How to use the ETR data to write the IEP

We use the ETR to:

1. Identify student strengths and needs

2. Determine instructional implications and progress monitoring 

3. Write high quality and compliant IEPs

4. Guide further instruction; regardless of eligibility

5. Evaluate what information needs to be included in order to help determine services when writing the IEP

The needs identified in the ETR can be addressed in the IEP as either goals or accommodations.  Goals allow the team to use data to track the student’s progress on how specially designed instruction or related services are meeting the need. An IEP must contain at least one goal.  Accommodations are other supports that the child needs to succeed.  While all areas of need must be discussed by the IEP team, it’s not always necessary to address each one of them in the IEP itself. The team needs to prioritize the needs based on many factors and data.

The IEP team must review the educational needs and instructional implications identified in the ETR.  The educational needs identify areas of weakness related to grade and age level expectations, while the instructional implications are recommendations for how the needs can be addressed. After the team has prioritized the educational needs for the current IEP the team will begin to explore the instructional implications.  The instructional implications are recommendations. It is up to the IEP team to determine how best to address the prioritized needs.  Oftentimes the ETR will recommend quite a few instructional implications. The IEP team is not obligated to provide all of them, but rather they are to review the list and determine which, if any, will appropriately address the prioritized educational needs in the current IEP.

Some of the needs will warrant a goal while others may be addressed through accommodations. The key here is whether or not there is a need for specially designed instruction or related services. Goals measure the progress of the outcome of specially designed instruction or related services.  Goals need to be monitored and progress reported at least as often as progress is reported for all students in the school setting. Progress on accommodations is not regularly reported, though they still need to be monitored to ensure they are being provided and available as written in the IEP and that they are having an impact on the child's success.