1) Standards Based IEPs align annual goals with grade-level academic standards to facilitate students' achievement. This differs from the old process that focused on access and services. 2) IEPs must include present levels, impact of disability, and goals aligned with grade-level content standards. Specially designed instruction ensures access to the general curriculum so students can meet educational standards. 3) The IEP must enable students to advance toward annual goals and be involved in and make progress in the grade-level general curriculum. For students below grade level, the IEP should estimate growth toward grade-level standards expected in the covered year.

1. SLD OHI TBI OI
STANDARDS
BASED IEPS

2. Standards Based IEP
• A process and document that is framed by
the state standards and that contains
annual goals aligned with, and chosen to
facilitate the student’s achievement of,
state grade level academic standards
• This is a very different from the old
process that focused on access and
provision of services

3. OSEARS Letter
• An IEP must be aligned with the State’s
grade level academic standards
• An IEP must:
– Include present levels of academic
achievement and functional performance
– Include the impact of the child’s disability on
involvement and progress in the
general education curriculum
– Have goals that are aligned with
grade level content standards

4. General Curriculum
• Regulations covering the implementation
of IDEA Part B state that the general
education curriculum is the same
curriculum as for nondisabled children
• Specially designed instruction is defined
as adapting the content, methodology, or
delivery of instruction to ensure access to
the general curriculum so the child can
meet the educational standards that apply
to all children.

5. FAPE
• Therefore, in order to make FAPE
available to each eligible child with a
disability, the special education and
related services, supplementary aids and
services, and other supports in the child’s
IEP must be designed to enable the child
to advance appropriately toward attaining
the annual IEP goals and to be involved in,
and make progress in, the grade level
general education curriculum

6. Rate of Growth
• In a case where a child’s present levels of
academic performance are significantly
below the grade in which the child is
enrolled, in order to align the IEP with
grade level content standards, the IEP
team should estimate the growth toward
the grade level content standards
expected in the year covered by the IEP

7. Implementation
• Read the Example of Implementation,
page 5.
• Share reflections.

8. Advocacy Brief Notes
• Standards Based IEPs move away from
the old approach to IEP development,
which lacked a focus on closing the
student’s achievement gap, to a new
process that focuses on alignment with
what all students are expected to know
and do

9. Seven Steps
• Review Seven Steps Graphic
• Review Seven Steps Process
• Reflect on Collecting Data for Standards
Based IEPs

10. Reflection
• What have we talked about that affirms
what you already know?
• What has been presented that makes you
uncomfortable or would require additional
discussion with colleagues?
• What have you heard that could result in
changing a way of work or changing a
process?