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| Individualized
Education Programs (IEPs) |
Annual
goals must relate specifically to the needs identified in
the Present Levels. A goal must be observable and measurable
and describe what a student can reasonably accomplish in a
year.
1. The Timeframe must
be no more than a year.
2. The Condition incorporates
an evidence-based strategy, which addresses Process.
3. The Behavior states
what the student will do. It addresses Content
or Product.
Content - advanced or accelerated; enriched/greater
depth
Process
- address different learning styles; use different models/mind-maps/charts;
problem-solving, critical thinking
Product - complex; creative; performance-based
4.
The Evaluation Criteria with Procedure identifies how the
product or behavior will be measured and state the expected
performance level.
Example of each.
Non-example:
By the end of the 2009-2010 school year, given direct
instruction, Jane will progress in using conventions
of writing on teacher made creative writing assignments
with 93 percent accuracy. This connects to a WV CSOs at
grade level, but what is the specialized instruction - differentiated
process?
Example:
By the end of the 2009-2010 school year, given instruction
in using the William and Mary Creative Writing Model,
Jane will demonstrate conventions of creative writing at
the 4th (highest) level of a 4-level creative writing rubric
for 3 out of 4 trials.
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