Standards-based IEP Sample Measurable Goals - Weebly
Standards-based IEPSample Measurable GoalsEnglish/Reading k-122003/2010 Standards of Learning2011
Sample: Measurable English Standards Based IEP Goals for KKindergarten GoalsStrand/StandardCurrent (2003)By the annual review of the IEP, the Oral Languagestudent will be able to use words to k.2describe or name people, places,feelings, and things during groupactivities and teacher-directedinstruction with 100% accuracy on8 out of 10 trials.The student will identify 8signs/logos and read 70% ofrequired K high frequency wordswith 100% accuracy on 8 out of 10trials by annual review of the IEP.Reading K.6Strand/Standard Strategies/Ideas for InstructionNew (2010)Oral Language k.2 TTAC Online SOL Enhanced (same)A Duck Goes A Pig GoesRead aloud story to discuss animal names and soundsBrainstorming of animals in book and sounds they makeStudent-created story tapeListening centersComputer zoo websitesInteractive White BoardsComputer-generated class booksIllustrations of class bookPicture sorts of animal typesIt’s Round, Fuzzy, Yellow and It BouncesSensory explorationComputer-generated picturesRead aloud storiesClass-generated booksReading K.6TTAC Online SOL Enhanced Today is Computer/word processing program to create calendarsentencesInteractive White BoardsDaily calendarMusic and movement (including days of the week or months ofthe year)Books related to the weather themeWord wall for weather-related descriptive words2Virginia Department of Education – July 28, 2011
The student will be able to retell astory in correct sequence ofbeginning, middle and end with100% accuracy on 8 out of 10 trialsby the annual review of the IEP.Reading K.8Reading K.9Reading K.10The student will correctly write andidentify/name the uppercase andlowercase letters with 100%accuracy in 7 out of 10 trails by theannual review of the IEP.Writing K.9Writing K.11Given an in-depth unit of study, thestudent will demonstrate his/herunderstanding of the printedinformation on 8 out of 10questions (trials) with 100%accuracy by the annual review ofthe IEP.Reading K.6Reading K.6TTAC Online SOL Enhanced Telling and RetellingManipulatives representing key characters and/or key actionsVideotape to tape students retelling storyPuppets to portray charactersClapping at certain points of storyWord wall of character wordsTTAC Online SOL Enhanced My First WritingsPictures (to generate writing)Dry-erase boards and markers or manipulative lettersNewspapers and magazines in a learning centerBrainstorming webPicture-symbol programGreeting card makingTTAC Online SOL Enhanced Mystery BagSound/letter correspondence chartT-Chart for examples and non-examplesPicture-symbol programModels such as maps and globesTalking word processing program3Virginia Department of Education – July 28, 2011
Sample: Measurable English Standards Based IEP Goals for 1st Grade1st Grade GoalsBy the annual review of the IEP,the student will be able todemonstrate comprehension ofthe story elements by completinga story map on a variety offictional texts with 80% accuracyon 8 out of 10 trials.Strand/StandardCurrent (2003)Reading 1.7Reading 1.9Strand/StandardNew (2010)Reading 1.7Reading 1.9Strategies/Ideas for InstructionTTAC Online SOL Enhanced Story MapsPre-reading strategy: Student makes predictions for studentselected material using the Response Form (Form A).During reading strategy: Student reads to confirm predictions.After reading strategy: Student chooses a story map procedureusing Response Forms (Forms B-E), incorporating drawing andwriting responses for:1. Topic/main idea2. Characters, setting, important events.3. Beginning, middle, end of story.4. Who, what when, where, why and how questions.Variations for differentiating lesson:Have student read the book on a computer or listen to audioversion of the story on tape or CD.Have student use sticky notes or highlighter tape to marksections of the book that focus on the targeted story map skills.Have student use a picture-symbol word processing program ora talking word processing program to complete their story map.Have students use graphic organizer software to recordresponses to their story map questions.4Virginia Department of Education – July 28, 2011
