Developing and Evaluating the IEP


Guidelines for Judging an Adequate IEP An IEP is based on what a child needs, not what is available in the school Goals and objectives match test findings and school performance Modifications support all deficit areas that interfere with classroom requirements Objectives should specify exactly WHAT will be taught: will improve decoding does not tell you what will be taught will read consonant-vowel-consonant syllables does does tell you what will be taught
Guidelines for Evaluating Growth in IEP Objectives Gains should be measured in a reliable, objective way "teacher judgement", "grade level standards" are not measureable unless further operationalized Gains should reflect not just giving right answers but also improved quality of error For example: - an increase in erroneous spellings that use plausible English orthography, i.e., spelling shrunk as shuk, shuc, shuch Gains in standard scores need to allow for measurement error Gains should be measured specifically in the important areas, i.e., gains in decoding would NOT be appropriate but gains in decoding consonant-vowel-consonant syllables would be
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