IEP stands for individualized education plans, and SIEP stands for standards-based IEP, which refers to programs that take into account the unique needs of students who are learning-disabled and incorporate supportive guidelines into the State substance of their academics. Challenged students' age-appropriate writing and cognitive skills are improved by SIEP. The State Education Agency adapts the curricula to fit each student's particular needs. These specialized courses provide protection from prejudice and oppression for children with disabilities, as well as technical support to the teachers, parents, and other IEP members tasked with enhancing the effectiveness of the rules. The curriculum offers standard, straightforward instructions on the approach of impacting literacy excellence, the order of issuing directions. Besides they develop autonomous mastery and enhance innovativeness in reasoning.
Question:
What mechanisms do instructors use to ensure that the SIEP improves the independence of thoughts in the targeted students?
Components of a Standards-Based IEP
The SIEP has several components:
a). They should have defined SMART goals that bridge the disparity between current and expected achievements.
These objectives should be of a precise nature meaning that they target particular members of society and have ultimate purposes. The policy makers also develop action-oriented aims with easily assessable levels of performance (Special Education Citizens Advisory Committee, 2016). Besides, the intentions should have realistic outcomes that could occur within defined timelines such as one year.
b). The SIEP also comprises concrete learner supports.
They incorporate the particular functional performance and also the present level of academic achievement (PLOP) of individual students which substantiates the exact instructional specific support deserved by a student (Special Education Citizens Advisory Committee, 2016). The PLOP acts as a baseline for evaluating the minimum aid required in general education by highlighting the high-level demands from the available specialized assistances. The efficiency determines the modifications needed in either the literacy, numeracy or creative abilities.
c). Services centered on student needs
SIEP interactions contain a full range of modules based on the age of the learners. However, individuals have distinct barriers which deserve appropriate packages of learning to realize the achievement of particular goals and attain a consistent performance (Lundquist & Massanari, n.d.). Therefore, the SIEP should recognize the current comprehension skills before customizing solutions to a general curriculum.
d). Acquaintance with grade-level content
The PLOP of a learner also relies on the specific grade level (SOL). Therefore the developers match the PLOP to the SOL when tailoring the standards for individual persons to avoid overwhelming or undermining the range of the specially designed guidelines for particular scholars.
Question:
Is it possible to for instructors in SIEP to develop timely goals for all individual students in public schools?
Selecting Appropriate and Effective IEP Reading Goals
The selection of suitable and efficient reading objectives in IEP begins with the review and cognition of the State SOL. For instance, when evaluating the SIEP for reading in a Grade 5 learners within the State of New York, we would identify the class of the student e.g. at https://www.engageny.org/resource/grade-5-ela-module-1-unit-2 then determine the vocabularies with precise meanings that fit their category before assigning them to individual pupils (Common Core Standards, n.d.). Instructors should allocate the learners clear-cut phrases for them to achieve specified goals (Bannish & Proffitt, 2015). In the reading of Esperanza Rising, the students will record the usage of the assigned phrases and also informational pieces about their meanings while analyzing the events in the story.
Question:
Won’t assigning students many phrases in a reading lesson delay the fast learners from realizing academic progress?
References
Bannish, B. &, Proffitt, S. (2015). Standards-based IEPs Webinar. Retrieved from https://youtu.be/T5hQAs2jMtA
Common Core Standards. (n.d.).,. Grade 5 ELA Module 1, Unit 2 | EngageNY. Engageny.org. Retrieved 13 April 2017, from https://www.engageny.org/resource/grade-5-ela-module-1-unit-2
Lundquist, A., & Massanari, C. (n.d.). Standards-based IEPs: Determining and writing effective goals. Retrieved from https://sites.google.com/site/individualedplans/
Special Education Citizens Advisory Committee. (2016). Standards-based IEPs. Retrieved from https://www.bcps.org/offices/special_ed/SECAC/StandardsBasedIEPs.pdf
