9 - 12 Special Education Achievement Alignment Grid

Intervention Services Team Accept & Support All StudentsProvide a Continuum of ServicesValue Compliance & CommunicationAct As A Resource & Promote PositivityUse Data to Inform Instruction & Achievement

Leve Performance Instructional Goals Ave Assessments Instructional Guidelines for Grading Desired l Descriptor rag Model Writing IEP Goals Plan Outcomes e Implications* Pac e for Get ting Cre dits Students taking 100% IEP Goal >  MAP  May receive Derived from: Standard  HS diploma EOC/GEE or Mastery 6 /  STAR small-group  CCSS grading  College/care taking LAA 2 year  Compass instruction  FBA/BIP, as system er ready and scoring AB  Fountas & from general needed  Independent or above 1 Pinnell or special  Carnegie units living skills With appropriate education accommodations teachers Transition goals and modification (as applicable) 2 Students taking 4 –  MAP  Likely to Derived from: Standard  HS diploma LAA 2 and 6  STAR receive pull-  CCSS grading  Post- scoring F or PF /ye  Compass out  Prerequisite skills system + secondary ar grades from  Fountas & instruction that lead to employment intervention Pinnell primarily mastery of CCSS or education classes With appropriate from special  FBA/BIP, as accommodations education needed and modification teachers (as applicable) Transition goals Students taking  Fountas &  Community- Transition goals IEP goal  Certificate of LAA 1 Pinnell based or Portfolios mastery achievement  Task analysis Vocational Foundational  Supported 3  Teacher- Skills academic skills employment created instruction benchmark *Please note: This document provides suggestions and is not prescriptive. These models are likely to be most effective for each performance descriptor but are dependent upon school capacity and individual student needs.