sensory efficiency, orientation & mobility, assistive technology, and career education & transition. Goal Children who are blind or visually impaired will make Children who are blind or visually impaired will make comparable All students who are blind or visually impaired will have transition All students using Braille for reading and or writing will increase their All students will increase independence through instruction in the
comparable progress to same age peers according to the statewide accountability system. progress at a level commensurate to their peers according to the statewide accountability system. plans documented on IEPs by age 16 for positive outcomes commensurate with the statewide accountability system. Braille literacy skills. areas of the Expanded Core Curriculum. Trend data on the proportion Trend data, using a three Trend data on the number of Trend data from Trend data on students with
Measure of young children ages 0-5 who demonstrate improved functioning toward reaching or maintaining levels comparable to same age peers using Early Childhood year average, on the percent of students who meet or exceed state academic standards in literacy and mathematics, utilizing ITBS, ITED and IAA baseline data. students ages 16 and older who have annual IEP transition goals. Transition IEP goals will be supported by: 1. transition assessments 2. appropriate course of study for Assessment of Braille Literacy Skills (ABLS) will be used to determine percent of increase in Braille literacy skills. ECC goals on their IEP and percent of students reaching their ECC goals. and Trend data from Evals. Kit will be used to determine percent of increase in ECC performance. and 2009
outcomes Target Need to determine baseline performance using data. Example: Increase 15 % the percentage of The number of students who meet or exceed state academic standards in reading and mathematics will increase 15% (2.5% per year) by 2016. Need to determine baseline performance using 2009 data. Increase to 100% students who have transition goals Need to determine baseline performance using 2011 data and then establish target. Example: Students will Need to determine baseline performance using 2012 data from IEP goal summary and then establish target for each of the following:
children that improve by 2016 of young children ages 0-5, who improve functioning comparable to same age peers. in place by age 16. increase their Braille literacy skills by an average of 75 percent by 2016. 1. ECC areas and goals ratio. 2. Number of students demonstrating progress on the ECC goals. ----- % of students with ECC goals on their IEP will
determine increased level of independence. Data Collection and Infants and toddlers – Annual State Performance Plan 3 measurements for: Positive skills Acquisition of knowledge in the areas of math and literacy, as evidenced by results on either the ITBS/ITEDS or the Iowa Alternate Gather baseline data, based on IEP review, by December 2011. Gather data by June 2012 and June 2014 to Data collected May 2011 to determine students’ baselines. Data collected each May until 2016 to determine percentage of IEP Data collected by August 2011 to determine the number of students with ECC goals on their IEP.
(including social relationships); Acquisition and use of knowledge and skills (including early Use of appropriate behaviors to meet their needs. Assessment. determine progress toward goals. increase in skills for individual students. Data collected each May until 2016 to determine what percentage of students with increased skills by 75 percent. Develop a plan for ongoing IEP data from school year reports to determine progress. Data collected
and skills (including early and early literacy); Use of appropriate behaviors to meet their needs. Data Decision Making Analysis of data to determine: Analysis of data to determine: 1. Progress on Analysis of data to determine: Analysis of data to determine: Analysis of data to determine: 1. Baseline
1. Baseline 2. Progress on target for meeting the goals, continue actions; 3. Progress insufficient to meet the goals, revise action steps; 4. Progress beyond the target for meeting the target for meeting the goals, continue actions; 2. Progress insufficient to meet the goals, revise action steps; 3. Progress beyond the target for meeting the goal, revise goals. 1. Baseline 2. Progress on target for meeting the goals, continue actions; 3. Progress insufficient to meet the goals, revise action steps; 4. Progress beyond the target for 1. Baseline 2. Progress on target for meeting the goals, continue actions; 3. Progress insufficient to meet the goals, revise action steps; 4. Progress beyond the target for 2. Progress on target for meeting the goals, continue actions; 3. Progress insufficient to meet the goals, revise action steps; 4. Progress beyond the target for meeting the goal, revise
goal, revise goals. 5. Annual reporting of progress. 4. Annual reporting of progress meeting the goal, revise goals. 5. Annual reporting of progress. meeting the goal, revise goals. 5. Annual reporting of progress. goal. 5. Annual reporting of progress.