When participating in group andReading 1.5independent activities, thestudent will be able to matchspoken words to print, isolateconsonant sounds at thebeginning of words in context,and identify previously viewedwords from text with 100%accuracy on 8 out of 10 trials withfamiliar text by midyear.Reading 1.5(same)TTAC Online SOL Enhanced Read and PointA variety of charts with poems, that contain high frequencywords will be used for:1. Modeled read-aloud.2. Choral and partner reading3. Pointing to beginning of words as reading from chartIndividual copies of the poems will be used for “reading andpointing” with a partner, the teacher and/or individually and forstudents to identify words they know to add to their individualword banksVariations for lesson:Highlighter pens or tape can be usedFont size or color can be modified on charts or individual copiesSentence strips, white boards, overheads, active boards can beused for presentation of poemsMusic and movement can be incorporatedClapping between words can be used to reinforce the concept ofa word“Pocket Poems” can be used to provide opportunities to readpoem aloud to othersSoftware that uses picture-symbol relationships and highlightingfunctions during independent practice can be usedAdditional Resource:TTAC Online SOL Enhanced 1.5 Lesson:Put the Sentence Back Together5Virginia Department of Education – July 28, 2011
The student will use completesentences and appropriate voicelevel when answering questions,expressing ideas or retellingideas/ events in a group setting,with 90% accuracy in 3 out of 4trials, by the end of the secondgrading period.Oral language 1.1Reading 1.2Reading 1.3oral language 1.1(Same)Reading 1.1Reading 1.3(Same)TTAC Online SOL Enhanced I’m Wearing Khaki Pants and a Blue Shirt; andCarter Likes to I Like to Both lessons incorporate students interacting with each other: oneby creating sentences orally about what they are wearing andanother about an activity they like. (Different topics can be chosen.)The following can be incorporated into the lesson:1. Questions and prompts to cue students’ response2. Speaking in complete sentences3. Using descriptive language4. Retelling, changing language to fit (from “I” to child’s name)5. Movement through tossing a ball or sorting bysimilarities/differences6. Printing each child’s sentence for them to illustrate andmake into a class book7. Posting students’ responses on charts for choral reading8. Small or whole group participation9. Videotaping students’ interactions10. Using drawings, clip art, choice boards for student responses6Virginia Department of Education – July 28, 2011
Sample: Measurable Reading / Writing Standards Based IEP Goals for 2nd Grade2nd Grade GoalsStandard/StrandCurrent (2003)By the end of the second grading Reading 2.8period, when given a grade levelreading passage withaccommodations, the studentwill demonstratecomprehension by making andconfirming predictions aboutcontent on 3 out of 4 collectedwork samples.Strand/StandardNew (2010)Reading 2.8Reading 2.9.By the third grading period, thestudent will read independently,recognize and understand theproblem, the solution, and themain idea of a fiction passagewith an average of 85% accuracyon 8 out of 10 reading samples.Reading 2.8Reading 2.8Strategies/Ideas for InstructionPartner students to share predictionsStudents record predictions on sentence strips and classchartsUse what we know, want to know, and what welearned"(KWL) chart to outline predictions, questions, andconfirmationsT-Chart to make and confirm predictionsGraphic organizers with headings and text informationSmall group activity to generate and compare predictionsGraphic organizers to organize small group predictionsStory mappingJournal writing to make predictions and expand ideasJournal writing to include student personal and reflectivewriting and ideasStudent generated writings and illustrations to share aloudTalking word processing program.Brainstorming webConcept mapping to generate ideasGraphic organizer to sequence and organize events in alogical formatStudent-generated small group chart outlining theproblem, solution and main ideaLabel main idea of paragraphStudent will identify and label the problem and solution ofa reading passage7Virginia Department of Education – July 28, 2011
