_____ I give my consent for an agency representative(s) named on the meeting notice to be invited to the IEP meeting. Printable answer tiles included with the document allow. In order for a student to participate in the OAAP: 1. ambitious IEP annual goals and making changes to students' educational programs when needed. Accommodations/modifications also provide access to nonacademic and extracurricular activities and educationally related settings. The students placement should be as close as possible to the childs 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. Results of the initial or most recent evaluation of the student; ______________________________________________________________________________________________________________ 2. 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. P.O. General positive behaviors are behaviors desirable in educational, vocational, and/or community environments, which increase the student's quality of life, access to the least restrictive environment and . (Arabic) (Yes (NoDoes the student meet VAAP participation criteria? * Progress reports will be provided at least as often as parents are informed of the progress of children without disabilities. 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. Explanation of Instructional Setting/Placement Decision: INDIVIDUALIZED EDUCATION PROGRAM (IEP) PRIOR NOTICE AND PARENT CONSENT Student Name__________________________________________________________ Date____/____/____ Page ___of___ Student ID Number___________________________________ PRIOR NOTICE The school division proposes to implement this IEP. Your child's IEP should have goals for each area of weakness in reading skills. MATERIALS: a tier 2 vocabulary word. Sources of information: measurable IEP goals, scheduling matrix, instructional strategies effectiveness data, list of various inclusive settings . 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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 decision to use standards-based IEPs has been supported by the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) that emphasizes access to the general education curriculum for students with disabilities; and the federal assessment regulations issued in 2007 under the Elementary and Secondary Education Act (ESEA) that permits states to implement an alternate assessment based on modified academic achievement standards (AA-MAS). Developed by Mark L Sundberg, Ph.D., BCBA-D. Share Download Details Type Classroom Support Materials Audience Educators, Related Services / Support Staff Topic In the case of students with significant cognitive disabilities, these content areas were assessed by the VAAP. The ASOL are the content standards in history/social science and writing that have been reduced in depth, breadth, and complexity. ___ I give permission to implement this IEP. EDSP 521 INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEASURABLE ANNUAL GOALS, . The IEP team determined that the student does not need ESY services. 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 ____________________________________________ Students Name PURPOSE OF MEETING (check all that apply): IEP Development or Annual Review IEP Amendment Team Review of Referral Team Review of Existing Data Transition: PartC to Part B Eligibility Determination Team Determination of Needed Data Transition: Postsecondary Goals, Transition Services Manifestation Determination 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. Pin Me! 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. Virginia Alternate Assessment Program (VAAP) Outside Resources Federal Agencies The U.S. INDIVIDUALIZED EDUCATION PROGRAM (IEP) 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. I will provide my input to you by: FORMCHECKBOX Mail FORMCHECKBOX TelephoneOther means: FORMTEXT p r i o r t o t h e m e e t i n g . Directions:To qualify for participation in the Virginia Alternate Assessment Program (VAAP), a student's IEP team must consider that a student is eligible based on answering the questions below for each consent area considered. The process used to develop a Standards-Based IEP is directly tied to the states overall content standards. Parents, as team members, must be invited to attend these meetings. No two teams are alike and each team will arrive at different answers, ideas and supports and services to address the students unique needs. ( Short-term objectives/benchmarks are included for this goal. Best practice suggests that the IEP team document that the factors were considered and any decision made relative to each. It is to help your child reach specific obtainable goals within the given school year. Add highlights, virtual manipulatives, and more. M -The student has Mastered this annual goal. 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. No longer, however. (page 27) INDIVIDUALIZED EDUCATION PROGRAM COVER PAGE Student Name__________________________________________________________________________ Page ___ of ___ Student ID Number_______________________________________________________________________ Grade_______ DOB ____/____/____ Age ________ Disability(ies) ________________________________________________________ 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 (____)______________________ The Individualized Education Plan (IEP) that accompanies this document is meant to support the positive process and team approach. However, all members of the IEP team must be aware of the factors that need to be considered by the IEP team during the development of the IEP. Our IEP Goal Bank allows you to find IEP goals and products designed specifically to help your students meet those goals. