The IEP provides the basic mechanism for organizing essential and relevant curricular content for each student. There are a number of critical areas that must be taken into account when developing IEPs These areas should include consideration of what skills need to be taught and why, how the skills will be taught, how the student's progress will be recorded and verified where these skills should be taught, the standard of performance, the anticipated date of completion and the instructional materials and procedures which will be used to assist the students in acquiring and performing the skills. The following should be taken into consideration when developing IEPs: Students present and future needs.

1. Alignment with the State Adopted Standards

2. District Core Curriculum

3. Input from parents/ care providers

4. Students past achievement

5. Student present level of performance

6. Age appropriateness of the goal for the student

7. Functionality of the goal for the student

8. Needs of language learners

9. Entry requirement of adult programs

PRESENT LEVELS OF PERFORMANCE:

1. The first step in planning for a complete education program is the determine of present levels of performance. Not only are these levels of performance one of the legal requirements for IEP development, they establish the basis for formulating annual goals and short term instructional objectives (benchmarks).

2. It is preferable to state present levels in positive terms, but that does not mean that teachers should avoid identifying those behaviors which could be harmful to the student or others. Care must be taken not to make these behaviors seem like the only observable behaviors of the student. However, it is important to describe the situation in which the behavior may occur.

3. Determine students needs based on assessment and the IEP process. District approved standardized assessments, and the IEP process. District approved standardized assessments, as well as classroom observational data, may be used to establish present levels.

4. A reference to the most recently attained skills from the previous years goals as well as a baseline to the proposed goal must be included.

5. When appropriate, reference should be made as to how a skill aligns with the State Adopted Standards.

THE STUDENT is in the Severely Handicapped program. The curriculum for this program differs from the general education curriculum in that the emphasis is in providing THE STUDENT with instruction in subject areas of functional academics, social skills, independent living, pre-vocational learning skills as well as preparing THE STUDENT for transition into adult day program upon reaching the maximum age for receiving public education services. These areas of studies are correlated to the State of California Standards through the use of the Special Education Alternate Curriculum Guide.

Survival Words: THE STUDENT reads 30 survival words and safety signs with one verbal prompt taken from the Brigance Inventory of basic skills. When reading a meaning and definition of words, THE STUDENT can select 20 of these words with up to 2 verbal prompts.

Money Skills: THE STUDENT recognizes HIS/HER coins (1, 5, 10, 25) and bills (1, 2, 5, 10, 20). When given a combination of 1 to 4 quarters, THE STUDENT can identify the combined amounts from 25, 50, 75, and 1 dollar with one verbal prompt. Through the use of the Touch Money Program, THE STUDENT is beginning to add combination of coins up to 50 cents. THE STUDENT can count by 5s up to 50 with one verbal prompt. When counting a combination of bills, THE STUDENT can use 1s and 5s and knows to transition from counting by 5s to 1s with one verbal prompt. THE STUDENT understands the $ up process when giving the amount of money needed for payment and demonstrate paying for items when using $5 and $1 dollar bills. When given a choice of using a single bill, either a $1, $5, $10 or $20, THE STUDENT needs to use a number line to prompt her as to the amount that is greater to the amount being purchased.

Telling Time: THE STUDENT knows HIS/HER time to on the hour intervals. THE STUDENT requires verbal prompts when reading times from 5 minutes to 55 minutes past the hour. When the hour hand of the clock is nearest the next number may confuse THE STUDENT as to which hour to say.

Reading: THE STUDENT continues to participate in all areas of class reading groups: Beginning To Read Series, Houghton Mifflin Readers, as well as current events. THE STUDENT shadow reads with classmates and answers comprehension questions at the end of each chapter with verbal prompts.

Personal Data: THE STUDENT knows HIS/HER name and telephone number by printing an well as verbalizing. THE STUDENT may need visual prompts to remember the street number.

Lunch Selection: THE STUDENT is able to independently select HIS/HER lunch choices on a picture menu. HE/SHE is able to read the choices offered without staff input.

