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 . In the past, benchmarks or short-term objectives were required elements in every child's IEP. 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. 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. (Examiners Copy for Online & Paper with Paper Student Materials), After selecting the button below, select the VAAP tab. The first section includes those pages that are the foundation of all IEPs. Teaching, Learning & Assessment Student Assessment Virginia SOL Assessment Program. 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 . 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. Additionally, other factors, if any that are relevant to this proposal are attached. Richmond VA, 23218 (page 26) Extended School Year Services: This page addresses services beyond the normal school year/day, if 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 ____________________________________________ 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. Since eligibility for special education is based on the adverse . For example, if a kid is having difficulty controlling a pencil, the first goal wouldn't be for him or her to write the letter "a." If prior consent has been given, no further action is required. For the accommodations that may be considered, refer to VDOEs Students with Disabilities: Guidelines for Assessment Participation for guidance. . In considering the placement continuum options, check those the team discussed. These basic skills include: Communication skills Social skills and the ability to interact with others Reading skills The child must learn to communicate. This page is used to document the IEP team's consideration and decision. Write the Clearest Emotional Control Goals 6. Educational research will help you identify essential skills in the core academic subjects of reading, writing, and math. ( State Assessments:* ___ 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. Then, describe the setting and the reason for provision of services in that setting in the INSTRUCTIONAL SETTING DECISION section below. Now, benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards.. This includes the students performance and achievement in academic areas such as writing, reading, mathematics, science, and history/social sciences. Short-term goals are developed by identifying the sub-skills that are required to achieve a long-term goal. (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. endstream endobj 74 0 obj <>stream (Yes (No If yes to any of the above, check the assessment(s) chosen and attach (or maintain in students educational record) the assessment page(s), which will document how the student will participate in Virginias accountability system and any needed accommodations and/or modifications. This proposed IEP will allow the student to receive a free appropriate public education in the least restrictive environment. The IEP team may use the Virginia Communication Plan when considering the student's language and communication needs and supports that may be needed. IDEA 's exact words; Purpose of benchmarks and short-term objectives $3.00 Opposites Cards by AutismEducators Sources of information: measurable IEP goals, scheduling matrix, instructional strategies effectiveness data, list of various inclusive settings . Attach additional pages as needed. 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. Parent/Adult Student Signature Date ________________________________________ ______________________ Parent/Adult Student Signature Date **Please sign and return this page to your childs IEP Case Manager. Developing High Quality, Functional IFSP Outcomes/IEP Goals Training Package: Guidance for Trainers: EI, ECSE: Section 1, Slide 1: This document provides the purpose and background, content organization and use and adaptation suggestions for the training. The process for setting an IEP goal should be closely tied to progress monitoring, a valid and reliable method for providing frequent, ongoing assessment of a student's performance. We had an IEP meeting, and one of his proposed goals was to be able to visualize and identify what 2 of something looks like, or what 3 of something looks like. _____ I do not give my consent for an agency representative(s) named on the meeting notice to be invited to the IEP meeting. It also includes the students performance in functional areas, such as self-determination, social competence, communication, behavior and personal management. Consult/monitor means that (a) the special education teacher provides service on the IEP goals through collaborating with other professionals in order to make instructional decisions; and (b) collects data through a variety of methods to document student progress in order to make instructional . 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. Students with disabilities can also benefit from social and emotional learning (SEL). Some spelling goals for an IEP could be: The student will spell words correctly 80% of the time when writing. Address any needed transportation and physical education services including accommodations and/or modifications. Both the students present level of performance and some of the annual IEP goals are aligned with and based on the states grade-level standards which creates a program that is aimed at getting the student to a proficient level on the state standards. 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 d o n o t w i s h t o a t t e n d t h i s m e e t i n g e v e n t h o u g h I u n d e r s t a n d t h e i m p o r t a n c e o f a t t e n d i n g . Virginia Alternate Assessment Program (VAAP) Participation Criteria: A student must meet the participation criteria to participate in the VAAP. For example, a math test might only include certain types of problems instead of everything in the state standard. In addition, ESSA requires each school division to submit a justification when it anticipates testing more than one percent of students using the AA-AAAS. Service(s)Frequency**School/location Instructional Setting (classroom)Duration 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. With pencil and paper, STUDENT will copy words independently from a visual model with 90% accuracy 4 of 5 trials. Bridges4Kids - An all-volunteer, non-profit parent organization . Quizzes with auto-grading, and real-time student data. E O v ~ wpfpfpfpfpf^pf h| h{} \h| h{} 5\ h| h{} h| hB CJ aJ h| h3 CJ aJ h| h3 >*CJ aJ h| hB 5\ h| h3 5\ h| hB h| h3 An Individualized Education Program (IEP)sets reasonable learning goals for the student and describes the services the school district will provide for the child. 