# Iep goals 521 | Education homework help

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IEP Goals Sample

Elementary Individualized Education Program (IEP)

Measureable Annual Goals, Progress Report

Directions: Use this sample as a guide for all of the key elements of a correctly written goal. This sample will help you with the IEP Goals assignment and the Final IEP assignment. This sample should not be replicated within your IEP Goals assignment or Final IEP assignment.

1. MEASURABLE   ANNUAL GOAL:

GOAL:  By the next annual   review [remember this is a full   calendar year], when given a reading at the 2nd grade level [always   be specific about the grade/level of words/reading/problem], Elli   [always include the student’s name] will correctly answer 80% [include   the percentage of accuracy] or higher on an assessment of reading   comprehension in 4 of 5 trials [always include the number of trials, as   one assessment can look very different from an average of assessments].

Write the SOL number related to this goal: Refer to the English Standards of Learning

How will progress toward these annual goals be measured?   (Check all that apply)

____ Classroom   Participation

____ Checklist

____ Class work

____ Homework

____ Observation

____ Special Projects

____ Tests and Quizzes

____ Written Reports

____ Criterion-referenced test:_____________________

____ Norm-referenced   test: _______________________

____Other:____________________________________

2.  MEASURABLE ANNUAL GOAL:

GOAL:

Write the SOL number related to this goal:

How will progress toward these annual goals be measured?   (Check all that apply)

____ Classroom   Participation

____ Checklist

____ Class work

____ Homework

____ Observation

____ Special Projects

____ Tests and Quizzes

____ Written Reports

____ Criterion-referenced test:_____________________

____ Norm-referenced   test: _______________________

____Other:____________________________________

3. MEASURABLE ANNUAL GOAL:

GOAL:

Write the SOL number related to this goal:

How will progress toward these annual goals be measured?   (Check all that apply)

____ Classroom   Participation

____ Checklist

____ Class work

____ Homework

____ Observation

____ Special Projects

____ Tests and Quizzes

____ Written Reports

____ Criterion-referenced test:_____________________

____ Norm-referenced   test: _______________________

____Other:____________________________________

Present Level of Academic Achievement and Functional Performance (PLAAFP)

The Present Level of Academic Achievement and Functional Performance summarizes the results of assessments that identify the student’s interests, preferences, strengths, and areas of need. It also describes the effect of the student’s disability on his/her involvement and progress in the general education curriculum, and for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, math, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior, and personal management. Test scores, if included, should be self-explanatory or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should be written in objective, measurable terms, to the extent possible. There should be a direct relationship among the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP.

Student’s Strengths, Preferences, and Interests

Elli Smith is an 8-year-old girl currently in the 2nd grade. Elli was found eligible for service for Specific Learning Disability. Elli also has asthma and needs access to her inhaler, as well as regular check-ins with the school nurse.

According to the psychological evaluation, Elli demonstrates an overall ability in the average range. She demonstrates substantially less developed long-term retrieval associative memory and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in the aspect of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), might make the acquisition of reading difficult. Also, the spelling of unfamiliar words might also prove to be a challenging task. Elli’s social functioning, as assessed through rating scales, teacher interviews, and direct observation appears to be a challenging area. According to achievement assessment, Elli demonstrates average oral language skills, mathematics and written expression in the low average range with significant deficient range. Teacher reports indicate that Elli demonstrates an independent reading level of pre-primer 1. Her auditory comprehension is very good, but her word attack is very poor. She has received PALS remediation and Title I supports for reading for a period of 6 months and has made very minimal progress despite supplemental instruction interventions targeting her identified areas of deficit.

Student’s Areas of Need (Deficits that Require Supports)

Elli’s areas of need resulting from her disability related deficits include:

Decoding

Spelling

Written language

Prolonged or moderate/heavy physical activity (Asthma)

Effect of Disability on Student

Elli demonstrates substantially less developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in aspects of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), makes the acquisition of reading difficult as well as the spelling of unfamiliar words.

Wechsler Individual Achievement Test – Third Edition (WIAT–III)

Subtests with age-based scores:

Math Problem Solving 80, Alphabet Writing Fluency 96, Sentence Composition 90

Word Reading 72, Pseudoword Decoding 77, Numerical Operations 93

Oral Expression 95, Oral Reading Fluency 63, Spelling 80, Math Fluency – Addition 83, Math Fluency – Subtraction 89, Oral Reading Accuracy 61

Listening Comprehension

Receptive Vocabulary 81 Below Average

Oral Discourse Comprehension 103 Average

Sentence Composition

Sentence Combing 98 Average, Sentence Building 84 Below Average

Oral Expression

Expressive Vocabulary 85 Average, Oral Word Fluency 107 Average

Sentence Repetition 97 Average, Oral Language 91 Average

Written Expression 85 Average

Mathematics 85 Average, Math Fluency 86 Average

Total Achievement 82 Below Average

Teacher Educational Information

Reading instructional level (1st); independent level (Readiness); Elli’s comprehension is good as long as it is tested orally. She can recall story elements and information when the story is read to her. Her word attack skills are extremely limited. She knows sounds when they are isolated but has difficulty putting the sounds together. Her retention of words (sight words) is very weak. She is currently receiving Title 1 and Pals Remediation, but she has made very little growth. Language instructional level (below grade level); She has memorized certain sentence structures and adapts it to the current topic. Elli is an excellent speller, but she cannot read the words she is spelling. She memorizes the spelling features. Math: She is very good at adding and subtracting and has caught on well to the strategies she has been taught. She does a great job deciding which operation should be used and then working out a word problem. Social Studies and Science: Elli does very well in both classes. Movement Ed.: She follows directions and does all activities; seems to get along with everyone during class and seems to enjoy PE. She does need access to her inhaler during PE and recess, as well as regular check-ins with the school nurse. She appears to love Art and Library and works well with other students.

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