Planting The Student Garden: THE STUDENT has participated in the germination, fertilization cultivation, and watering of the class garden. HE/SHE has carefully tended the vegetables and can identify the difference between plants and weeds. HIS/HER teacher has discussed the importance of "knowing how" means eating.

Preparing Garden Salads: THE STUDENT can pick 3 different home grown lettuce and vegetables from the student garden, wash, dry and prepare the lettuce in a bowl. HE/SHE can take student orders for dressing and pour the correct amount on the salad. HE/SHE may require verbal prompts when spreading toppings on to the salad. THE STUDENT has demonstrated good preparation skills however HE/SHE requires prompting to work at a faster pace. THE STUDENT is reluctant to make mistakes and does not ask HIS/HER classmates for assistance. This years emphasis is in reinforcing THE STUDENT to work faster and with more confidence.

Adaptive Physical Education: THE STUDENT attends Adaptive P.E. class at High School 3 days per week with an Adaptive Physical Education Teacher and 2 Days with a Special Education Teacher. THE STUDENT plays basketball but has some difficulty staying with an activity. THE STUDENT can lift a 5 lb. Weight, walk a 3 inch line, jump 8 inches off the ground and jog/walk for 120 seconds without stopping. THE STUDENT is interested in shooting a ball at a hoop but seldom makes it.
 

Note: Did you know that if your working on a PC and after you copy and paste, you could change all "THE STUDENTS" to your students name at once by clicking on Edit then on Find and Replace and entering the information once. Larry

If needs can be met using State Standards, develop goals and objectives. If needs cannot be met with State Standards, reference the Special Education Alternate Curriculum Guide Standards, benchmarks, and goal stems.

Annual goals represent the anticipated achievement or progress to be made by the student during the school year.

Short Term Objectives are the instructional sequence needed for students to achieve their annual goal. Short Term Objectives should contain the following components:

1. Anticipated Date of Completion

Project a date when the teacher is anticipating the student will have completed the stated objective and be ready to move to the next objective. If a student completes his/her objectives before the next IEP meeting is scheduled, an addendum should be written. If a student has met a large numbers of goals, a new IEP meting may be scheduled.

2. Observable Behaviors

State a specific action or act that cane be observed and measured by another person.

Verbally label

Verbally express

Point to

Look at

Complete task

Follow Direction

Count

Choose/ select

Calculate ( add, subtract, multiply, divide)

Raise hand

read sight words

Wait for recognition

Remain in seat/area

Spell orally/paper

Answer questions

Decode

Write a story

Sequence events( orally- pictures- written)

3. Conditions

State where, when and under what circumstances the observable behavior will occur.( Not all objectives will necessarily have condition listed.)

Conditions.

Request assistance

Draw

Create a

Locate/ find

List

Cut/ Copy/ paste/ color

Group/ classify

Sort/Match

Put on/ Take off

Zip/ button, etc

Describe

Share results/ report findings

Make a prediction

When given questions orally

When communicating with others

During transition periods

During social conversation

During class discussion

When using school library

When reading a story

When given 10___ problems, questions....

When shown a variety of/ When given a choice

During collaboration in ( specific class )

Prompts ( Identify and specify type # )

4. Criteria

State the extent of achievement or standard of performance, which is required of the student. If the criteria required from the students by the end of a year is less than 50%, it would be advisable

to consider writing a more attainable short term objective.

within 5 minutes

3 out of 4 trials

4 times weekly

for 40% of trials

2 times daily

for 5 consecutive sessions

5. Mastery

State the level of achievement required of the student before proceeding to the next objective Mastery

should be at a 70 % or higher level of success.

7 out of 10 trial days

5 consecutive trial days

5 consecutive weeks

8 out of 10 trial days

6. The Indicators of a Quality Instructional Program

Student-centered approach

Home/School/Community collaboration

Age appropriate functional activities and critical skills

Effective instructional strategies

Access to standard-based core curriculum

Access to extra-curricular activities

Ongoing professional growth

Assessment and instruction in natural environments

Basic skills infused into activities

Integration with general education peers

Supports student independence and self advocacy

Instructional program includes transition planning.