Student will demonstrate comprehension of locatingproblem, solution and main idea of fiction by retelling eachin his/ her own words.Classify information with drawings, charts and listsT-Chart during read aloudInfer meaning and paraphraseJournal writing to include Q & A, and summariesDigital booksBy the end of the second gradingperiod, when using assignedtechnology and/or paper pencil,the student will write stories,letters and simple explanationsthat include a beginning, middleand end, with100% accuracy on 4 out of 5writing samples.Writing 2.11Writing 2.12Writing 2.14TTAC Online SOL Enhanced :From Beginning to EndJournal writing for retelling each segment of the storyGraphic Organizers that include beginning, middle, and endStoryboard with picture symbols to retell story read byteacherDigital booksRead aloud storiesTalking word processor to assist students in composing abeginning, middle and end of a storySymbols and pictures to represent parts of a storyRole play parts of the storyFoldable as an organizer to label beginning, middle and endof storyWrite Like ThisRead aloud storiesBrainstorming events about writing topicsStudent /Teacher conference about writingPublishing on the computerTalking word processor8Virginia Department of Education – July 28, 2011
By the annual review of the IEP,the student will expand listeningand speaking vocabularies byclarifying and explaining wordsorally with 90% accuracy on 8out of 10 trials.Oral Language2.2Oral Language2.2.Sentence strips to record brainstorming ideasPicture symbolsdigital recorder for teacher and student dictationSoftware program that allows the use of differentcharacters, settings, and events to create storiesReader’s TheaterDigital booksRole play using manipulation with storyboard charactersClass-generated booksGraphic organizers to create personal or small groupstoriesJournal writingTTAC Online SOL Enhanced :What’s Going to Happen Next?Picture books with rich vocabulary and vivid picturesRead aloud books and storiesSummarizing and sharing aloud their ideasPairing up to make predictionsHighlighting tape to emphasize new vocabulary wordsStoryboard for vocabulary wordsGraphic organizer to display predictions and story eventsOnce Upon a Time.Magazine pictures to develop a storyOral statements generated within small groups to buildtheir storySharing aloud the story with the entire classWriting journal to record their newly-created storyDigital recorder to record student responses about storyVisual story chainSentence strips to visually outline and form the story9Virginia Department of Education – July 28, 2011
Sample: Measurable Reading/Writing Standards Based IEP Goals for 3rd Grade3rd Grade GoalsBy the end of the third gradingperiod, using grade level fictionalreading materials and graphicorganizers, the student willdetermine the sequence ofevents, draw conclusions, andsummarize the content with 80%accuracy.Strand/StandardCurrent (2003)Reading 3.5By the end of the third gradingReading 3.7period, the student will be able touse reference books and onlineresources to define words andgather information on specifictopics with 80% accuracy in 3 outof 4 trials.Strand/StandardNew (2010)Reading 3.5Reading 2.8Reading 3.7Strategies/Ideas for Instructionwhat we know, want to know, and what we learned(KWL)chartStoryboardingVenn diagramInteractive white boardsJournal writingCharacter analysis chartOrganizational timelineSequencing of events cardsCharacter comparison chartStory mappingReadwritethink Online ource type 6&grade 8Grade 3 Lesson Plan: Alaska Native Stories: Using Narrative toIntroduce Expository TextStudent-generated products:Interview report, student-created bookListen and respond to a story by participating in a classdiscussionAccess a Website about the animal in the story to gatherfacts, write in student journalWrite and share a report during small groupCompare and contrast narrative and expository textswhat we know, want to know, and what we learned10Virginia Department of Education – July 28, 2011
