Tag Archives: Standards-based

Standards Based IEP Math Objectives

osers-letter-re-standards-based-iep-march-16-2015

In my 21 years in working as a math teacher (with 6 that focused on special education) I have rarely seen IEP objectives for math that are directly aligned with the math curriculum that is to be accessed by the respective student for whom the objectives are written (see photo below).  The photo above shows an excerpt from an OSERS letter regarding IEP goals that are standards based.

iep-math-objective-ineffective

“improve” and “problem solving skills” are entirely too obscure

Below is a list of IEP objectives I have written for use in an IEP. They are directly aligned with the math content to be covered. Some educators insist on including the specialized instruction as part of the setting of the objective. I have no qualms with this as long as the student ultimately will demonstrate mastery of the objective without the supports (unless the supports are to be permanent or lead to subsequent objectives that will not have the supports included). NOTE: If you would like suggestions for IEP objectives please use form below and I will add them to this post.

Pre-Algebra and Algebra 1

  • Goal 1: Xxxx will accurately simplify expressions and solve 1 variable linear equations.
    • Objective 1: Xxxx will simplify a given algebraic expression 8 out of 10 times with only minor algebraic mistakes (e.g. arithmetic error).
    • Objective 2: Xxxx will solve a given 1 variable linear equation by simplifying first 8 out of 10 times with only minor algebraic mistakes (e.g. arithmetic error).
    • Objective 3: Xxxx will solve a given 1 variable linear equation with a variable on both sides 8 out of 10 times with only minor algebraic mistakes (e.g. arithmetic error).
  • Goal 2: Xxxx will accurately complete linear function problems by identifying and using slope and intercepts.
    • Objective 1: Xxxx will identify and interpret slope given various representations (equation, graph or table) 8 out of 10 times with only minor algebraic mistakes (e.g. arithmetic error).
    • Objective 2: Xxxx will identify and interpret y-intercept given various representations (equation, graph or table) 8 out of 10 times with only minor algebraic mistakes (e.g. arithmetic error).
    • Objective 3: Xxxx will convert between various forms of a linear function 8 out of 10 times with only minor algebraic mistakes (e.g. arithmetic error).

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Standards Based IEPs

At the turn of the century education has seen a standards based reform movement, e.g NCLB. IDEA 2004 reflects this with a change in the focus of an IEP towards curriculum standards. What does this mean? The focus of academic based IEP goals and objectives should be strictly aligned with the curriculum standards. This helps to make the general curriculum accessible for all students – to the extent possible.

For example, in the past a math IEP objective may be written based on weaknesses found in psychological tests regardless if this was in the curriculum covered in the life of the new IEP. Maybe a student had trouble with calculations with fractions on the testing so an objective would focus on improving these types of calculations even if the class was not going to cover calculations with fractions.

These new types of IEPs are called Standards Based IEPs. Here are a couple of links.

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