Page 39 - The Individual Education Plan (IEP) - A Resource Guide, 2004

The above list of expectations represents all of the learning expectations for the course for one reporting period. As the list does not encompass the over- all expectations and represents only a small subsection of the regular expec- tations for the courses, it is not expected that the principal would grant a credit for this course.
Plan and Document Alternative Programs or Courses
For each alternative program and alternative course, the following informa- tion is required:
• current level of achievement
• annual program goal
• learning expectations
It is also recommended that, for each learning expectation, the IEP indicate:
• the corresponding teaching strategy, if individualized for the student and particular to that expectation (see p. 38);
• the corresponding assessment method.
A student’s current level of achievement in an alternative program or course should be indicated in a description taken from the latest alternative report card. (A grade level or mark is not necessary or advisable.) For example:
• “In social skills, [the student] is able to employ ‘Stop, Think, Do’, or a similar technique, at a rate of 2 out of 10 possible situations.”
• “In personal care, [the student] is able to locate his lunch in the classroom cupboard.”
The 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 alternative program or course. Annual program goals need to be expressed as observable, measurable outcomes. For example:
• “In social skills, [the student] will employ ‘Stop, Think, Do’, or a similar technique at a rate of 7 out of 10 possible situations.”
• “In personal care, [the student] will be able to retrieve and arrange food, eat lunch, and clean up the lunch area.”
The learning expectations for an alternative program or course indicate, by reporting period, the knowledge and/or skills the student is expected to demonstrate and have assessed. They should describe specific skills that the student can demonstrate independently, given the provision of appropriate assessment accommodations. For example:
• “In social skills, [the student] will demonstrate, through role-playing, the ‘Stop, Think, Do’ technique and employ it or a similar technique at a rate of 4 out of 10 possible situations.”
Phase 3: Develop the IEP as It Relates to the Student’s Special Education Program and Services 37