Writing IEPs to Standards

1
Writing IEPs to Standards

• Level III
• IEP Resource Network
• RIDE/RITAP
• October 2002

2
Goals

• Write IEP Present Levels of Performance and Goals
  to Standards
• Assess IEP Present Level of Performance and Goals
  using the IEP Rubric
• Identify specific issues and concerns

3
Choose Student

• Share IEPs deleting identifying information
• Choose IEP to work on for todays workshop
• Assign a recorder

4
Brief Description of Student

• Provide brief portrait of student (e.g. age,
  grade)
• Record on worksheet
• From portrait list students strengths and needs
• Record on worksheet

5
Choose One Goal Area

• Describe the students present level of
  performance in the area of need.
• Write it on worksheet

6
Review Present Level of Performance

• Mary understands problem solving procedures for
  computation and estimation of double digit math
  problems in addition, subtraction, and
  multiplication, but her performance is
  inconsistent. She still needs to develop
  proficiency with addition, subtraction, and
  multiplication of whole numbers and understanding
  of division. She does not use calculators to
  solve problems. (p. 56 IEP Guidebook)
• The samples in the IEP Guidebook may not meet the
  exceptional level. They are examples - not models.

7
Rewriting to an Exceptional Level

• How could we rewrite this present level of
  performance so that it meets the exceptional
  level on the IEP rubric?

8
Review Present Level of Performance

• Review the present level for your IEP student
  using the IEP rubric on p. 65 of IEP Guidebook
• What rubric level is it on and why?
• If it is not at the exceptional level rewrite it
  to bring it to exceptional level.

9
Annual GoalStandard Target Performance

• Through problem solving situations Mary will
  construct her own understanding of the four
  operations of mathematics, addition, subtraction,
  multiplication, division with whole numbers (RI
  Math Frameworks Computation and Estimation) (p.
  56 IEP Guidebook)
• The samples in the IEP Guidebook may not meet the
  exceptional level. They are examples - not
  models.

10
Reviewing Annual Goals Statement

• Review the annual goal statement for your IEP
  student according to the exceptional level on the
  IEP rubric.
• Write it on worksheet
• If it is not at exceptional level rewrite it to
  be at the exceptional level.

11
Evaluation and Next Steps
12
IEP Resource NetworkPreworkshop
Survey Date _____________________
Location _____________________ Level I
_____ II _____ III _____ Your current role
parent ___ general educator ___ special educator
____administrator ___ related service provider
____ other _______ 1.What are your
expectations for this workshop?     2.My
current comfort level with this topic is _____
High Comfort_____ Medium Comfort_____ Little
Comfort_____ Clueless  
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IEP Postworkshop Survey Date_____
________________Location_________________________
__ Level I_______ II ________ III
________Your current role parent ___ general
educator ___ special educator ___administrator
__related service provider ___ Other ___  1.
Did this workshop meet your expectations? Yes
____ No _____Comments  2. Were the
materials helpful? Yes _____ No
_____Comments 3. Would you like to see
anything added to this workshop? Yes _____ No
_____Comments4. Would you like to see
anything deleted from this workshop? Yes _____
No _____ Comments  5. My current comfort
level with this topic is ___High Comfort
____Medium Comfort ____Low Comfort ____
Clueless    6. What one thing will you do
differently when developing IEPs as a result of
this workshop?
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IEP Resource Network SIGN IN SHEETDate
____________ Location _________________Level I
_____ II _____ III _____PLEASE PRINT
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  Level III Worksheet
Name_______________________ Date_______________
__ Position_____________________ Level
Elem __, MS__, HS__  Childs
Grade________________  Strengths     
Needs      Original Present Level of
Educational Performance      Revised
Present Level of Educational Performance    
Original Annual Goal Statement     
Revised Annual Goal Statement