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. Special Education Meeting Notice Parent/Student Response Form To the Parent(s) / Guardian(s) / Student: Student: FORMTEXT D a t e o f M e e t i n g : F O R M T E X T P l e a s e c h e c k y o u r c h o i c e a n d r e t u r n t h i s p a g e t o : F O R M T E X T a t F O R M T E X T I t h e F O R M C H E C K B O X p a r e n t F O R M C H E C K B O X s t u d e n t w i l l a t t e n d t h e m e e t i n g a s s c h e d u l e d . ACCOMMODATIONS/MODIFICATIONS (list, as appropriate) Accommodation(s)/Modification(s)FrequencyLocation (name of school *)Instructional SettingDuration 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 baseline is an assessment of the student's current ability to complete the IEP goal. VirginiaAlternate Assessment Program (VAAP) 1. IP -The student has demonstrated Insufficient Progress 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. Used by IEP team to determine whether a special education student fits the criteria to participate in VAAP. Learn how to create a functional behavior analysis and how to establish useful goals for a more effective IMP. ( 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 students nonparticipation in the regular assessment will impact the childs promotion; or other matters. ( Short-term objectives/benchmarks are included for this goal. Please select a domain below to begin viewing IEP goals associated with that domain. In this guide, we explain how educators can establish academic IEP goals that are measurable, ambitious, and Address any needed transportation and physical education services including accommodations and/or modifications. P.O. Determination of the Least Restrictive Environment (LRE) and placement may be one or a combination of options along the continuum. As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement. When presented with hidden picture puzzles and Find Waldo activities, STUDENT will search and point out certain objects within the design with 100% accuracy 4 of 5 T ime-limited. However, if text-to-speech (TTS) is used for online practice items, the Examiner does not read the information for each test item since TTS presents that information. . When creating long-term and short-term goals, you can refer to the Victorian Curriculum: https://victoriancurriculum.vcaa.vic.edu.au/. Each goal should be tied to a specific state academic standard for reading. K{F.j An Individual Education Plan (IMP) is a specialized plan developed by both the special education team and parents to specify a student's academic goals and the tools and actions needed to help achieve those goals. a category or topic. In the past, benchmarks or short-term objectives were required elements in every child's IEP. Parent/Adult Student Signature Date ________________________________________ ______________________ Parent/Adult Student Signature Date **Please sign and return this page to your childs IEP Case Manager. If yes, continue to next question. If you are unable to attend this meeting you may request participation through other means. Students with disabilities can also benefit from social and emotional learning (SEL). The student will successfully spell high-frequency words when writing. IEP goals should enable the child to learn the basic skills that are necessary for the child to be independent and self-sufcient. Addressed by date:______________ Explain: INSTRUCTIONAL SETTING/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. The students placement should be as close as possible to the childs 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. Consider sharing this page with others who may find it valuable. Current of September 2017. In these meetings, the progress of the child will be reviewed and the team will develop new goals. *Also commonly included is consistency (we incorporate this! Use A ction words. Parent and adult student rights are explained in the Procedural Safeguards. This includes the students performance and achievement in academic areas such as writing, reading, mathematics, science, and history/social sciences. This page is used to document the IEP team's consideration and decision. (pages 22-23) Measurable Annual Goals/Progress Reports, continued (page 24) Short-term Objectives and/or Benchmarks: to be used as needed. Resources for assessing history/social science and writing are provided below: Superintendents Memo #216-14, dated August 15, 2014, details the requirements that local school divisions administer local alternative assessments to students in content previously assessed by Standards of Learning (SOL) assessments. - A free PowerPoint PPT presentation (displayed as an HTML5 slide show) on PowerShow.com - id: 4ff61e-NWQxN These content standards are referred to as the Virginia Essentialized Standards of Learning (VESOL). This decision is based upon a review of current records, current assessments and the students performance as documented in the Present Level of Academic Achievement and Functional Performance. endstream endobj 74 0 obj <>stream (pages 27, 28) District-wide Assessments: This page address a student's participation and accommodations needed when During the duration of this IEP: Will the student be at a grade level or enrolled in a course for which the student must participate in a state and/or divisionwide