Individualized Education Program is referred to as IEP. The idea stems from the Individuals with Disabilities Education Act (IDEA), which guarantees that students with disabilities receive free and appropriate education (FAPE) and acknowledges the need for special education.
A student's present level of academic achievement and functional performance (PLAFFP), an analysis of how the student's disability affects her/his participation in the general curriculum, and the specific instructional needs of the student in question are the first steps in the creation of a SIEP. This process ends with a document that identifies the student’s special instructional needs, lays down measurable goals, and specifies the additional support and services that will be needed to enable the student to access the general educational curriculum.
Define and Describe the Components of a Standards-Based IEP
There are five main components to an SIEP with some sub-components (Lundquist & Massanari, n.d). They are:
Determining the Vision or Desired Outcome
This is a statement of what the expected results will be at the end of a specific period taking into account all the special requirements that are necessary for a particular student.
Identifying Student Needs (based on)
Expectations of general curriculum at the grade-level.
Present levels of academic achievement and functional performance (PLAAFP).
The main idea behind SIEPs is to tailor an education program to the age-appropriate standards set by the State Education Agency keeping in mind a student’s current level of knowledge and skills. This requires an understanding of the full range of courses, activities, lessons and materials routinely used by the general population of a school and would include answers to questions such as what is taught and how it is taught to all the students. It also sets the necessary benchmarks to test proficiency at the end of school year.
Writing the Measurable Goals
SIEP goals are identified with the acronym “SMART” which stands for specific, measurable, achievable, results-oriented, and time-bound. Based on student needs identified above, the measurable goals clearly specify what the student level of performance will be, and to what level of accuracy and consistency, at the end of a specified period of time.
Selecting Instructional Services and Program Supports
Selecting instructional services and program supports is about looking at the supplementary instructions, accommodations and modifications that will be required for a student to meet the measurable goals. It is important to note that the first choice should be general education with minimal support. The aim should be to make the SIEP “only-as-specialized-as-necessary (“Standards Based IEPs”, 2016) keeping in mind that very few accommodations and modifications will be available to a student at higher levels of education. Care should also be taken to choose research-based and effective supports wherever possible.
Implementing and Monitoring Progress
Once the SIEP process is completed, there is a need to implement the program as per the final document ensuring that all the instructional supports, accommodations and modifications are in place. There is also a need to frequently and systematically monitor if the supports are actually assisting the student in meeting the desired goals, and, if not, the kind of instructional adjustments that are necessary to bring the student back on track.
Describe and Explain How to Select Appropriate, Effective IEP Reading Goals
In the Standards based IEPs, we need clear and concise verb to indicate the reading goals that meet the State standards phrases (Bannish & Proffitt, 2015). The process of selecting appropriate and effective IEP reading goals starts with a comprehensive knowledge of a State’s standards for a grade level. For instance, if we need the Grade 5 reading goals standards for the State of New York, we would first find them, and then select the appropriate phrases and put them down in the SIEP for a particular student. As explained in great detail by Lundquist and Massanari, (n.d.), vague statements in the SIEP must be avoided and they should be replaced by precise statements.
References
Bannish, B. &, Proffitt, S. (2015). Standards based IEPs Webinar. Retrieved on April 10, 2017
from https://youtu.be/T5hQAs2jMtA
Common Core Standards. (n.d.). New York State P-12 Common Core Learning Standards for
English Language Arts and Literacy. Retrieved on April 10, 2017 from
https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-
standards-for-english-language-arts-and-literacy
Lundquist, A., & Massanari, C. (n.d.), Standards-Based IEPs: Determining and Writing Effective
Goals. Retrieved on April 10, 2017 from https://sites.google.com/site/individualedplans/
Special Education Citizens Advisory Committee. (2016). Standards based IEPs. Retrieved on
April 10, 2017 from https://www.bcps.org/offices/special_ed/SECAC/StandardsBasedIEPs.pdf