By the end of the second gradingperiod the student will be able toidentify and ask questions thatare answered both in the titleand the paragraph of a fiction ornon-fiction passage with 85%accuracy in 3 out of 4assessments.Reading 3.5Reading 3.6Reading 3.5Reading 3.6By the end of the second gradingperiod, using graphic organizers,the student will compare andcontrast settings, characters, andevents and use that informationto draw conclusions with 80%accuracy on classroomassignments.Reading 3.5Reading 3.5T/TAC Online SOL Enhanced :BiographyAsk and answer questions about what is read using biographies ofhistorical figures on the students’ instructional level related to theevent or time.Graphic organizer with headings to sort related andunrelated informationT-ChartTimelineComprehension cubeInterview and write biographyPaired readingSequence with graphic organizerText reader programMake and confirm predictionsDigital booksT/TAC Online SOL Enhanced :Analyzing Fairy TalesSemantic feature analysis chartPowerPointVenn diagramRetellingCompare/Contrast T-ChartComprehension webSmall group performanceAnalysis chart to analyze fairytaleWork with partners, summarize detailsPartner readingJournal writingT-Chart for during read aloud11Virginia Department of Education – July 28, 2011
Sample: Measurable Reading / Writing Standards Based IEP Goals for 4th Grade4th GoalsWhen reading grade appropriatematerials, the students will applyknowledge of word structure andcontext clues to determine themeanings of unfamiliar wordswith 80% accuracy by the end ofthe school term.When given grade appropriatereading materials, the studentwill combine information fromvarious places in a passage orstory to draw conclusions,distinguish between fact andopinion, identify cause-andeffect relationships and makeinferences with 75% accuracyby the end of the third nineweeks.Strand/StandardCurrent (2003)Reading 4.3Strand/StandardNew (2010)Reading 4.4Strategies/Ideas for InstructionWordsalive Instructional Materials ddle/wordsalive/index.shtml,Vocabulary Instruction with Videos ddle/vocabulary/index.shtml#Reading 4.5Reading 4.5, 4.6Elementary Reading Comprehension & Vocabulary StrategiesVideos – demonstrations by Virginia teachers of vocabulary andcomprehension strategies /elementary/T/TAC Online SOL Enhanced Lessons12Virginia Department of Education – July 28, 2011
Given a nonfiction readingpassage with highlighted words,the student will choose the wordreference materials most likely tocontain relevant information andbe able to select the correctdefinition of the highlighted,multiple meaning word in fourout of five passages by the end ofthe second grading period.Reading 4.3 dGiven a piece of fiction and astory map, the student will beable to find language, settingdetails, and other informationthat help identify the author’spurpose (e.g. inform, persuade,convince, entertain) with 100 %of the time by the end of theschool year.Reading 4.4a.Presented with information fromvarious places in a nonfictionpassage, the student willdistinguish and identify in writingfact and opinion statements,cause and effect relationships,Reading 4.5eResearch 4.9Reading 4.4Enhanced Scope and Sequence for Grades k-5 nglish/englishCF.html.T/TAC Online Enhanced Scope and Sequence LessonsReading 4.5 a, 4.6Reading 4.6fInteractive Reading -combines a graphic organizer withresearched-based reading comprehension strategies providing aframework that supports students prior to reading, duringreading and after reading across the english/middle/Florida Center for Reading Research F/G4-5/45CPartFour.pdfUse column graphic organizers with reading passages anddiscussionsTo find facts and make inferencesUse direct teaching strategies to ensure understanding ofinferencesGather details and make inferences13Virginia Department of Education – July 28, 2011
and draw conclusions to makesimple inferences with 80%accuracy by the end of the 3rdgrading period.Given a nonfiction passage, thestudent will identify an importantidea in the passage, and write asummary statement thatprovides at least two detailsrelated to the important ideawith 80% accuracy on 3 out of 4assignments.By the end of the school year,when provided with a prompt, awriting rubric and a graphicorganizer, the student willindependently create a focusedwriting plan, and construct aneffective explanation, narrativeor poem with 80% accuracy on 4out of 5 final products.Find conclusions and support with factsUse comic strips and cartoons to identify inferences thatmake things funnyReading 4.5fReading 4.6fWriting 4.7aWriting 4.7bStrategic Instruction Model Fundamentals of Paraphrasingand SummarizingGraphic organizers for note-taking, charting, summaryactivitiesIntegrating Technology into the Classroom usingInstructional Strategies based on the research from:Classroom Instruction that Works by Robert J. Marzano,Debra J. Pickering, Jane E. Pollock @www.tltguide.ccsd.k12.co.us/instructional tools/Strategies/Strategies.htmlUsing cooperative learning groups, use jigsaw strategy toidentify topics and planThink- pair- share-writePartner interview-write-editGraphic organizers for note-taking, charting, summaryactivitiesUse writing organizer softwareMiddle School Writing Modules in Support of ProjectGraduation /project graduation/online tutorials/english/materials/writing middleschool.pdf ; contains information on the five step writing process andhelpful worksheets, Graphic Organizers for Writing -14Virginia Department of Education – July 28, 2011