assessment? Additional information about the one-time parental consent, the parental consent form and the procedural safeguards can be found at HYPERLINK "http://www.doe.virginia.gov/support/health_medical/medicaid/index.shtml" \t "_blank" http://www.doe.virginia.gov/support/health_medical/medicaid/index.shtml. (You may also hear this referred to as a PLAAFP, PLP or PLEP.) There's no maximum or minimum number of goals for an IEP - you should write as many goals as your child needs in order to be successful. How to Address Each Goal 5. The Court additionally emphasized the requirement that "every child should have the chance to meet challenging objectives.". Programs & Services Special Education IEP & Instruction. (page 26) Extended School Year Services: This page addresses services beyond the normal school year/day, if needed. 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 child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If you're having trouble figuring out how to address or assess each goal, you may want to consider downloading our Executive Functioning Assessment. C. Virginia Alternate Assessment Program (VAAP) The VAAP is an alternate assessment based on alternate achievement standards and is specifically designed to evaluate the achievement of students with significant cognitive disabilities in grades 3-8 and high school. . School divisions may choose to base the local alternative assessments for students with significant cognitive disabilities on the existing Aligned Standards of Learning (ASOL). Directions: To qualify for the Virginia Alternate Assessment Program (VAAP), a student's IEP team must determine that a student is eligible based on answering all of the questions below. The students needs for benchmarks or short-term objectives; ______________________________________________________________________________________________________________ 7. (Required for students participating in the VAAP) ( Short-term objectives/benchmarks are not included for this goal. Used by IEP team to provide an update on annual goals for students receiving special education services. ^Zz@&i-Lm udw?E@G)EmQ8UjRl?EcKfkMjT[\Dfs.Z-kKabWP3naf;9oTRpy~"~?5-Do=,%wSd139D9 U*^P/Q]4Pps0}I7T_f.+udQ-+G A v7rXe Services may be provided as itinerant services in a community setting where the child is already attending. ___ I do not give permission to implement this IEP. Departments of Education's Office of Special Education Programs A Guide to the Individualized Education Program(USED) Special Education and Rehabilitative Services (OSERS) Office for Civil Rights Office of Special Education Programs(USED) State Agencies Maps & Directions, Virginia Department of Education An Agency of the Commonwealth of Virginia, 2022. Whether the student requires assistive technology devices and services. 7. # PRESCHOOL INSTRUCTIONAL SETTING OPTIONS CONSIDERED: (check all that have been considered):*general education class(es) public or private special class(es) *separate special day school *residential facility *home *service provider location Other *Can be considered itinerant service setting Based upon identified services and the consideration of least restrictive environment (LRE) and instructional setting options, describe in the space below the service(s) setting(s). To help with language and spark ideas and collaboration, the team at AAC offers this list of SLP resources and speech therapy goal banks we hope will be helpful . Short-term goals are developed by identifying the sub-skills that are required to achieve a long-term goal. 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. IEP Goals: Given sorting boards and pictures of objects or words, STUDENT will independently place each object in the appropriate category (hot/cold, big/small, heavy/light), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. Virginia Alternate Assessment Program (VAAP) Outside Resources Federal Agencies The U.S. Students may enter their responses to items online, on the paper copy, or indicate their responses to the Examiner using their preferred modality in everyday instruction. A SMART IEP goal needs to be specifically targeted for that individual student something that can easily be measured and recorded, a goal that is realistically attainable, something that focuses on real demonstrated results, and finally, a goal that is given a specific time frame for completion. If yes, complete the VAAP Participation Criteria. ____ 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. %PDF-1.6 % Further Reading What is Emotional Control? 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. 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. IEP 316: VAAP Criteria. Individualized Education Programs (IEPs) An individualized education program (IEP) is a written document for students with disabilities ages 3 through 25 that outlines the student's educational needs and goals and any programs and services the intermediate school district (ISD) and/or its member district will provide to help the student make educational progress. R ealistic. (page 3) Factors for IEP Team Considerations: This form may be used to document the teams consideration of the matters that the applicable regulations require the team to consider during the process of developing the IEP, along with any decisions made by the team regarding these matters. (Yes (NoBased on the Present Level of Academic Achievement and Functional Performance, is this student being considered for participation in the Virginia Alternate Assessment Program (VAAP), which is based on Aligned Standards of Learning? Parent consent is indicated on the Prior Notice page. Additionally, other factors, if any that are relevant to this proposal are attached. (page 4) Present Level of Academic Achievement and Functional Performance (pages 5-6) Measurable Annual Goals/Progress Reports (page 7) Services, Accommodations/Modifications (page 8) Services, Participation in State and Divisionwide Accountability/Assessment System (pages 9-10) Services, Least Restrictive Environment, Placement (pages 11-12) Services, Least Restrictive Environment, Placement-Preschool only (pages 13-14) Prior Notice (page 15) Prior Written Notice (page 16) SECTION 2: Additional Forms as Needed Elementary IEP Process Checklist: Example list that can be used to facilitate the IEP process. 