Standards-Aligned IEPs

Definition
An Individual Education Plan (IEP) identifies the services, supports, and elements of specially designed instruction that address the unique needs of a student with a disability needed to enable that student to address the standards for the grade in which the student is enrolled.

Contributing Factors to SWD Performance Gaps
Successful IEPs are based on several understandings; including the nature of the disability and its’ impact on learning, psycho-social dynamics, the general curriculum, the standards for which the student is enrolled, specially designed instruction, accessibility issues, an understanding of accommodations, an understanding of accessible educational materials, and the ability to set goals and objectives aligned with grade level standards. Problems in any of these areas can result in service delivery that is ineffective in meeting some of the needs of the student and can result in performance gaps.

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 (timeframe). This is not a restatement of the curriculum but a prioritization of the skills and knowledge most important to the student’s success.

Resources
Quality IEPs - http://www.fldoe.org/core/fileparse.php/7690/urlt/0070122-qualityieps.pdf

• A comprehensive manual on the development of quality IEPs.

Dear Colleague Letter from OSERS on Standards-aligned IEPs - https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-fape-11-17-2015.pdf

• Clear language on the requirement that IEPs be aligned to the standards for the grade in which a child is enrolled.
• Includes an example of the focus of an IEP and the services needed for a student to address the grade level standards.

Handouts
Dear Colleague Letter with main ideas highlighted - http://www.tlc-mtss.com/assets/osers-standards-w-highlights.pdf
Seven Steps Towards Standards-based IEPs - http://www.tlc-mtss.com/assets/seven-steps-towards-standards-based-ieps.pdf
Possible Data Sources for Quality IEPs - http://www.tlc-mtss.com/assets/possible-data-sources.pdf
AT-AEM-UDL Survey Questions for Principals, Teachers, and Parents - Needs Assessment Questions.pdf

Example Action Steps

• Collecting Data - Do surveys on knowledge in critical areas of understanding can be given to district and school-based staff to identify areas where additional professional development may be needed, such as understanding of assistive technology, accessible educational materials, accommodations, learning strategies, differentiation, etc.
• Collecting Data - Do surveys on knowledge of the expectations of the grade level standards.
• Follow-up - Schools and districts can provide professional development on how to develop a quality IEP to all IEP team members.
• Follow-up - Provide district-wide curriculum documents on the grade level standards with clear descriptions of mastery and rubrics.