON-PARTICIPATION IN REGULAR STATE OR DIVISION-WIDE ASSESSMENTS

Virginia Department of Education -- Sample IEP Form—Revised August, 2015 Page 10 of 27

Student Name________________________________________________________ Date____/____/____ Page ___of___

Student ID Number ___________________________________

Least Restrictive Environment (LRE)

Free Appropriate Public Education (FAPE)

Service(s) Frequency **School/location Duration

Virginia Department of Education -- Sample IEP Form—Revised August, 2015 Page 11 of 27

Student Name_________________________________________________ Date____/____/____ Page ___of___

Explanation of Placement Decision:

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student Name__________________________________________________________ Date____/____/____ Page ___of___

Student Name________________________________________________________ Date// Page _of___

Student Name______________________________________________________ Date // Page _of___

Student Name_____________________________________________________ Date// Page _of___

Student ID Number Area of Need________

Student Name_____________________________________________________ Date// Page _of___

Student ID Number Area of Need________

Student Name_____________________________________________________ Date// Page _of___

Student ID Number Area of Need________

Student Name_______________________________________________________ Date// Page _of___

Student Name______________________________________________________ Date // Page _of___

Student Name______________________________________________________ Date // Page _of___

Student Name______________________________________________________ Date// Page _of___

Student Name_______________________________________________ Date// Page _of___

Student Name________________________________________________________ Date// Page _of___

Student Name________________________________________________________ Date// Page _of___

To: and __

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 ()

Student Name_____________________________________________________ Date// Page _of___

Student ID Number Area of Need________