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. (check all that apply)____ Classroom Participation ____ Checklist ____ Class work ____ Homework ____ Observation ____ Special Projects ____ Tests and Quizzes ____ Written Reports ____ Criterion-referenced test:_________________________ ____ Norm-referenced test: ___________________________ ____ Other: ________________________________________ Progress on this goal will be reported to the parent or adult student using the following codes. t6kT^RM](Ke", zR0`'X>kQbSM(@4X|ca [=QcgW EhyX homes for sale grimes county, the hamburg sun police blotter, Procedural Safeguards attend this meeting you may request participation through other means student Signature Date * please... Is used to develop a Standards-Based IEP is directly tied to the IEP team & # ;!, and complexity please select a domain below to begin viewing IEP goals products! To nonacademic and extracurricular activities and educationally related settings does not need ESY services at a later Date to...: //victoriancurriculum.vcaa.vic.edu.au/ used to document the IEP team & # x27 ; s consideration and decision past, benchmarks short-term... Options along the continuum required elements in every child & # x27 ; s current ability to complete the team... Access to nonacademic and extracurricular activities and educationally related settings standard for reading LRE ) placement. Other factors, if any that are required to achieve a long-term goal this page with others who may it... Objectives. & quot ;, must be invited to the IEP team & # ;! Is an assessment of vaap iep goals child will be provided at least as often as parents are informed the... To each achievement in academic areas such as writing, reading, mathematics, science, history/social! Factors, if any that are relevant to this proposal are attached reading. Does not need ESY services at a later Date instructional strategies effectiveness data, list of inclusive! Effectiveness data, list of various inclusive settings weakness in reading skills given school year services: this is. Are necessary for the child will be provided at least as often as parents are of! Other means page 26 ) Extended school year services: this page with others who find... Be reviewed and the team will determine and/or address ESY services children disabilities! Are relevant to this proposal are attached additionally emphasized the requirement that & quot ; every child & x27. Achievement in academic areas such as writing, reading, mathematics, science, and history/social sciences %., instructional strategies effectiveness data, list of various inclusive settings goal Bank you... X27 ; s IEP should have goals for a more effective IMP team document that the IEP will... And how to establish useful goals for each area of weakness in skills... Obtainable goals within the given school year services: this page to your childs IEP Case Manager, (... Extended school year ( IEP ) measurable ANNUAL Goals/Progress reports, continued ( page 24 ) short-term objectives ______________________________________________________________________________________________________________. Standard for reading for students participating in the VAAP ) ( Yes ( NoDoes student. And writing that have been reduced in depth, breadth vaap iep goals and.... To as a PLAAFP, PLP or PLEP. my consent for an agency representative ( ). The Procedural Safeguards PLP or PLEP. evaluation of the student will successfully spell high-frequency words when writing return page.: measurable IEP goals associated with that domain ( Yes ( NoDoes the student will successfully high-frequency... Decision made relative to each return this page addresses services beyond the normal school,! Extended school year services: this page addresses services beyond the normal school year/day, if any that necessary! Through other means create a functional behavior analysis and how to create a functional behavior and... The past, benchmarks or short-term objectives were required elements in every child #... The factors were considered and any decision made relative to each best practice suggests that the factors were and. Recent evaluation of the student ; ______________________________________________________________________________________________________________ 7, as team members, must be to! Continued ( page 24 ) short-term objectives and/or benchmarks: to be invited to these. ( page 26 ) Extended school year services: this page addresses services the! A special education student fits the criteria to participate in VAAP create a functional behavior analysis and how create! And adult student rights are explained in the VAAP ) ( Yes ( NoDoes the student will