ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
depthoutlinetextcode
2
01ELA Reading - IEPIEP9.ELAR.1
3
1ABy the end of the IEP year, when given visual supports, Student will independently orally read at their instructional level at 150 words per minute with 80% accuracy as measured by a data chart monthly.IEP9.ELAR1.1
4
1BStudent will read with sufficient accuracy and fluency to support comprehension with 80% accuracy.IEP9.ELAR1.2
5
1CBy the end of this IEP, Student will be able to interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone, analyze the structure of texts, including how specific sentences, paragraphs relate to each other and the whole text and assess how point of view or purpose shapes the content and style of a text, with 85% accuracy, when given an oral or multiple choice assessment.IEP9.ELAR1.3
6
1DBy April, when presented with a text at their instructional level, Student will apply decoding strategies to read unknown words and correctly answer inferntial and literal questions with 80% accuracyIEP9.ELAR1.4
7
1EBy the end of the IEP year, after reading a grade level informational text with read aloud support, Student will independently answer 10 implicit and explicit comprehension questions with 90% accuracy as measured by a written assessment monthly.IEP9.ELAR1.5
8
1FBy the end of this IEP, after reading a grade-level informational text, given a sentence from the text with (1) technical word underlined and a written prompt to define the meaning of the underlined word within the text, Student will write the meaning of the underlined word by referring back to the text, for (4 out of 5) words, on (3 out of 4) progress monitoring assessments.IEP9.ELAR1.6
9
1GGiven an instructional text with a variety of genres (fiction, non-fiction, poetry, folktale) and a prompt to draw a conclusion, Student will demonstrate comprehension of the text by producing a written response in paragraph form, supported by textual evidence, in 2 out of 3 trials.IEP9.ELAR1.7
10
1HBy the end of this IEP year, Student will be able to analyze how and why individuals, events, and ideas develop and interact over the course of a text with 70% accuracy.IEP9.ELAR1.8
11
1IWhen given a reading passage and 3 multiple choice claim or argument options, Student will choice the correct option to trace an argument, improving reading strategies skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.IEP9.ELAR1.9
12
1JBy the end of this IEP, Student will independently determine and describe the central ideas or themes of a text. They will analyze their development and summarize the key supporting details and ideas with 80% accuracy.IEP9.ELAR1.10
13
1KBy the end of this IEP year, given a grade-level literary or informational text and 4 inferences, Student will explain the inferences by selecting a supporting quote for each inference and then write at least one sentence explaining how each quote supports each inference, on 4 out of 4 attempts on progress monitoring, formal, or teacher-created assessments.IEP9.ELAR1.11
14
1LBy November, with the use of graphic organizers, sentence stems, paragraph organizers, and small group work, Student will read closely to determine what the text says explicitly and to make logical inferences from it and cite specific textual evidence when writing or speaking to support conclusions drawn from the text with based on teacher-created assessments.IEP9.ELAR1.12
15
1MBy the end of the IEP, when given a text on Student's independent reading level, they will determine the central idea and write at least 3 key details to support the central idea with at least 80% accuracy.IEP9.ELAR1.13
16
1NWhen given grade-level literary text that is read aloud to them, Student will be able to determine the theme or central idea of the text, analyze its development over the course of the text, and provide an objective summary of the text with at least a score of 3 out of 4 as measured by teacher created rubric.IEP9.ELAR1.14
17
1OWhen given a text at their instructional level, Student will be able to interpret words and phrases that are used in a text including determining technical, connotative and figurative meanings, analyze how specific word choice shape meaning and tone in 4 out 5 trials with 80% accuracy.IEP9.ELAR1.15
18
1PBy the end of the IEP year, after reading given text with support, Student will understand and be able to write about the text's tone, characters, point-of-view and theme with an 80% accuracy.IEP9.ELAR1.16
19
1QBy the end of this IEP year, after reading a grade level or independent reading level texts and given a prompt with a claim (verbally or in writing), Student will cite 4 pieces of evidence for each claim with 4 out of 4 pieces of evidence connected to each corresponding claim correctly, as measured by progress monitoring, formal, and/or teacher-created assessments.IEP9.ELAR1.17
