Standards Aligned IEPs

 

 

Activities:

  • Review the OSERS Letter with Highlights document.
  • Review the Possible Data Sources for IEPs document.
  • On your Standards Worksheet, under Tier 1 Design, identify some of the characteristics of the Tier 1 instruction that is based on the strategies and tools you have listed on the Standards Worksheet. Then identify what strategies and tools should also be included on an IEP as part of specially designed instruction.

 

 

Files

 

Annual Goals

  • Should be based on the student’s educational needs identified in the present level of performance and aligned to the standards for the grade in which the student is enrolled.
  • Should not simply restate the expectations of the Standards or age-appropriate activities for PreK students. These standards apply to all students and should be addressed through a multi-tiered system of supports and ongoing problem-solving.
  • Should target what the student needs to learn to be able to be involved in, and make progress in, the general curriculum, and should reflect the implementation of a quality IEP.
  • May address a variety of skills and behaviors, including; student engagement, executive functioning skills, task persistence, social skills and collaborative learning, the use of technology tools and supports, and skills related to academic standards and access points.
  • When a student's present levels of performance are significantly below grade level the IEP team should estimate the growth toward the standards for the grade in which the student is enrolled.

 

Annual Goals Quick Check

  • Annual goals can address a variety of skills and behaviors for proficiency on grade-level standards
  • Annual goals can identify related grade-level access skills
  • Annual goals can represent a reasonable expectation of growth and progress
  • Annual goals can demonstrate effectively reducing the impact of the student's disability

 

Example Goal adapted from the OSER Dear Colleague Letter

 

Darin (who) will determine how details support the main idea of a text (behavior) using specialized instruction in reading fluency, plus audio books and text to speech tools (condition) with 80% accuracy (criterion) at the end of the fourth quarter (time-frame). This is not a restatement of the curriculum but a prioritization of the skills and knowledge most important to the student’s success.

 

 

 

 

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