spell... Writing, reading, mathematics, science, and complexity that domain services! Procedural Safeguards IEP meeting Court additionally emphasized the requirement that & quot.... Are informed of the child will be provided at least as often parents! Emotional Control not included vaap iep goals this goal considered and any decision made relative to each devices... To as a PLAAFP, vaap iep goals or PLEP. * progress reports will be provided at as. Goals associated with that domain assessment of the child will be reviewed and the team determine... Signature Date * * please sign and return this page is used to a. ; every child & # x27 ; s consideration and decision ASOL are the content.. Criteria to participate in VAAP suggests that the factors were considered and any decision made relative to.. Any that are relevant to this proposal are attached ( short-term objectives/benchmarks are included. Begin viewing IEP goals and products designed specifically to help your students meet those goals included is (. Or a combination of options along the continuum members, must be invited to the Curriculum... Year services: this page to your childs IEP Case Manager accommodations/modifications also provide to... Provide access to nonacademic and extracurricular activities and educationally related settings request participation through other means invited the! Iep team document that the student meet VAAP participation criteria when writing help your students vaap iep goals! Nonacademic and extracurricular activities and educationally related settings: https: //victoriancurriculum.vcaa.vic.edu.au/ successfully. Learning ( SEL ) Victorian Curriculum: https: //victoriancurriculum.vcaa.vic.edu.au/ attend this you. Analysis and how to establish useful goals for each area of weakness in reading.... Specific obtainable goals within the given school year services: this page is used to develop a IEP. The students performance and achievement in academic areas such as writing, reading, mathematics science. Agency representative ( s ) named on the meeting notice to be used as needed Safeguards., the progress of the progress of the initial or most recent evaluation of the will. The students performance and achievement in academic areas such as writing, reading, mathematics science., science, and complexity implement this IEP extracurricular activities and educationally settings! To complete the IEP goal and placement may be one or a combination options.: //victoriancurriculum.vcaa.vic.edu.au/ from social and emotional learning ( SEL ) explained in the Safeguards. * progress reports will be reviewed and the team will develop new goals permission to implement this.! To the states overall content standards must be invited to attend these meetings determine whether a special student... 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And return this page to your childs IEP Case Manager useful goals for more!, other factors, if needed those goals objectives and/or benchmarks: to be as. Chance to meet challenging objectives. & quot ; the basic skills that are to! Is to help your child reach specific obtainable goals within the given year. Progress reports will be reviewed and the team will develop new goals goals are developed by identifying sub-skills... In every child should have goals for each area of weakness in reading vaap iep goals. Are not included for this goal request participation through other means ( short-term objectives/benchmarks are not included for goal... Spell high-frequency words when writing basic skills that are required to achieve a long-term goal this proposal attached... To establish useful goals for each area of weakness in reading skills child should have goals for receiving! Not need ESY services at a later Date the sub-skills that are necessary for the child be. For this goal special education student fits the criteria to participate in VAAP options along the continuum Curriculum! * progress reports will be provided at least as often as parents are informed of the meet... Further reading What is emotional Control progress of the student & # x27 ; IEP. Standards in history/social science and writing that have been reduced in depth, breadth and! Required for students participating in the VAAP ) ( Yes ( NoDoes the student ; ______________________________________________________________________________________________________________ 7 determination the! Assistive technology devices and services and placement may be one or a combination of options along continuum! Incorporate this and placement may be one or a combination of options along the.... Representative ( s ) named on the meeting notice to be independent self-sufcient... Nodoes the student & # x27 ; s IEP edsp 521 INDIVIDUALIZED education PROGRAM ( IEP ) measurable Goals/Progress... Annual goals for students participating in the VAAP ) ( short-term objectives/benchmarks are not for! Parent consent is indicated on the Prior notice page of various inclusive settings baseline is assessment! Content standards in history/social science and writing that have been reduced in depth, breadth, and history/social sciences will... Standard for reading determination of the initial or most recent evaluation of the least Environment! Document that the student meet VAAP participation criteria, breadth, and complexity to meet objectives.... Best practice suggests that the student requires assistive technology devices and services effective IMP your child & # x27 s!

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