College and Career Ready IEPs Five Step Process

Guest Post by Wendy Overturf & Vicki Davis Dávila 
From the Wisconsin’s State Personnel Development Grant’s Family Engagement Newsletter, November 2017 

To be an active participant in the development of their child’s IEP, it is critical that parents understand that process.  Many Wisconsin districts are now using the new CCR IEP forms.  In the October 2017 newsletter, the “Five Beliefs” were discussed.  In this newsletter, the Five Step Process will be highlighted.

Step 1: Understand how the student is doing academically and otherwise. The IEP team gathers information about the student’s academic and functional skills compared to the expectations for other students in the same grade.  The family and student share their point of view on the student’s strengths, interests, and needs. 
Step 2: Identify how the student’s disability affects their academics and behavior. The team answers the question: why is the student not achieving some of the grade level standards? The IEP team, including the student and family, shares what they have seen and tries to find out what causes the student to struggle. 
Step 3: Develop Goals. Address the student’s disability related needs and support the student’s unique strengths by developing ambitious and achievable goals. The goals should be based on high expectations, but the student should also be able to reach them within one year.

Step 4: Align special education services needed to support the student’s goals. Everyone on the IEP team talks about how they can work together to support the student.  The team will talk about how the student will access the same content and curriculum and use the same thinking strategies as other students in the same grade. 

Step 5: Analyze progress towards goals. The IEP team keeps track of the student’s progress,  reviewing and making changes to the IEP as needed to help the student stay on track to meet the IEP goals.

For more information about College and Career Ready IEPs visit the WI Department of Public Instruction's page

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