Sample: Measurable Reading / Writing Standards Based IEP Goals for 5th Grade5th GoalsBy the end of the current schoolterm, using timed teacherselected fiction and nonfictionsamples, the student will use theknowledge of root words, andprefixes and suffixes to decodeunfamiliar words with 80%accuracy.Strand/StandardCurrent (2003)Reading 5.4b.Strand/StandardNew (2010)Reading 5.4c, 5.5mUsing nonfiction readingReading 5.6cpassages, the student will locateinformation, make inferences andsupport conclusions with thedetails from the passages usingwritten or oral responses with80% accuracy.Reading 5.5hi, 5.6gWhen given a quarterly researchproject, the student will be ableto accurately collect, evaluate,summarize and document theinformation successfully on 3 outof 4 assignments.Research 5.9eWriting 5.7a.Strategies/Ideas for InstructionExplicitly teach “un, re, in, dis” 58% of all prefixed words“ed, ing” 65% of all suffixed wordsTeach all prefixes using same structure to recognize patternsand identify word meaningDiscuss the origin and meaning of some of the root words.Use word walls, posters, word sortsUse column graphic organizers with reading passages anddiscussionsTo find facts and make inferencesUse direct teaching strategies to ensure understanding ofinferencesGather details and make inferencesFind conclusions and support with factsUse comic strips and cartoons to identify inferences that makethings funnyUsing cooperative learning groups, use jigsaw strategy toidentify topics and planThink- pair- share-writePartner interview-write-editGraphic organizers for note-taking, charting, summaryactivitiesUse writing organizer software15Virginia Department of Education – July 28, 2011
Sample: Measurable Reading / Writing Standards Based IEP Goals for 6th Grade6th GoalsBy June 8, 2012, the student willrecognize and identify analogiesand figurative language (e.g.,simile, hyperbole) when readingfictional text with 80% accuracyas measured by 4 of 5 classroomassessments.Through the use of graphicorganizers, the student will drawconclusions, make inferences,identify plot and characterdevelopment, compare andcontrast and summarize gradelevel fiction, narrative nonfiction, poetry and informationaltext with 80% accuracy on classassignments by June 8, 2012.By the end of the third gradingperiod, when provided a prompt,the student will use the five stepwriting process to write a fiveparagraph narrative, descriptive,or expository essay with mainideas and supporting details, andcorrect mechanics with 80%Strand/StandardCurrent (2003)Reading, 6.3Strand/StandardNew(2010)Reading 6.4Strategies/Ideas for InstructionReading, 6.4 and6.5Reading 6.5TTAC Online English Lesson Plans http://www.ttaconline.org/staff/s home.asp,Graphic Organizers for Reading ,Doing What Works - -Strategies/practice/?T ID 23&P ID 60Writing, 6.6Writing 6.7Middle School Writing Modules in Support of Project Graduation /project graduation/online tutorials/english/materials/writing middleschool.pdf ; contains information on the five step writing process andhelpful worksheets and graphic organizers for writing http://www.netrover.com/ kingskid/graphic/graphic.htm andhttp://www.eduplace.com/kids/hme/6 8/graphorg/Color-coding Topic Sentences and Supporting Detail Sentences -Wordsalive Instructional Materials ddle/wordsalive/index.shtml,Vocabulary Instruction with Videos ddle/vocabulary/index.shtml#,Doing What Works - struction/practice/?T ID 23&P ID 5916Virginia Department of Education – July 28, 2011
accuracy on 4 out of 5 writingprompts according to theprovided teacher made 6/McCormacCondon Gentile.pdfStrategic Instruction Model Proficiency in Sentence Writing,Strategic Instruction Model Fundamentals in Sentence Writing,Strategic Instruction Model Fundamentals of Paraphrasing andSummarizing17Virginia Department of Education – July 28, 2011
