The document discusses developing effective individualized education programs (IEPs) and answers follow-up questions on various aspects of developing IEPs. It notes that translating a student's present performance levels into annual goals can be difficult given the amount of evaluation information. It also states that including short-term objectives or benchmarks, even if not required, can help work towards annual goals. Additionally, it indicates that special education and related services listed in the IEP help ensure students' progress towards their goals. The document also outlines that transition goals and services are required starting at age 16 but can be included earlier, and that addressing multiple transition types beyond just school-to-work benefits students. Finally, it expresses that each student having a
The document discusses developing effective individualized education programs (IEPs) and answers follow-up questions on various aspects of developing IEPs. It notes that translating a student's present performance levels into annual goals can be difficult given the amount of evaluation information. It also states that including short-term objectives or benchmarks, even if not required, can help work towards annual goals. Additionally, it indicates that special education and related services listed in the IEP help ensure students' progress towards their goals. The document also outlines that transition goals and services are required starting at age 16 but can be included earlier, and that addressing multiple transition types beyond just school-to-work benefits students. Finally, it expresses that each student having a
The document discusses developing effective individualized education programs (IEPs) and answers follow-up questions on various aspects of developing IEPs. It notes that translating a student's present performance levels into annual goals can be difficult given the amount of evaluation information. It also states that including short-term objectives or benchmarks, even if not required, can help work towards annual goals. Additionally, it indicates that special education and related services listed in the IEP help ensure students' progress towards their goals. The document also outlines that transition goals and services are required starting at age 16 but can be included earlier, and that addressing multiple transition types beyond just school-to-work benefits students. Finally, it expresses that each student having a
Follow-up Questions 1. What difficulties, if any, did you encounter in translating students’ present levels of educational performance into annual goals? If short-term objectives or benchmarks are not required, do you see any value in including them on a student’s IEP? Present level of performance goals translate evaluation information into present level of performance statements and describes how the disability affects their progress in the general curriculum. It gives the whole picture instead of one specific area to work on and it's difficult to take all that information and put it all into a few goals for the year. Annual goals determine what the student can reasonably be expected to accomplish by the end of the year. If short-term objectives or benchmarks are not required I would still include them on a student’s IEP because it could be working toward the annual goal. 2. What major component of the IEP serves as a safeguard to ensure that the IEP team doesn’t lose sight of the relationship between the special education and related services the team has specified in the IEP and the student’s progress toward attainment of his or her annual goals? Special Education and Related Services 3. At what age does a student require transition goals and services? Can these goals and services be designated for students below that age? IEP Teams must now include transition planning in the first IEP that will be in effect when the child turns 16 years of age (states might mandate an earlier date, but not a later one). 4. Are there other transitions, in addition to that of school-to-adult life and work, that should be addressed in a student’s IEP? What would be the benefit of addressing multiple kinds of transitions in an IEP? Development of appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. The benefit of addressing these goals is to reflect the student's strengths, preferences, and interests. In determining such goals, the IEP team (including the student) must determine what instruction and educational experiences will help prepare the student for a successful transition from secondary education to post-secondary life. 5. Is it frustrating or enlightening for you that each of the students for whom you’ve developed an IEP has a unique background and idiosyncratic performance patterns and test data? How so? Did you expect that these students would be alike in terms of their strengths and needs? I find it enlightening because everyone is different. They tests differently, have different strengths and weaknesses, attitudes, and values.