Pursuing Academic and Functional Advancement: Goals, Services, and Measuring Progress

Autor/inn/en	Goran, Lisa; Harkins Monaco, Elizabeth A.; Yell, Mitchell L.; Shriner, Jim; Bateman, David
Titel	Pursuing Academic and Functional Advancement: Goals, Services, and Measuring Progress
Quelle	In: TEACHING Exceptional Children, 52 (2020) 5, S.333-343 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goran, Lisa) ORCID (Yell, Mitchell L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920919924
Schlagwörter	School Districts; Academic Achievement; Student Evaluation; Evaluation Methods; Special Education Teachers; Individualized Education Programs; Goal Orientation; Student Needs; Student Placement; Information Sources; Elementary Secondary Education; Guidelines; Court Litigation + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Schulleistung; Schulnote; Studentische Bewertung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Individualized education program; Individualisierendes Lernen; Zielorientierung; Zielvorstellung; Schülerpraktikum; Information source; Informationsquelle; Richtlinien; Rechtsstreit
Abstract	The primary message of the Supreme Court's ruling in "Endrew F. v. Douglas County School District" (hereinafter "Endrew F.," 2017) was that school districts are obligated to "offer an IEP [individualized education program] that is reasonably calculated to enable the child to make progress appropriate in light of the child's circumstances" ("Endrew F.," 2017, p. 1001). It is through the present levels of academic achievement and functional performance (PLAAFP), annual goals, services, and methods to monitor student progress that special educators can ensure that their students' IEPs are designed to enable them to make academic and functional progress. The purpose of this article is to assist IEP teams to (a) connect students' areas of need as defined in the PLAAFP statements to the rest of the IEP, (b) write legally defensible IEP goals that are ambitious and meaningful, (c) develop special education and related services based on peer-reviewed research (PRR), and (d) monitor a student's progress toward their goals. Each of these components working together is essential to developing IEPs that enable a student to make progress appropriate in light of their circumstances. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01