Sample: Measurable Reading / Writing Standards Based IEP Goals for 7th GradeSeventh Grade GoalsBy the end of the school year, thestudent will use a variety ofstrategies (e.g., context clues,word study, morphology) toidentify the meanings ofunknown words in provided textswith 80% accuracy on 4 out of 5trials.Standard/strandCurrent (2003)Reading, 7.4Standard/strandNew (2010)Reading 7.4Strategies/Ideas for InstructionStrategic Instruction Model Word IdentificationStrategic Instruction Model Vocabulary LINCing (strategy androutine),Wordsalive Instructional Materials ddle/wordsalive/index.shtml,Vocabulary Instruction with Videos ddle/vocabulary/index.shtml#,Doing What Works - struction/practice/?T ID 23&P ID 59,Florida Center for Reading Research F/G4-5/45VPartFour.pdf18Virginia Department of Education – July 28, 2011
By the end of the third gradingperiod, from a variety of texts,the student will identify narrativeelements and text structure, inorder to summarize, makeinferences, and analyze author’spurpose according to teacherconstructed rubric or checklistwith 80% accuracy on 4 out of 5attempts on assessmentscovering the listed tasks.Reading, 7.5Reading 7.5Florida Center for Reading Research F/G4-5/45CPartFour.pdf,Council of Chief State School Officers (CCSSO) Content AreaLiteracy Guide 09-9a31427e-a85e-712fd1f2bc15/0/ccsso contentliteracy.pdfBy the end of the school year, the Writing, 7.8student will draft and revise a fiveparagraph essay that includesevidence of voice, tone, phrasesand clauses that clarify meaning,vivid and figurative language, andsentence variety according to theteacher created rubric with 80%accuracy on 4 out of 5 trials foreach element listed within thegoal.Writing 7.7Middle School Writing Modules in Support of Project Graduation /project graduation/online tutorials/english/materials/writing middleschool.pdf ; contains information on the five step writing process andhelpful worksheets and graphic organizers for writing http://www.netrover.com/ kingskid/graphic/graphic.htm andhttp://www.eduplace.com/kids/hme/6 8/graphorg/19Virginia Department of Education – July 28, 2011
Sample: Measurable Reading / Writing Standards Based IEP Goals for 8th GradeEighth Grade GoalsStandards/strandBy June 1, 2012, the student willuse affixes and knowledge ofword origins to construct anddecode grade level vocabularywith 80% accuracy as measuredby teacher constructedassessments in 4 out of 5 trials.By the end of the third gradingperiod, the student willdetermine the author’s impact,author’s style, purpose of plotevents, use of figurativelanguage, cause and effectrelationships in narrative, poetic,and informational grade leveltext through with 80% accuracyof 4 out of 5 trials onassessments of the specifiedanalytic task(s).Reading, 8.4Strand/StandardNew (2010)Reading 8.4Reading, 8.5Reading 8.5Strategies/Ideas for InstructionMiddle School Writing Modules in Support of Project Graduation /project graduation/online tutorials/english/materials/writing middleschool.pdf ; contains information on the five step writing process andhelpful worksheets, Graphic Organizers for Writing http://www.netrover.com/ kingskid/graphic/graphic.htm andhttp://www.eduplace.com/kids/hme/6 8/graphorg/http://www.netrover.com/ kingskid/graphic/graphic.htm andhttp://www.eduplace.com/kids/hme/6 8/graphorg/20Virginia Department of Education – July 28, 2011
Through the use of graphicorganizers, the student willanalyze and correct sentenceformation and paragraphstructure with 80% accuracy in 4of 5 attempts by June 1, 2012.Writing, 8.8Writing 8.8Middle School Writing Modules in Support of Project Graduation /project graduation/online tutorials/english/materials/writing middleschool.pdf ; contains information on the five step writing process andhelpful worksheets,Graphic Organizers for Writing - Strategic Instruction ModelSentence Writing Strategies and Paragraph Writing Strategies’Overview - 1Virginia Department of Education – July 28, 2011
