INDIVIDUALIZED EDUCATION PROGRAM
HOW WOULD YOU LIKE YOUR POINTS FOR THIS ACTIVITY (SELECT 1)5 point assignmentReplace lowest weekly assignmentAdd two points to QUIZAdd two points to Work sample analysisDeveloping your IEP goals:StepDirectionsYOUR RESPONSEResources to refer toSTEP 1: Organize the needs in your PLAAFPList all the specific needs by outcome area.Reading:--recognize and define academic vocabulary-use preview strategies-increase comprehension strategies in order to make inferencesWriting:Math:Functional Behavior:YOUR revised PLAAFPSTEP 2: Grade Level ExpectationsReview all of the grade level expectations that you described for each outcome area in your PLAAFPFor each area, what are the most pertinent CCSS you are going to align (in the IEP you will select at least one aligned standard for each grade level for EACH goal—you may select more than one CCSS for each outcome area depending on the needs of your PLAAFP)Although you have summarized this in your PLAAFP, you will COPY AND PASTE SPECIFIC CCSS that you are aligning in the IEP document (you want to select the most pertinent standards)(Cut and Paste)Reading CCSS:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Writing CCSSMath CCSSSCCSS websiteP.28 of “Aligning CCSS)STEP 3: Develop a goal for each areaBased on the standards selected, you will need to decide what the student can do in one year to move towards (and if applicable) meet the standardSMART GOALSReadingBy the end of the IEP year (April 2018), when given a text at instructional level, the student will apply comprehension strategies to determine explicit and implicit meaning in 3 out of 4 opportunities.WritingMathFunctional Behavior“How to tell if your IEP goals are smart”IEP goal bank STEP 4: ObjectivesConsider what the student needs to do to move towards the goalWhat are the DIFFERENT objectives than what would be targeted in general educationReading-By the end of the first reporting period, when given a grade level text (e.g., textbook, novel, article) student will independently preview for titles, headings, and captions to identify existing background knowledge (non-fiction) or make a prediction (fiction) in 4 out of 5 opportunities as measured by teacher observation.-By the end of reporting period 2, when given a text at instructional level, student will circle unfamiliar words in text use context clues to determine the word in 3 out of 5 opportunities as measured by teacher observation and curriculum-based measurement.-By the end of reporting period 3, when given a reading assignment at instructional level, student will use a graphic organizer to organize prior knowledge as it relates to text evidence for 3 details in 3 out of 4 opportunities as measured by student work samples-By the end of reporting period 4, when given a text at instructional level, the student will use text evidence to draw appropriate conclusions or inferences in 3 out of 5 opportunities. Writing MathWriting measurable objectives documentStep 5: MeasurementWhat is the best way to measure the IEP goal?Make sure your assessment can accurately measure your goalsReading -Teacher observations, student work samples, and GRADE diagnosticWritingMathFunctional Performance-Review materials on your standardized assessments, CBM, work samples, observational dataStep 6: Add goals and objectives into IEP documentAfter you receive feedback on this outline, upload your goals and objectives into the IEP document (see subsequent page for example)Student’s Name: INDIVIDUALIZED EDUCATION PROGRAM ANNUAL GOAL16. STANDARD(S) lCite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.MEASURABLE ANNUAL GOAL l18. How will progress toward the annual goal be measured?Teacher observations, student work samples, and GRADE diagnostic19. BENCHMARKS / SHORT-TERM OBJECTIVES l-By the end of the first reporting period, when given a grade level text (e.g., textbook, novel, article) student will independently preview for titles, headings, and captions and make a relevant prediction as measured by teacher observation.-By the end of reporting period 2, when given a text at instructional level, student will circle unfamiliar words in text use context clues to determine the word in 3 out of 5 opportunities as measured by teacher observation and curriculum-based measurement.-By the end of reporting period 3, when given a reading assignment at instructional level, student will use a graphic organizer to organize ideas to identify the main idea and at least 3 supporting details.-By the end of reporting period 4, when given a text at instructional level, the student will use text evidence to draw appropriate conclusions or inferences in 3 out of 5 opportunities. ................
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