What are the needs? Select a need from the PLEP Will they be addressed through a goal, related service, that will be addressed by a goal. accommodation, other? What are the local district and/or state standards or outcomes? Consider the general Should extended standards be used? education standards and What skills are required to demonstrate proficiency on assessed state curriculum for the student’s indicators? grade level, age or What are the prerequisite skills required (including job and adult expectations for other world skills) performance skills Are there other unique needs such as behavior or communication. Identify the performance How will the learned skills be exhibited? which will be monitored. Is the behavior being asked related to appropriate curriculum or standards? (behavior) Specify how progress toward What materials will be used? the goal will be measured. What is the setting? With how much support or assistance? (condition) Where do you want the student to be a year from now? How does the student respond to new material or instruction? Determine to what level the Is the criterion challenging but realistic? behavior must occur. Have you considered the criterion in relationship to the grade level outcomes? (criterion) Where do the state standards expect the student to be one year from now? Specify the amount of time The maximum length of a goal is one year. needed to reach the criterion. There is no minimum length. Goal should be anticipated growth to occur within one year. (timeframe) Examples of Impact of Exceptionality Statements, Goals, and Baseline Data for Students Identified as Gifted Task: Identify the goals that are measurable and correct the goals that are missing required components.
Select a need from the PLEP that will be addressed by a goal. What are the needs? Will they be addressed through a goal, related service, accommodation, other? Consider the general education standards and curriculum for the student’s grade level, age or expectations for other performance skills What are the local district and/or state standards or outcomes? Should extended standards be used? What skills are required to demonstrate proficiency on assessed state indicators? What are the prerequisite skills required (including job and adult world skills) Are there other unique needs such as behavior or communication. Identify the performance which will be monitored. (behavior) How will the learned skills be exhibited? Is the behavior being asked related to appropriate curriculum or standards? Specify how progress toward the goal will be measured. (condition) What materials will be used? What is the setting? With how much support or assistance? Determine to what level the behavior must occur. (criterion) Where do you want the student to be a year from now? How does the student respond to new material or instruction? Is the criterion challenging but realistic? Have you considered the criterion in relationship to the grade level outcomes? Where do the state standards expect the student to be one year from now? Specify the amount of time needed to reach the criterion. (timeframe) The maximum length of a goal is one year. There is no minimum length. Goal should be anticipated growth to occur within one year. Examples of Impact of Exceptionality Statements, Goals, and Baseline Data for Students Identified as Gifted Task: Identify the goals that are measurable and correct the goals that are missing required components.
Handout_for_IEP_gifted.docx