SLD OHI TBI OI STANDARDS

BASED IEPS

Standards Based IEP

• A process and document that is framed by

the state standards and that contains

annual goals aligned with, and chosen to

facilitate the student’s achievement of,

state grade level academic standards

• This is a very different from the old

process that focused on access and

provision of services

OSEARS Letter

• An IEP must be aligned with the State’s

grade level academic standards

• An IEP must:

– Include present levels of academic

achievement and functional performance

– Include the impact of the child’s disability on

involvement and progress in the

general education curriculum

– Have goals that are aligned with

grade level content standards

General Curriculum

• Regulations covering the implementation

of IDEA Part B state that the general

education curriculum is the same

curriculum as for nondisabled children

• Specially designed instruction is defined

as adapting the content, methodology, or

delivery of instruction to ensure access to

the general curriculum so the child can

meet the educational standards that apply

to all children.

FAPE

• Therefore, in order to make FAPE

available to each eligible child with a

disability, the special education and

related services, supplementary aids and

services, and other supports in the child’s

IEP must be designed to enable the child

to advance appropriately toward attaining

the annual IEP goals and to be involved in,

and make progress in, the grade level

general education curriculum

Rate of Growth

• In a case where a child’s present levels of

academic performance are significantly

below the grade in which the child is

enrolled, in order to align the IEP with

grade level content standards, the IEP

team should estimate the growth toward

the grade level content standards

expected in the year covered by the IEP

Implementation

• Read the Example of Implementation,

page 5.

• Share reflections.

Advocacy Brief Notes

• Standards Based IEPs move away from

the old approach to IEP development,

which lacked a focus on closing the

student’s achievement gap, to a new

process that focuses on alignment with

what all students are expected to know

and do

Seven Steps

• Review Seven Steps Graphic

• Review Seven Steps Process

• Reflect on Collecting Data for Standards

Based IEPs

Reflection

• What have we talked about that affirms

what you already know?

• What has been presented that makes you

uncomfortable or would require additional

discussion with colleagues?

• What have you heard that could result in

changing a way of work or changing a

process?