Page 33 - The Individual Education Plan (IEP) - A Resource Guide, 2004

student is studying for the first time, such as French as a second language – core French – in Grade 4, “not applicable” [N/A] should be entered in the IEP for current level of achievement.)
Subject: English
Current Level of Achievement:
Letter grade/ Mark: C+ Curriculum grade level: 2
Subject: Core French
Current Level of Achievement: N/A
Subject: Science and Technology
Current Level of Achievement:
Letter grade/Mark: B
Curriculum grade level: 3 (MOD)
The current level of achievement is recorded on the IEP as the starting point of the IEP development phase and remains unchanged for the duration of the IEP – that is, to the end of the school year.
Annual program goal(s)
An annual program goal is a statement that describes what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, taking into account the student’s strengths, needs, and current level of achievement. It represents a reasonable target, not a rigid requirement. Annual program goals may need to be revised as the teacher develops a better understanding of the student’s learning processes and/or as the student’s rate of acquisition of knowledge and skills changes.
Annual program goals for mathematics and language should be expressed as observable, measurable outcomes. For example:
• “In mathematics, [the student] will complete half of the Grade 3 expecta- tions in each of the five strands.”
• “In reading, [the student] will improve decoding and comprehension skills to the Grade 4 level, as measured by an informal reading inventory.”
Annual program goals for other subjects can be expressed in terms of observable achievement in the development of thinking skills such as mem- ory, inquiry, analysis, integration, application, and so on. For example:
• “In science, [the student] will demonstrate improvement in her ability to recall and communicate basic concepts, her inquiry skills, and her ability to relate science to the world outside the school.”
• “In social studies, [the student] will demonstrate improvement in his abil- ity to recall and communicate basic concepts, his research skills, his skills in using maps and globes, and his ability to make connections between social studies and the world outside the classroom.”
Phase 3: Develop the IEP as It Relates to the Student’s Special Education Program and Services 31