Measurable Annual Goals. The Special Education Case Manager shall ensure that a student’s IEP, as developed by the ARD committee includes:
Measurable Annual Goals. The ARD Facilitator, Special Education Case Manager and/or Campus Administrator or Designee shall ensure that a student’s IEP, as developed by the ARD committee includes:
Measurable Annual Goals. The Diagnostician shall ensure that a student’s IEP, as developed by the ARD committee includes:
o a statement of measurable annual goals, including academic and functional goals. o goals designed to meet the student’s needs that result from the student’s disability to enable the student to be involved and make progress in the general education curriculum, and to meet each of the student’s other educational needs that result from the student’s disability. o for students who take alternate assessments aligned to alternate achievement standards, a description of benchmarks31 and short term objectives.32 31 Tex. Ed. Code § 39.0263 32 34 C.F.R. § 300.320 • Supplementary Aids and Services. The Diagnostician shall ensure that the student’s IEP, as developed by the ARD committee, includes a statement of needed supplementary aids and services (aids, services, and other supports) in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable the student to be educated with non-disabled students to the maximum extent appropriate.34 As part of supplementary aids and services, the IEP may include a list or a chart of all accommodations, behavioral or academic, determined by the student’s ARD committee to be appropriate to meet the educational needs of the student in the general education setting.
Measurable Annual Goals. The Special Education Assessment Staff shall ensure that a student’s IEP, as developed by the ARD committee includes:
o a statement of measurable annual goals, including academic and functional goals. o goals designed to meet the student’s needs that result from the student’s disability to enable the student to be involved and make progress in the general education curriculum, and to meet each of the student’s other educational needs that result from the student’s disability. o for students who take alternate assessments aligned to alternate achievement standards, a description of benchmarks31 and short term objectives.32 30 34 C.F.R. § 300.320(a); 34 C.F.R. § 300.324(a)(1)(iv). 31 Tex. Ed. Code § 39.0263 32 34 C.F.R. § 300.320 • Supplementary Aids and Services. The Special Education Assessment Staff shall ensure that the student’s IEP, as developed by the ARD committee, includes a statement of needed supplementary aids and services (aids, services, and other supports) in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable the student to be educated with non-disabled students to the maximum extent appropriate.34 As part of supplementary aids and services, the IEP may include a list or a chart of all accommodations, behavioral or academic, determined by the student’s ARD committee to be appropriate to meet the educational needs of the student in the general education setting.
Measurable Annual Goals. The Special Education Case Manager shall ensure that a student’s IEP, as developed by the ARD committee includes: • a statement of measurable annual goals, including academic and functional goals. • goals designed to meet the student’s needs that result from the student’s disability to enable the student to be involved and make progress in the general education curriculum, and to meet each of the student’s other educational needs that result from the student’s disability. • for students who take alternate assessment aligned to alternate achievement standards, a description of benchmarks19 and short term objectives.20
