1.
Per the Individuals with Disabilities Education Act (IDEA), a statement of measurable annual goals are to be related to making sure the child meets grade level standards.
2.
In developing state goals for the performance of children with disabilities, each state is expected to be consistent with other goals and standards for all children established by the state thus creating increased access to learning.
3.
"Standard-Based Education" includes specifying the academic knowledge and skills that all students will be expected to demonstrate at each grade level.
4.
Selected standards identify more specifically content that is critical to the special education student’s program and focus on key elements necessary for the California High School Exit Exam.
5.
The goals and objectives/benchmarks define what kind of special education program and related services the school district must provide for a student.
6.
The process of providing special education and related services guarantees a specific outcome.
7.
Educational Benefit can only be proven through improved scores on statewide or district-wide assessments.
8.
In identifying an appropriate standard for a student’s performance goal objective/benchmark, one cannot move between grade level standards.
9.
The goal of a well-written performance objective is that it will communicate the same intended outcome to everyone who reads it.
10.
A performance objective includes information about how the objective will be measured as well as the level of performance necessary to indicate achievement of the objective.
11.
A performance goal objective/benchmark always includes an action verb as observable behavior represents a state of doing not being.
12.
In a performance goal/objective benchmark, criteria defines the level to which an observable behavior will be performed successfully and thus considered mastered.
13.
In determining a student’s present level of performance assessment should be based only on the student’s academic level of achievement.
14.
The measurable annual goal is the goal for a child with a disability that has a reasonable chance of being attained in a year.
15.
Although not the best practice, it is acceptable to have an annual goal with only one objective/benchmark.
16.
The IEP goals and objectives/benchmarks are the plan for bridging the gap between where the student is and where the student needs to be based on the school’s current curriculum.
17.
In addition to goals and objectives/benchmarks, the IEP must also include a statement of how parents will be regularly informed of progress as long as they receive progress reports more frequently than non-disabled peers since their child has a disability.
18.
It would be appropriate to revise the IEP if any lack of expected progress on goals and objective is identified.
19.
If a district works to have a group of children with similar disabilities and needs assigned to a class, it is permissible to have identical statements of present levels of education performance.
20.
One indicator to determine if a child with a disability should be included in district or statewide assessment programs would be if the student's IEP goals and experiences in the classroom curriculum are similar to the content on the test.