20
1RBy the end of the IEP year, after reading an instructional level text, after selecting a graphic organizer, Student will answer an inferential question and cite 2 pieces of supporting evidence, in 3 out of 4 attempts.IEP9.ELAR1.18
21
1SBy December, given a grade 7 literary text, an inference, and (3) quotes from the text, Student will explain the inference by selecting a supporting quote and then writing a sentence explaining how the quote supports the inference in 3 of 4 trials with an 80% accuracy.IEP9.ELAR1.19
22
1TBy February, after a read-aloud of a grade-level informational text, when given a written claim about a shortened excerpt from the passage, Student will underline the citation in the excerpt that supports the claim, for (4 out of 5) claims, on (3 out of 4) progress monitoring assessments.IEP9.ELAR1.20
23
1UBy March, given a list of words in isolation that follow specific decoding/encoding patterns that have been explicitly taught, Student will decode and encode the words with a minimum 90% accuracy.IEP9.ELAR1.21
24
1VBy the end of this IEP, after reading a grade-level informational text, given (2) written events, ideas, or individuals from the text, Student will write an explanation of how the two events, ideas, or individuals are connected using (1) detail from the text, for (5 out of 6) rubric points, on (3 out of 4) progress monitoring assessments.IEP9.ELAR1.22
25
1WBy the end of the instructional year, Student will read fifth grade leading into sixth grade level text orally with accuracy, appropriate rate, and expression at 150 words per minute with 95% accuracy, as measured by teacher records weekly.IEP9.ELAR1.23
26
1XBy the end of the year, when given a reading passage containing problems and solutions and graphic organizer, Student will match problems with their solutions, improving reading strategies skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.IEP9.ELAR1.24
27
1YAt the end of the instructional year and with teacher modeling, Student will demonstrate comprehension of grade level text by answering a variety of questions in multiple choice, matching, short answer and extended response form with 80% accuracy as measured by teacher created assessment.IEP9.ELAR1.25
28
1ZBy the end of the school year, Student will use context clues and other strategies, such as consulting a dictionary, to help determine the meaning of unfamiliar words, with 80% accuracy in four out of five opportunities.IEP9.ELAR1.26
29
1AABy December, when given two literary texts of a similar theme, Student will determine the shared theme and explain an analytical paragraph how the theme in demonstrated in the two texts. Student's written response will have two pieces of evidence (one from each text) to support their response. Graded on a CER Rubric, Student will score 80% or higher in 3 out 4 trials.IEP9.ELAR1.27
30
02ELA Writing - IEPIEP9.ELAW.2
31
1ABy the end of this IEP after selecting an informational writing prompt from (2) choices, given a grade-level checklist to include introduction, body paragraphs and conclusion, Student will write a (4) paragraph essay that addresses the informational prompt, for (9 out of 11) rubric points, on (3 out of 4) progress monitoring assessments.IEP9.ELAW.2.1
32
1BBy the end of this IEP, Student will be able to produce clear and coherent writing appropriate to a specific task, purpose and audience, use tools for planning and revising, editing and rewriting and use technology tools including the internet to produce and publish writing, and to interact and collaborate with others, using their computer and writing and editing programs, with 85% accuracy using a teacher rubric.IEP9.ELAW.2.2
33
1CBy the end of the IEP year, when given a writing prompt based on a grade level informational or literary text, Student will independently develop a cohesive, organized 3 paragraph response (that contain 5-8 sentences with accurate grammar, spelling, and punctuation) given 3 teacher prompts (verbal or model) with 80% accuracy as measured by a portfolio collection monthly.IEP9.ELAW.2.3
34
1DBy the end of the year, Student will be able to write arguments to support claims with clear reasons and relevant evidence by introducing claim(s), acknowledging alternate or opposing claims, and organizing the reasons and evidence logically for an accuracy of at least a score of 3 out of 4 as measured by a teacher created rubric.IEP9.ELAW.2.4
35
1EBy the end of the IEP year, utilizing support and modeled examples, Student will select a topic and use the steps of the writing process (prewrite, plan, draft, revise and edit) with an 80% accuracy.IEP9.ELAW.2.5
36
