Standards-Based IEP
A standards-based Individualized Education Program (IEP) describes a process in which the IEP team has incorporated state content standards in its development. The IEP is directly linked to and framed by Virginia’s course content Standards of Learning (SOL) for the grade in which the student is enrolled or will be enrolled. The components are the same as the traditional IEP. It should be noted that in a standards-based IEP, the PLOP and some or all of the annual goals are connected to the specific grade-level SOL. This creates a program that is aimed at getting the student to a proficient level on state standards in addition to addressing functional and/or behavioral needs of the student, as needed.
Guidance Document for implementing the Standards-Based Individualized Education Program (IEP)
This standards-based IEP guide intends to provide technical assistance for educators, parents, and others who participate in the development of Individualized Education Programs (IEPs) for students with disabilities. The content of this guide is based on regulatory requirement for an IEP as outlined in the Individuals with Disabilities Education Act (IDEA 2004) and Regulations Governing Special Education Programs in Virginia. It does not address the eligibility process, procedural safeguards or implementation of the IEP. Also, it utilizes the sample forms developed by the VDOE. However, this does not imply that the sample forms must be used by the divisions.
Standards-Based IEP Training
VDOE, along with the collaboration of the Training and Technical Assistance Centers has developed a free online training. The training focuses on the development of a standards-based IEP and can be used as an individual or group training tool.
- Training Presentation (PPT)
- Training Presentation as Separate Modules (Voiceover PPS)
- Module 1 – Introduction
- Module 2 – Developing the Present Level of Academic Achievement and Functional Performance (PLOP)
- Module 3 – Developing Standards-based Measurable Annual Goals
- Module 4 – Assessing and Reporting Student Progress
- Module 5 – Identifying Special Education and Related Services
- Module 6 – Determining the Most Appropriate Assessment Option
- Module 7 – Determining the Least Restrictive Environment
- Module 8 – Additional Components: Secondary IEP
Skills Worksheets
These worksheets have been developed based on the grade-level curriculum framework essential skills and knowledge to assist the teacher in developing goals and determining the component of the standard in which the student will need specialized instruction to access and address the grade level content.
- Mathematics
- Directions for Use (PDF)
- Kindergarten (Word) | (PDF)
- Grade 1 Mathematics (Word) | (PDF)
- Grade 2 Mathematics (Word) | (PDF)
- Grade 3 Mathematics (Word) | (PDF)
- Grade 4 Mathematics (Word) | (PDF)
- Grade 5 Mathematics (Word) | (PDF)
- Grade 6 Mathematics (Word) | (PDF)
- Grade 7 Mathematics (Word) | (PDF)
- Grade 8 Mathematics (Word) | (PDF)
- Algebra I (Word) | (PDF)
- Geometry (Word) | (PDF)
- English
- Directions for Use (PDF)
- Kindergarten (Word) | (PDF)
- Grade 1 English (Word) | (PDF)
- Grade 2 English (Word) | (PDF)
- Grade 3 English (Word) | (PDF)
- Grade 4 English (Word) | (PDF)
- Grade 5 English (Word) | (PDF)
- Grade 6 English (Word) | (PDF)
- Grade 7 English (Word) | (PDF)
- Grade 8 English (Word) | (PDF)
- Grade 9 English (Word) | (PDF)
- Grade 10 English (Word) | (PDF)
- Grade 11 English (Word) | (PDF)
- Grade 12 English (Word) | (PDF)
Additional Resources
- Standards–based IEP Sample Measurable Goals
- Questions to Consider When Developing a PLOP (PDF)
- Flowchart for assisting IEP teams / 504 committees determine participation in Virginia's accountability system (PDF)
- Sample Students
- Jordan (Rising 4th Grader)
- William (Rising 8th Grader)
- Amanda (Rising 8th Grader)
View VDOE's Expenses