| Preface |
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vii | |
| Introduction |
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ix | |
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Getting To Know and Understand the Student and Family: What Are Their Strengths, Needs, and Visions of the Student's Future? |
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1 | (2) |
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Getting To Know and Understand Our State's Learning Standards and Performance Goals: What Are the Emphasis and Structure of the Standards? |
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3 | (4) |
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Getting To Know and Understand Our Local General Education Curriculum and Assessment Plan: What Is the Emphasis? |
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7 | (2) |
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Getting To Know the Process of Linking District Curriculum with Our State's Learning Standards: What Steps Can We Take? |
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9 | (5) |
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Getting To Know How To Develop and IEP To Meet 1997 IDEA Requirements: What Are the Guidelines for Writing Goals, Objectives, and Benchmarks? |
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14 | (9) |
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Writing Goals To Support Progress Toward the Standard: What Goals Will Assist the Student in Achieving the Selected Learning Standards? |
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23 | (3) |
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How Do We Link Standards with Student Needs? |
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26 | (3) |
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Writing Objectives and Benchmarks to Support Progress Toward the Goal: What Objectives and Benchmarks Will Assist the Student in Achieving the Goals? |
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29 | (2) |
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Completing an Action Plan: What Still Needs To Be Identified or Explored by the Educational Team? |
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31 | (3) |
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Putting Everything Together in an IEP |
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34 | (2) |
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Evaluating Student Progress Toward IEP Goals |
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36 | (3) |
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Monitoring Student Changes Resulting from Standards-Based Learning Goals |
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39 | (1) |
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Evaluating the Plan and the Process: How Effectively Have We Used Standards as a Reference Point for IEPs? |
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40 | (15) |
| Appendixes |
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A: IDEA 1997 Rules and Regulations |
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41 | (4) |
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45 | (4) |
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49 | (6) |
| References |
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55 | (2) |
| About the Authors |
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57 | |
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