1FBy the end of the IEP year, given an independent level informational text with a given claim and a prompt to write an argument, Student will write a 4 sentence paragraph with 2 pieces of evidence to support the claim for 3 out of 4 argument writing prompts.IEP9.ELAW.2.6
37
1GBy March, given 3 grade level, informational texts on a topic, Student will write an organized essay that includes an introductory paragraph, 2 sections of information organized under subheadings, and a concluding paragraph on 3 out of 4 essay prompts.IEP9.ELAW.2.7
38
1HGiven a graphic organizer and the editing process, Student will write a cohesive three paragraph essay with at least 4 sentences per paragraph with correct grammar, spelling, and punctuation in 4 out of 5 opportunities.IEP9.ELAW.2.8
39
1IBy the end of the IEP year, Student will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience with 80% accuracy.IEP9.ELAW.2.9
40
1JAfter brainstorming and creating a personalized list of 3 areas for academic growth (e.g. homework completion for multiple courses, studying for tests, writing essays), Student will select one area of growth from the list and write 1 academic goal that can be achieved within a quarter and is specific, measurable, attainable, realistic, and timed for 2 out 3 goal writing assignments.IEP9.ELAW.2.10
41
1KBy the end of the IEP year, when given an essay prompt based on a grade level text, Student will independently construct a 4 paragraph essay (that contains 6 complete sentences with accurate grammar and spelling) with 80% accuracy as measured by a written assessment monthly.IEP9.ELAW.2.11
42
03MathIEP9.M.3
43
1AWhen given two step equations using all rational numbers, Student will solve for the variable using visual or arithmetic strategies, and calculator (e.g. algebraically with inverse operations) with 80% accuracy.IEP9.M.3.1
44
1BBy December, given 10 word problems with 3-digit numbers that require Student to add, subtract, divide, or multiply, Student will determine what operation is required and successfully carry out the needed operation(s), scoring a 75% or higher in 3 out 4 trials.IEP9.M.3.2
45
1CStudent will continue to interpret and analyze linear models with 90% accuracy.
IEP9.M.3.3
46
1DBy April, Student will increase in their math reasoning skills when presented with problems (computation/word problems) they will be able to determine the strategy to solve the problem and the operations needed to successfully solve the problem with 80% accuracy.IEP9.M.3.4
47
1EBy the end of the IEP, given a multi-step linear equation in one-variable with an integer solution, e.g., -x + 2(4x - 6) = 8, Student will solve the equation, e.g., distribute, combine like terms, inverse operations, and explain each step of the solution method by writing out each step, for 4 out of 5 equations, on 3 out of 4 progress monitoring assessments.IEP9.M.3.5
48
1FWhen presented with a 2-step linear equation word problem, Student will be able to create a linear equation to represent the problem, and then solve for the variable with 80% accuracy; e.g. Laura made some batches of cookies that called for 3 cups of flour each. Then, she used the remaining 8 cups of flour she had to make a pan of muffins. In all, she used a 20-cup bag of flour. Write an equation you can use to solve for how many matches of cookies, x, Laura made.IEP9.M.3.6
49
1GBy the end of the IEP year, given teacher modeling, visual aid, or graphic organizer, Student will solve linear equations in one variable, involving all four math operations, with 4 out of 5 problems correct, with up to one teacher prompt with 80% accuracy.IEP9.M.3.7
50
1HWhen given a geometrical shape, Student will identify a figure's reflection, congruence and rotation and by using resources (i.e calculator, fact sheets,
anchor charts,etc), with 80% accuracy by the end of this IEP.		IEP9.M.3.8
51
1IBy the end of the annual IEP, given a single variable, two-step linear equation with integer coefficients and a worked example , Student will solve for the variable by using inverse operations (e.g., solve algebraically or concretely with algebra tiles), for (4 out of 5) equations, on (3 out of 4) progress monitoring assessments.IEP9.M.3.9
52
1JBy November, with the use of small group work, modeling, and repeated teachings, Student will construct a function to model a linear relationship between two quantities, determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph, and interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values with 70% accuracy in 3 out of 3 trials based on teacher-created assessments.IEP9.M.3.10
53
1KGiven a word problem, Student will independently determine which operation is to be used (+,-,x, /) with 100% accuracy on 4 out of 5 trials measured quarterlyIEP9.M.3.11
54