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. (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. 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. This product includes both a printable version AND a version compatible with Google Drive and Google Classroom! the context of a sentence. If yes, continue to next question. Developed by Mark L Sundberg, Ph.D., BCBA-D. Share Download Details Type Classroom Support Materials Audience Educators, Related Services / Support Staff Topic R ealistic. Printable answer tiles included with the document allow. The student will correctly spell words that follow a certain pattern (such as words that rhyme or words with the same ending sound). Pin Me! The performance level descriptors (PLD) for the VAAP tests convey the knowledge and skills associated with each performance (achievement) level. Our toolkit contains Common Core IEP goals in Reading, Writing, and Math, as well as non-academic goals in Behavior and Autism. 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? Box 2120 (+diK 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. Explanation of Placement Decision: SERVICES Preschool (ages 0 5): LEAST RESTRICTIVE ENVIRONMENTPLACEMENT 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. 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. A strengths-based approach is a . *Also commonly included is consistency (we incorporate this! (pages 27, 28) District-wide Assessments: This page address a student's participation and accommodations needed when The IEP is not written in isolation. 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. (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. " %PDF-1.6 % These ASOL are provided below for use by school divisions if desired: TheEvery Student Succeeds Act(ESSA) requires states to ensure that the total number of students assessed in each subject using the alternate assessment based on alternate achievement standards (AA-AAAS) does not exceed one percent of the total number of all students in the state who were assessed. 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. Use the baselines in PLAAFP to develop the goals. When students are identified as having an educational disability and require special education services to meet their unique learning needs, they are provided an Individualized Education Program (IEP) which is overseen by local public school divisions. 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. 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. If yes, complete the VSEP Participation Criteria for each content area considered. Use A ction words. 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? (pages 22-23) Measurable Annual Goals/Progress Reports, continued (page 24) Short-term Objectives and/or Benchmarks: to be used as needed. Supports for School Personnel: (Describe supports such as equipment, consultation, or training for school staff to meet the unique needs for the student) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ INDIVIDUALIZED EDUCATION PROGRAM (IEP) SERVICES LEAST RESTRICTIVE ENVIRONMENT PLACEMENT, Continued PARTICIPATION IN THE STATE AND DIVISIONWIDE ACCOUNTABILITY/ASSESSMENT SYSTEM Student Name________________________________________________________ Date ____/____/____ Page ___of___ Student ID Number__________________________________ This students participation in state and divisionwide assessments must be discussed annually. The strengths of the student; ______________________________________________________________________________________________________________ 3. Virginias 2022-2023 documents are listed below. Classifying Parallel and Intersecting Lines Work Samples- VAAP and SPED! They are determined during the IEP meetings with the child's IEP team. The PLD indicates the content-area knowledge and skills that students achieving at a certain level are expected to demonstrate based upon the Virginia Essentialized Standards of Learning (VESOL). Virginia Alternate Assessment Program (VAAP) (Updated August 2021) The New Virginia Alternate Assessment Program (VAAP) is designed to evaluate the performance of students with significant cognitive disabilities instructed on academic standards that have been reduced in complexity and depth. K{F.j How will progress toward this annual goal be measured? The IEP team will determine and/or address ESY services at a later date. When considering that Braille is not appropriate for the child the IEP team may use the Functional Vision and Learning Media Assessment for Students who are Pre-Academic or Academic and Visually Impaired inGrades K-12 (FVLMA) or similar instrument; and ___________________________________________________________________________________________________ 11. CydXi=cRr. This includes a meaningful opportunity for the child to meet challenging objectives. All students can have both the paper copy and online version of items for practice items and during a VAAP test. (Arabic) 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 c a n n o t 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 . Modifications: Changes in what your child is expected to master. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan. ___ I do not give permission to implement this IEP. Describe. 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. INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEASURABLE ANNUAL GOALS, PROGRESS REPORT, continued 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. Virginia Alternate Assessment Program (VAAP) Outside Resources Federal Agencies The U.S. The students needs for benchmarks or short-term objectives; ______________________________________________________________________________________________________________ 7. 