Sample: Measurable Reading / Writing Standards Based IEP Goals for 9th Grade9th Grade GoalsStandards/strandCurrent (2003)Reading 9.3 (a)By the annual review of the IEP,the student, given a literarypassage will be able to completea graphic organizer and identifyformat, text structure and mainidea with 85% accuracy.By annual review of the IEP, theReading 9.3 (d)student, given a literary passageand graphic organizer will explainthe relationship between:characters, plot, setting, tone,point of view and theme with85% accuracy.By the end of the current schoolReading 9.4year using grade level materials,the student will evaluate theclarity and accuracy ofinformation in non- fiction text,synthesis the information andidentify and support a position orargument with 85% accuracy on 4out of 5 collected work samples.Standards/strandNew (2010)Reading 9.4 (a)Reading 9.4 (e)Strategies/Ideas for InstructionProject Graduation Reading Modules – Page 12Virginia Department of EducationPOW (Purpose, Organization, Word Choice)Strategy to Analyze english/high/index.shtmlTTAC Online SOL Enhanced Scope and Sequence for grades 9-12:ReadingStory Recyclinghttp://ttaconline.org/staff/sol/sol sol lessons.aspReading onfiction.htmgies.htmlPrepare Assist and Reflect SQ3Rhttp://educatoral.com/reading strategies.html22Virginia Department of Education – July 28, 2011
Sample: Measurable Reading / Writing Standards Based IEP Goals for 10th Grade10th Grade GoalsBy the end of the current schoolyear using templates, graphicorganizers and anticipatoryguides, the student will makepredictions, draw inferences, andaccess prior knowledge to supportreading comprehension with 85%accuracy on 4 out of 5 collectedwork samples.Standards/strandCurrent (2003)Reading 10.3 (c)Standards/strandNew (2010)Reading 10.4 (b)Strategies/Ideas for InstructionAnticipation Guide, Possible Sentences or Possible Passages//http://www.adlit.org/strategies/19712By the annual review of the I.E.P.,the student will use graphicorganizers and other writing toolsto generate, plan, organize ideasand complete an expository paperwith 90% accuracy on 3 out of 4final writing assignments.Reading 10.7By the end of the current schoolyear
Sample: Measurable English Standards Based IEP Goals for K Kindergarten Goals Strand/Standard Current (2003) Strand/Standard New (2010) Strategies/Ideas for Instruction By the annual review of the IEP, the student will be able to use words to describe or name people, places, feelings, and things during group activities and teacher-directed
IEP CONTENT (Required): Date of IEP Meeting: / / Initiation Date of IEP: / / Projected Date of Annual IEP Review: / / Parent(s)/Legal Guardian(s) provided copy of this IEP: / / PARTICIPANTS IN IEP MEETING AND ROLE(S) The names and roles of individuals participating in developing the IEP meeting must be documented.
What is a Standards-Based IEP? "In a standards-based IEP, the CSE has incorporated State content standards in its development. Standards-based IEPs are a . best practice to create high expectations. for students with disabilities." Not a new idea The entire IEP is developed with the Standards in mind, not just goals.
Do you provide the IEP Report of Progress and Achievement from Current IEP to parents in alignment with the dates to be achieved for Objective #1 and Objective #2 on the goal page? No. Provide the IEP Report of Progress and Achievement from Current IEP concurrent with the issuance of Progress Reports (elementary) or Report Cards (secondary).
An IEP meeting shall be held at least annually, and more frequently if requested by the parents or a member of the IEP team. The IEP review meeting must be held within 30 days of the request for the meeting. The purpose of a review IEP shall be to discuss additions and/or revisions to the
Standards-Based IEP Sample Measureable Goals Virginia Department of Education 2019 2 Standards-based Math Goals, SOLs, and Strategies/Ideas for
measurable vs. non-measurable specifications. For instance, “sufficient space between A and B” is a non- ITcon Vol 13 (2008,) Bosche and Haas, pg. 71 . measurable specification, while “must have a length of 5 meters with plus or minus 10 millimeters” is a measurable specification. Non-measurable quality specifications constitute a major source of misunderstanding, confusion .
Page _of _ SECTION 2: Additional Forms as Needed IEP Process Checklist – This is an example list that can be used to facilitate the IEP process.(page 16) Cover Page – Medicaid Eligible Students: This page contains general information about the student and documentation of those individuals who participated in the development of the IEP and assists in meeting
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