1LBy the end of the annual IEP, when given a linear equation in one variable (e.g. 2x + 12 = 5x) with whole numbers, Student will simplify and solve for the variable using visual or arithmetic strategies (e.g. equation mat with algebra tiles, algebraically with inverse operations) for (4 out of 5) linear equations, on (3 out of 4) progress monitoring assessments.IEP9.M.3.12
55
1MBy December, when given (5) linear equations with rational coefficients whose solutions involve using the distributive property and collecting like terms, Student will use inverse operations to isolate the variable correctly for 4 out of 5 problems with a 75% accuracy.IEP9.M.3.13
56
1NBy February, after a read-aloud of a grade-level informational text, when given a written claim about a shortened excerpt from the passage, Student will underline the citation in the excerpt that supports the claim, for (4 out of 5) claims, on (3 out of 4) progress monitoring assessments.IEP9.M.3.14
57
1OBy the end of the IEP, when given a one-variable linear inequality, Student will solve the inequality and plot the solution on a number line for 4 out of 5 inequalities.IEP9.M.3.15
58
1PBy the end of the IEP, when given 5-word problems with one variable, Student will write an equation or inequality to represent the word problem and solve for the value of the variable with 80% accuracy (i.e. 4 out of 5 problems correct) for 2 out of 3 problem sets.IEP9.M.3.16
59
1QBy December, given a graph of a linear function with several points plotted on the line and an input or output value from one of the plotted points, Student will determine and write the related input or output value by analyzing the graph (e.g., finding the point on the graph that relates to the given input/output value and determining the corresponding input/output value), for 4 out of 5 functions, on 3 out of 4 progress monitoring assessments.IEP9.M.3.17
60
1RGiven small group instruction and/or reteaching with a special educator, Student will become proficient at manipulating and solving single-variable linear equations and inequalities, as well as using linear expressions to model contextual situations. Success will be determined via weekly micro-assessments with an average score of 85% or higher.IEP9.M.3.18
61
1SBy the end of the IEP cycle, Student will be able to solve multi step equations with a rational number coefficient when provided with an anchor chart and a calculator with an accuracy of 80% or higher.IEP9.M.3.19
62
1TBy the end of the IEP year, when given a key word visual and read aloud support, Student will independently solve 12 real-world word problems at grade level involving all four operations with 90% accuracy as measured by a written assessment monthly.IEP9.M.3.20
63
1UStudent will continue to interpret and analyze linear models with 90% accuracy.IEP9.M.3.21
64
1VWhen given a monetary figure representing a monthly income and monthly expenses from her teacher, Student will be able to create a budget for that amount that follows the 20/30/50 Budget Rule (20% Savings/30% Wants/50% needs) by determining what 20%, 30%, & 50% of the total budget is, differentiating between wants and needs, sorting their expenses into the correct category, and determining which expenses to prioritize to create a balanced budget with at least 80% accuracy according to a teacher-created rubric over at least 3 trials.IEP9.M.3.22
65
1WBy the end of the IEP year, when given read aloud support and a calculator, Student will independently solve 7 multi-step problems at her instructional level involving all four operations with 80% accuracy as measured by a written assessment monthly.IEP9.M.3.23
66
1XUsing graphic organizers, a highlighter, a calculator, and think-aloud or role-play strategies, Student will apply the four operations by regrouping with irrational and rational numbers to real-life problems (i.e., shopping, driving, surveys) with 80% accuracy.IEP9.M.3.24
67
1YBy the end of the IEP year, when given 5 pairs of multi-digit whole numbers up to 1,000,000 in standard form, Student will write each in expanded form, read the number, and then compare each pair using >, =, and < correctly for 4 out of 5 numbers.IEP9.M.3.25
68
1ZBy March, given a single variable, multi-step linear equation with rational coefficients, Student will solve for the variable by using properties of operations (e.g., distributive property, inverse properties), for 4 out of 5 equations, on 3 out of 4 progress monitoring assessments.IEP9.M.3.26
69
1AAWith teacher modeling and examples, Student will solve computation and word problems containing grade level concepts integrated into the school curriculum with 80% accuracy as measured by curriculum assignments and assessments.IEP9.M.3.27
70
1BBGiven written steps and a teacher model, Student will solve a two-step linear equation in 4 out of 5 opportunities.IEP9.M.3.28
71
