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| Individualized
Education Programs (IEPs) |
INDIVIDUALIZED EDUCATION PROGRAM
Page___
of ___
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Student’s Full Name __Betsy Doe Smith____________
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Date _4/7/2010
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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) None needed at this
time
- * 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) |
Yes |
No |
| 1. |
Is the student identified as gifted?
If yes, consider whether acceleration will be provided and document its effect
on graduation. |
X |
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According
to WV State Code, the IEP Team must consider acceleration
for students identified as gifted. The Team may decide that
acceleration is not appropriate for the
student, but the Team must document their consideration
of acceleration in the Present Levels of Academic Achievement
section of the IEP. For example; "At this time, the data
does not indicate the need for acceleration
to the next grade level in reading/language arts, science
and social studies."
If the Team decides that
acceleration to an above grade level course or class is
appropriate, there must be evidence that the student
has already mastered grade level WV content standards and
objectives. The assessment must be included in the benchmark
or formative data. For example; "The student will benefit
from acceleration in the math curriculum to 7th grade math
as she has mastered 6th grade math according to the results
of a custom-made 6th-grade math test using Acuity. This
acceleration will have no effect on high school graduation
at this time."
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