College and Career Ready IEPs: Improving Outcomes for Students Aged 3 through 21
DRAFT Updated 12-02-15, CCR IEP Workgroup
College and Career Ready IEP Teams Know and Explore . . .
Shared Vision of High Expectations for College, Career, and Community Readiness
Student Voice and Point of View on Strengths, Interests, and Needs
Student Relationships with Adults and Peers
Families’ Hopes, Perspectives, Culture, Insights, and Concerns for their Child
Student’s Disability-Related Needs in Relation to Accessing and Achieving Grade
Level Universal Instruction, Academic Standards, and Functional Expectations
Other Factors Influencing Access and Achievement
How Each IEP Team Member is Able to Support the Student in Accessing and
Achieving Grade Level Universal Instruction, Academic Standards, and Functional
Expectations
College and Career Ready IEP Teams Plan . . .
Student Access to Universal Instruction, School Activities, and Community
Focus of IEP to Identify Academic Standards and Functional Expectations Most
Needed for Student to Access Instruction and Accelerate Achievement
Ambitious but Achievable Goals which Provide Multiple Methods for Students to
Access Options for Engagement, Knowledge Representation, and Action and
Expression
Based on Goals and Using Assessments, Evaluations, and other Information:
a) Determine Accommodations and Supports which Lead to Increased Access
to Grade Level Academic Standards and Universal Instruction
AND
b) Identify Services and Specially Designed Instruction Targeted at Student’s
Skill Levels which Lead to Accelerated Academic Achievement
Connections between Family and School to Support Student Learning, Goals, and
Accommodations
College and Career Ready IEP Teams Ensure . . .
Goals in IEP Support the Strengths and Needs Identified in Present Levels of
Performance
Goals in IEP are Supported by Special Education Services, Related Services, and
Supplementary Aids and Services Including Supports such as Academic and
Functional Accommodations, Assistive Technology, Accessible Instructional
Materials, and Support or Training for Staff
Data Collection on Goals, Services, Supports, and Accommodations Inform Future
IEP Decisions