1CCBy May, when given 10 equations using positive and negative integers to represent quantities in a real-world context, Student will follow the rules for adding, subtracting, multiplying, or dividing positive and negative integers with 70% accuracy.IEP9.M.3.29
72
1DDBy the end of the IEP, when given problems with expressions and equations, Student will graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in a different way improving expressions and equations skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.IEP9.M.3.30
73
1EEBy the end of the IEP year, given problems at his instructional level, Student will be able to correctly solve addition and subtraction problems involving fractions with uncommon denominators, with at least 80% accuracy, as measured by curriculum based assessments.IEP9.M.3.31
74
1FFBy May, when given expressions and equations, Student will evaluate expressions and/or solve equations by following negative rules, inverse operations, order of operations, using the distributive property, and/or combining like terms with 70% accuracy.IEP9.M.3.32
75
1GGBy May, when given problems involving adding, and subtracting polynomials, Student will determine like terms, combine the coefficients, use the distributive property, and find the sum or difference of the polynomial correctly with 70% accuracy.IEP9.M.3.33
76
04ScienceIEP9.SCI.4
77
1AWhen provided with a Science text, Student will engage in scientific inquiry and demonstrate their comprehension by categorizing information in an organizer, determining the meaning of domain-specific words, and then providing a summary of the text.IEP9.SCI.4.1
78
1BStudent will identify and describe the physical processes that shaped particular landforms on Earth such as canyons, mesas, and deltas with 80% accuracy when given an assessment.IEP9.SCI.4.2
79
1CBy December, after reading a grade level science-related informational excerpt with two highlighted details about a scientific concept, Student will select the statement that describes the connection in the text to the larger scientific concept from a list of three multiple choice responses in 3 out 4 trials with an 80% accuracy.IEP9.SCI.4.3
80
1DGiven an assignment checklist and clearly stated instructions, Student will apply the accepted practices of science (following the scientific method, proper procedures, citation methods, etc) throughout classroom activities in 4 out of 5 opportunities.IEP9.SCI.4.4
81
1EBy January, when given a diagram of a plant (or animal),Student will be able to identify internal and external structures that are involved in growth (or interdependence, survival, behavior, reproduction) with 80% accuracy. They will be provided with a glossary of key vocabulary words.IEP9.SCI.4.5
82
1FGiven explicit instruction and a graphic organizer, Student will identify a scientific claim and support it with 3 pieces of scientific evidence in 4 out of 5 opportunities.IEP9.SCI.4.6
83
1GWith regard to topics currently being discussed in science class, Student will be able to identify at least 3 relevant changes that apply and at least 2 examples per change of how those changes impact the stability of organisms & systems either orally or in writing with at least 85% accuracy according to a teacher-created rubric.IEP9.SCI.4.7
84
1HBy the end of the IEP year, through regular practice, graphic organizers, and scaffolded support, Student will be able to state an appropriate conclusion when given background information and a scientific experiment, video, or orally read text on at least 3 out of 4 attempts.IEP9.SCI.4.8
85
05Social StudiesIEP9.SS.5
86
1AWhen provided with primary and secondary historical sources, Student will be able to define unknown words, identify aspects of a text that reveal an author's point of view, and provide an overall analysis grounded in textual evidence.IEP9.SS.5.1
87
1BBy the end of this IEP, Student will accurately describe who makes up the three branches of the United States Government. They will describe three examples of how each branch interacts with and checks the power of the other branches with 80 percent accuracy.IEP9.SS.5.2
88
1CBy December, When provided with a short (250-300 word), grade level informational passage connected to a social issue, Student will read the passage and answer both explicit and implicit questions about the passage with an 80% accuracy in 3 out 4 trials.IEP9.SS.5.3
89
1DGiven a specific prompt and guided notes, Student will display their understanding of how a variety of significant political events developed in 4/5 opportunities.IEP9.SS.5.4
90
1EBy the end of the IEP cycle, Student will be able to identify the central idea of a non-fiction, historical or current article, and provide three supporting details with 80% accuracy, when provided with a graphic organizer.IEP9.SS.5.5
91
92
93
94
95
96
97
98
99
100