Present Levels of Performance
Do not cut and paste all of the assessment data found in the ETR. Only include relevant academic or behavioral information that may have an impact on the student’s academic and/or functional performance. Keep in mind that the language must be understandable to parents and all team members involved. It is more important to share the current assessment information that aligns with the assessment in the ETR.
See present levels of performance checklist.
Measurable Goals and Objectives
* Guidance in drop down on IEP Anywhere guidance for a SMART goal –
Specific- focused on what will help the student have the most access to the general curriculum,
Measurable- how will you collect data and know the student is making progress,
Attainable within a year,
Realistic for the student,
Timely for the student's needs.
Remember to include a behavior goal if you marked it as a special factor or if the student is ED
Remember to include an adaptive behavior goal if the student is qualified as Intellectually Disabled (use to be CD)
Do NOT use names of specific curricular tools or programs, try to keep goals more universal
Methods for measuring child's progress:
Descriptions of progress measurement tools (curriculm based assessment, portfolios, etc.)
Be careful about using "observation" or "anecdotal records" - observations should include a written narrative of what was observed
Resources for Section 6 to be posted.
Goals formula bookmark
Measurable goals checklist
Goals and Objectives menu
Goals format with examples
Goal development worksheet
Present levels of Performance checklist