The document provides guidance on developing Individualized Education Programs (IEPs) which are legal documents that describe a student's present level of performance, annual goals, and the educational services needed to meet those goals. It outlines the process for identifying students with disabilities, evaluating them, and developing their IEP with a present level of performance, annual goals, short-term objectives, and procedures for measuring progress. Quality indicators for goals are also discussed such as being directly related to the student's needs and abilities and written in a measurable way.
The document provides guidance on developing Individualized Education Programs (IEPs) which are legal documents that describe a student's present level of performance, annual goals, and the educational services needed to meet those goals. It outlines the process for identifying students with disabilities, evaluating them, and developing their IEP with a present level of performance, annual goals, short-term objectives, and procedures for measuring progress. Quality indicators for goals are also discussed such as being directly related to the student's needs and abilities and written in a measurable way.
Original Title
How to Develop and Manage an Individualized Program
The document provides guidance on developing Individualized Education Programs (IEPs) which are legal documents that describe a student's present level of performance, annual goals, and the educational services needed to meet those goals. It outlines the process for identifying students with disabilities, evaluating them, and developing their IEP with a present level of performance, annual goals, short-term objectives, and procedures for measuring progress. Quality indicators for goals are also discussed such as being directly related to the student's needs and abilities and written in a measurable way.
The document provides guidance on developing Individualized Education Programs (IEPs) which are legal documents that describe a student's present level of performance, annual goals, and the educational services needed to meet those goals. It outlines the process for identifying students with disabilities, evaluating them, and developing their IEP with a present level of performance, annual goals, short-term objectives, and procedures for measuring progress. Quality indicators for goals are also discussed such as being directly related to the student's needs and abilities and written in a measurable way.
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How to
Develop and Manage an Individualized PREPARED BY:
Program ADRIAN PAUL S. TORRES
RHONA T. HUGO Definition:
An IEP is a written document that essentially
describes the student’s present level of educational achievement, identifies goals and objectives for the near future, and lists the educational services to be provided to meet those goals. It is a legal document, but teachers are not held accountable for a child’s progress. Process Leading up to IEP Development Identify child with a disability (can be referred by church, daycare center, parents, doctor, etc...) Parents give consent for evaluation Refer child to evaluation team Child evaluated to determine present level of performance Determine child’s eligibility for special education Develop child’s IEP (PLOP and Goals/Objectives) Determine placement Present Level of Performance (PLOP) Purpose: 1. To describe the unique needs of the child that will be addressed by special education and related services, and
2. Establish a baseline of measurable information
that serves as the starting point for developing goals and objectives/ benchmarks. Present Level of Performance (PLOP) PLOP Specifies: The strengths of the child The unique needs of the child Parental concerns How the child’s disability affects involvement and progress in the general curriculum Annual Goals (LTG) Purpose: Describe what a child can reasonably be expected to accomplish within 12 months with specially designed instruction and related services Annual goals enable the child to be involved in and progress in the general curriculum Annual goals also help meet other educational needs that result from the child’s disability. Annual Goals (LTG) An annual goal indicates what the student is expected to be able to achieve during the year in which the IEP will be in effect. The annual goal takes the student from his/her present level of performance to a level of performance expected by the end of the year.
To be measurable, an annual goal should, in language
parents and educators can understand, describe the skill, behavior or knowledge the student will demonstrate and the extent to which it will be demonstrated. Examples: Given a 4-function calculator, Sue will solve one- step word problems using addition and subtraction with 90% accuracy. Given 5th grade material, Mike will read orally at 80-100 words per minute. Given 15 minutes of free play time, Sam will engage in interactive play with peers for at least 10 minutes. Writing Annual Goals What should the child be doing? What areas of the general curriculum is the child having difficulty with because of his/her disability? What are the most important areas of the general curriculum for the child to master? What other areas are difficult for the child? Consider behavior, motor, social-emotional, communication, self-help Writing Annual Goals Directly related to PLOP Sets direction for working with child Written for specially designed instruction, not all aspects of child’s educational program (unless total program is SPED) Provides a way of determining whether anticipated outcomes are being met, and whether placements and services are appropriate for the child’s special needs. Writing Annual Goals Annual goal should have 3 parts: The child ... does what … to what level/degree. Key characteristics Describes what the child will do Measurable, functional, and observable Meaningful and comprehensive Writing Annual Goals Examples John will demonstrate mastery (as prescribed in county curriculum) of 3 locomotor patterns. Sarah will stay on task and follow directions in general physical education 50% of the time with support from peers. Nicole will demonstrate improved physical fitness as noted by the ability to perform 15 sit-ups in one minute and run/walk the mile in 14 minutes. How does the IEP measure progress toward the annual goal? For each annual goal, the IEP must indicate the evaluative criteria, evaluation procedures and schedules to be used to measure progress toward meeting the annual goal. Evaluative criteria Evaluative criteria identify how well and over what period of time the student must perform a behavior in order to consider it met.
How well a student does could be measured in terms such as:
frequency (e.g., 9 out of 10 trials)
duration (e.g., for 20 minutes) distance (e.g., 20 feet) accuracy (90% accuracy) The period of time a skill or behavior must occur could be measured in terms such as:
number of days (e.g., over three consecutive days)
number of weeks (e.g., over a four week period) occasions (e.g., during Math and English classes, on six consecutive occasions)
Examples:
85% accuracy over 5 consecutive trials
50 words/minute, with 3 or fewer errors, for 2 consecutive trials 3 out of 5 trials per week Evaluation procedures Evaluation procedures identify the method that will be used to measure progress and determine if the student has met the objective or benchmark. An evaluation procedure must provide an objective method in which the student’s behavior will be measured or observed.
Examples:
structured observations of targeted behavior in class
student self-monitoring checklist written tests audio-visual recordings behavior charting work samples Evaluation schedules Evaluation schedules state the date or intervals of time by which evaluation procedures will be used to measure the student’s progress toward the objective or benchmark. It is not a date by which the student must demonstrate mastery of the objective.
Examples:
Each class period
Daily Weekly Monthly On January 5, March 15 and June 3 Short-term Instructional Objectives Purpose: To outline measurable, intermediate steps between a student’s PLOP and annual goal.
Short term objectives are basically intermediate
steps to a goal.
Benchmarks – major milestones to a goal.
Writing the STIO A = Audience (John will …)
B = Behavior (throw, run, do a sit-up)
C= Condition (using the pattern prescribed; a distance
of 10 feet independently)
D= Degree (3/4 trials 2 days in a row; 80% of the time
4/5 days Short-term instructional objectives Short-term instructional objectives are the intermediate knowledge and skills that must be learned in order for the student to reach the annual goal. Short-term instructional objectives break down the skills or steps necessary to accomplish an annual goal into discrete components.
For example, the sequential steps that one student must
demonstrate in order for him to reach the annual goal to “read orally at 80-100 words per minute with 95% accuracy” are as follows: Example: Mike will identify and record unfamiliar words prior to engaging in oral reading. Mike will make a prediction about the topic of the passage(s) he will read. Mike will self-monitor his reading fluency and accuracy on a daily basis. Quality Indicators are directly related to the student’s present levels of performance statements. are written in observable and measurable terms. identify an ending level of performance that is achievable within one year. identify objective procedures to evaluate a student’s progress. incrementally provide knowledge and skills towards achieving the student’s projected measurable postsecondary goals. Quality Indicators are achievable in relation to the student’s current level of educational performance, expected rate of progress, strengths and needs. are instructionally relevant. are written in terms that parents and educators can understand. support participation and progress in the general education curriculum and for preschool students, participation in age-appropriate activities.