3. Indications that the course of study will or will not lead to the receipt of a high school diploma. Parents/guardians must be included in any process designing supports and services for their child. 1. Documentation that the parents/guardians have been informed of and contributed to the decisions regarding educational supports and services for their student.
Making IEP Assessments More Meaningful LINKING ASSESSMENT TO GOALS There must be a direct relationship that flows from:
Present Levels of Performance 1. Are baselines from assessment(s);
2. Are stated in specific performance terms not simply test scores; 3. Should be based on the Content Standards as applicable; and 4. Link directly to the goal statements. Goals 1. Flow directly from present levels of performance; 2. Are curriculum based and measurable; 3. Are tied to statewide and/or LEA grade-level standards as applicable; 4. Describe expected outcomes within a 12-month period; and 5. Provide focus and emphasis for instruction.
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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