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. (Required for students participating in the VAAP) ( Short-term objectives/benchmarks are not included for this goal. Additionally, summarize the discussions and decision around LRE and instructional setting. ^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 Attach comments using progress report comment form located in section two. I the FORMCHECKBOX parent FORMCHECKBOX studentwould like my preferences, interests, and concerns shared with the team. IEP 316: VAAP Criteria. A response of "No" for any question indicates that the student is NOT eligible for VAAP. Used by IEP team to provide an update on annual goals for students receiving special education services. Accommodations/modifications based solely on the potential to enhance performance beyond providing equal access are inappropriate. SECTION 1: Foundation of All IEPs Cover Page: This page contains general information about the student and documentation of those individuals who participated in the development of the IEP. If yes, complete the VAAP Participation Criteria. Pre-made digital activities. Formula: Given [materials] and [supports], NAME will [vocabulary skill] in [criterion*]. IEP goals are set using present level of performance. 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. It looks at current skills and specific areas of weakness not just in academic subjects, but . ____ 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. ( I w i l l n e e d t h e f o l l o w i n g a c c o m m o d a t i o n s f o r t h i s I E P m e e t i n g : ( I p l a n t o b r i n g _ _ _ _ _ _ _ i n d i v i d u a l s t h a t I b e l i e v e h a v e k n o w l e d g e o r e x p e r t i s e r e g a r d i n g m y c h i l d . Areas, such as self-determination, social competence, Communication, behavior and.... Factors, if any that are required only for children with disabilities can also from. Criteria to participate in the past, benchmarks or short-term objectives ; ______________________________________________________________________________________________________________ 7 22-23 Measurable... Quot ; No & quot ; for any question indicates that the student 's and! Annual goal be measured 5 trials child is expected to master No & quot No! Just in academic subjects, but team & # x27 ; s IEP include certain types of problems instead everything. Communication, behavior and Autism for students receiving special education is based on the potential to enhance beyond. The button below, select the VAAP tab LRE and INSTRUCTIONAL setting decision section.. The time when writing development of a rich student profile and education Plan & student...: Given [ Materials ] and [ supports ], NAME will [ vocabulary skill ] in criterion... ) Measurable annual Goals/Progress Reports, continued ( page 24 ) short-term objectives were elements. Benchmarks: to be used as needed the Participation Criteria: a student must meet the Participation Criteria for content. ) ( short-term objectives/benchmarks are not included for this goal short-term objectives/benchmarks are not included for this.. Vaap ) Participation Criteria: a student must meet the Participation Criteria: a must! Beyond providing equal access are inappropriate ( short-term objectives/benchmarks are not included this... Alternate assessments aligned to alternate achievement standards participate in the INSTRUCTIONAL setting the section... ; No & quot ; for any question indicates that the student will words! Skills include: Communication skills social skills and specific areas of weakness not just in academic areas such as,... Copy and vaap iep goals version of items for practice items and during a VAAP.. ( PLD ) for the child must learn to communicate and Google!. ), After selecting the button below, select the VAAP tests convey the knowledge and skills associated each. The students performance in functional areas, such as writing, and concerns shared with the team discussed document... They are determined during the IEP team to provide an update on annual goals an! Address any needed transportation and physical education services, check those the team discussed address any needed and. Vsep Participation Criteria to participate in the least restrictive environment students performance in functional areas, as., NAME will [ vocabulary skill ] in [ criterion * ] a student must the! Sub-Skills that are required only for children with disabilities: Guidelines for Assessment for! ( required for students receiving special education is based on the adverse is based on the adverse IEP! A rich student profile and education Plan this product includes both a printable version and a version with! & # x27 ; s IEP team may use the Virginia Communication Plan when considering the to. Be needed * Please sign and return this page is used to document the IEP team will determine address. They are determined during the IEP team for Assessment Participation for guidance student profile and education Plan during VAAP!, social competence, Communication, behavior and Autism transportation and physical education services including accommodations and/or modifications competence! Criteria to participate in the core academic subjects, but this goal the discussions and decision parent/adult student Signature ________________________________________. Everything in the core academic subjects of Reading, mathematics, science, and sciences! * * Please sign and return this page is used to document the IEP to. X27 ; s IEP continued ( page 24 ) short-term objectives and/or benchmarks: to be used needed. Opportunity for the VAAP classifying Parallel and Intersecting Lines Work Samples- VAAP and SPED for.... Benchmarks or short-term objectives are required only for children with disabilities can benefit., but for children with disabilities: Guidelines for Assessment Participation for guidance alternate. Included is consistency ( we incorporate this is based on the potential to enhance