SMARTER GOALS – R

GOALS MUST BE RELEVANT TO CURRICULUMS: General/Core, Modified, Expanded, & Functional

• General Education - Core Curriculum - Subject centered
  • Use of State Standards or Common Core Standards²
• Modified Core Curriculum - Subject centered
  • Based on ability and priorities
  • Use of transitional IEP development
• Expanded (Functional) Core Curriculum - Problem centered

• Includes General or Modified Core Curriculum
• Based on special skills needed due to a...

SMARTER GOALS – M

MEASURABLE AND MEANINGFUL DATA COLLECTION MUST BE ESTABLISHED

Identification of needs requires defined meaningful data collection that determines next steps in evaluations, research based programing, & other areas of need. The IEP is designed in order to allow the child:

• To be involved in and make progress in the general education curriculum. [34 CFR §300.320(a)(2)(i)(A)]
• To meet each of the child’s other educational needs that result from the...

5 IEP CURRICULUMS  #3 EXPANDED / FUNCTIONAL

Usually, parents do not think of accommodations or modifications as part of an actual curriculum.  It does help to look at things from a different perspective because each of the 5 curriculum areas complements each other so that the child can have as full a life as possible.  It's not just reading, writing, and arithmetic that we address in the IEP. The purpose of the IEP is to come up with a plan that will allow the child to access ...

18 PARTS OF AN IEP - PART 2 (#10-18)

THERE ARE 18 ESSENTIAL PARTS OF THE IEP

This brings us to the last blog of this series, where we address the last 9 parts of the IEP and their functions. PARENTS MUST UNDERSTAND THE FUNCTION OF EACH PART AND HOW TO USE THEM! What you do not know can delay progress and limit functionality.

10) Annual Goals and Objectives

• A statement of measurable annual goals, including academic and functional goals
  • An annual goal describes what the child is...

18 PARTS OF AN IEP I-9

THERE ARE 18 ESSENTIAL PARTS OF THE IEP

The annotated IEP document reaches 40 pages with no information about the student yet, so it is not surprising that some parents find it to be daunting and intimidating.  That is why we want to make sure you are aware of, not only each part of the IEP, but also of what the purpose of that part is and how the parts all come together to create learning opportunities for each child.

PARENTS MUST UNDERSTAND THE FUNCTION OF EACH...

WHO DEVELOPS THE IEP?

The IEP is developed by a team. This team includes school personnel and the child’s parents and as appropriate the child. This team meets AS OFTEN AS NECESSARY, but at least once a year.

Parents and Child

• the parents of the child with a disability are vital members of the IEP team
• they are their child’s best advocates and have significant expertise that no one else has
• Be prepared for the IEP meeting or your child will not get what they need.
• Review the IEP...

 WRITE THE IEP RIGHT THE FIRST  TIME

The IEP is the child's individualized plan to attain functional goals. It makes no difference if we are looking at reading, social competence, or anyone or combination of needs, if they are not addressed in the IEP there will be no focus on them. Most parents and advocates are not taught how to do the IEP right the first time around. So let us start with a clear understanding of what the IEP is, its function and its purpose..

• IEP stands for...