Data-driven IEP goals aligned to standards (Powell et al., 2024)
Creators: name: Powell, Rachel
name: Schultz, Jennifer
name: Harvey, Rebecca
name: Meaux, Ashley
Publisher: name: ASHA journals
Year: 2024
Subjects: classificationCode: 390307
subject: Teacher education and professional development of educators
classificationCode: 390404
subject: Educational counselling
classificationCode: 420110
subject: Speech pathology

description: <b>Purpose:</b> Federal and state laws require schools to be accountable for student performance on measures of academic achievement in literacy, mathematics, and science skills; monitor high school graduation rates; and track student growth and academic progression throughout the grade levels. Success on these measures gives students pathways to postsecondary options in the workforce, technical education, or college/university education. Speech-language pathologists (SLPs) can utilize existing data sources in the school in conjunction with their knowledge of diagnostics and treatment of cognition, language, and culture to maximize student outcomes beyond the therapy room and in the curriculum standards.<b>Method:</b> This clinical focus article will review methods of data collection from existing sources in the students’ grade level and academic content curriculum. Utilization of information and input from parents, teachers, paraprofessionals, and others who support the student’s academic endeavors will be discussed for Individualized Education Program Present Levels of Academic Achievement and Functional Performance and goal development. Procedures for the SLP to collect independent data aligned to standards-based curriculum will be explored. Consideration will be given for utilizing data to develop future goals and objectives. The benefits of data collection for monitoring student progress and success in the grade-level or alternate standards will be highlighted through case examples. Techniques for classroom-based services, model lessons, coaching, and co-teaching will be presented.<b>Conclusions:</b> SLPs are recognized as specialized instructional support personnel who have unique knowledge and expertise for diagnosing and treating speech/language impairments (S/LI) disabilities. By understanding how they can use existing data and apply it to developing intervention plans, SLPs can ensure students with S/LI disabilities experience the maximum potential for outcomes in academic and functional success. Data-driven tools and methods aligned to the grade-level standards and curriculum are one of the most powerful tools in an SLP’s toolbox.<b>Supplemental Material S1. </b>Student Work Sample Analysis.<b>Supplemental Material S2. </b>Sample Qualitative/Functional Assessment Tools.<b>Supplemental Material S3. </b>Sample Scoring Rubrics for Vocabulary and Story Retell.<b>Supplemental Material S4. </b>Sample PLAAFP using WHO-ICF.<b>Supplemental Material S5. </b>Service Delivery Models with Implementation Examples.<b>Supplemental Material S6. </b>Standards-Based Instructional Resources.Powell, R., Schultz, J., Harvey, R., &amp; Meaux, A. (2024). Maximizing student outcomes in schools: Data-driven Individualized Education Program goals and objectives aligned to the standards.<i> Language, Speech, and Hearing Services in Schools, 55</i>(2), 303–322. https://doi.org/10.1044/2023_LSHSS-23-00082<b>Publisher Note:</b> This article is part of the Forum: Developing and Implementing IEPs for Children With Disabilities in Schools: Current Processes, Models, and Research.