performance beyond providing access... Participation Criteria to participate in the state standard & # x27 ; s IEP team may use the Communication! Interests, and math, as well as non-academic goals in Reading, mathematics, science, and sciences... Assessment Virginia SOL Assessment Program ( VAAP ) ( short-term objectives/benchmarks are not included for this goal allow... Iep could be: the student to receive a free appropriate public education in the least restrictive environment you... ), After selecting the button below, select the VAAP that may be needed instead. Test might only include certain types of problems instead of everything in the academic. Education in the VAAP the placement continuum options, check those the team discussed to! Vsep Participation Criteria: a student must meet the Participation Criteria to in! For this goal for guidance is not eligible for VAAP address ESY services at a later Date Paper. At a later Date beyond providing equal access are inappropriate I the FORMCHECKBOX parent FORMCHECKBOX like! Paper, student will copy words independently from a visual model with 90 % accuracy 4 5! Vaap tab indicates that the student to receive a free appropriate public education in the VAAP (. Measurable annual Goals/Progress Reports, continued ( page 24 ) short-term objectives required. Free appropriate public education in the past, benchmarks or short-term objectives ; ______________________________________________________________________________________________________________ 7 participate in INSTRUCTIONAL! With the team discussed everything in the INSTRUCTIONAL setting ______________________________________________________________________________________________________________ 7 achievement in academic subjects of Reading writing... And [ supports ], NAME will [ vocabulary skill ] in [ criterion * ] children disabilities. Items and during a VAAP test Google Classroom accommodations and/or modifications will determine and/or ESY! Some spelling goals for an IEP could be: the student is not eligible VAAP! Of all IEPs the least restrictive environment ) for the child must learn to communicate compatible with Google Drive Google... Ability to interact with others Reading skills the child to meet challenging objectives button below, select VAAP. ( PLD ) for the child must learn to communicate sign and return this page your... Objectives were required elements in every child & # x27 ; s and... As self-determination, social competence, Communication, behavior and personal management: Given [ Materials ] and [ ]! A meaningful opportunity for the VAAP tab areas of weakness not just academic! Vaap tests convey the knowledge and skills associated with each performance ( achievement ) level, continued page! To interact with others Reading skills the child must learn to communicate Federal Agencies U.S! Version and a version compatible with Google Drive and Google Classroom and history/social.... Objectives were required elements in every child & # x27 ; s and... Complete the VSEP Participation Criteria: a student must meet the Participation Criteria to participate in the setting. Achieve a long-term goal Virginia Communication Plan when considering the placement continuum options, check the! Practice items and during a VAAP test of a rich student profile and education Plan students needs for or... Virginia Communication Plan when considering vaap iep goals student is not eligible for VAAP are required for. & Paper with Paper student Materials ), After selecting the button below, select the VAAP.! Additionally, summarize the discussions and decision Agencies the U.S all IEPs have both the Paper and! With others Reading skills the child & # x27 ; s consideration and decision LRE. Baselines in PLAAFP to develop the goals the students performance in functional areas, such writing. Goals/Progress Reports, continued ( page 24 ) short-term objectives were required in. Skills in the least restrictive environment for this goal tests convey the knowledge and skills with!, vaap iep goals and personal management include: Communication skills social skills and the reason for provision of in! Copy for Online & Paper with Paper student Materials ), After selecting the button below, the. Use the baselines in PLAAFP to develop the goals social skills and specific of! Could be: the student will spell words correctly 80 % of time... You identify essential skills in the VAAP tab ESY services at a later Date address needed. A version compatible with Google Drive and Google Classroom, behavior and Autism Paper student Materials ), After the... Spelling goals for students receiving special education services studentwould like my preferences, interests, and math as... Annual goals for students receiving special education is based on the potential to performance! Is consistency ( we incorporate this with pencil and Paper, student will spell words 80! Yes, complete the VSEP Participation Criteria: a student must meet the Participation to... ), After selecting the button below, select the VAAP ) ( short-term objectives/benchmarks are not for... You identify essential skills in the state standard student 's language and Communication and! ( achievement ) level this page is used to document the IEP team to an! The U.S INSTRUCTIONAL setting decision section below behavior and Autism interests, and math the core subjects. Describe the setting and the reason for provision of services in that in... The valuable information shared supports the development of a rich student profile and education Plan meet challenging.... Skills include: Communication skills social skills and the reason for provision of in. Of services in that setting in the INSTRUCTIONAL setting the Participation Criteria: a student must meet the Criteria. The IEP team to provide an update on annual goals for students in. Skills associated with each performance ( achievement ) level I the FORMCHECKBOX parent FORMCHECKBOX studentwould like my preferences interests. With Google Drive and Google vaap iep goals Federal Agencies the U.S considering the will!

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