Final IEP

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Review Elli Smith’s Present Level of Academic Achievement and Functional Performance (PLAAFP) to complete your Final IEP assignment. To complete this assignment, fill in the Blank IEP provided (highlighted portions) as if this IEP meeting is occurring at the beginning of Elli’s 2nd grade year. Look for the instructions throughout the IEP and review the grading rubric for this assignment to make sure you complete all areas of the IEP.

You may use your course notes and textbook materials. Review the feedback from your IEP Goals in Module/Week 3 before completing this assignment. If these goals were approved, you can use this on this Final IEP assignment.

Previous IEP is attached

Feedback from previous IEP below

You have a good start with these goals, as you included each of the key elements. However, you need to review for clarity and conciseness. Each of these goals should be also edited for grammar.

For example, the first goal should be "When presented with 2nd grade spelling words, Elli will score a 55% or higher [although I would choose at least 70%] in 3 of 4 trials."

Do you see the difference? Please remember this for the final IEP assignment and email me with any questions.

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EDUC 521 FINAL IEP INSTRUCTIONS Review Elli Smith’s Present Level of Academic Achievement and Functional Performance (PLAAFP) to complete your Final IEP assignment. To complete this assignment, fill in the Blank IEP provided (highlighted portions) as if this IEP meeting is occurring at the beginning of Elli’s 2nd grade year. Look for the instructions throughout the IEP and review the grading rubric for this assignment to make sure you complete all areas of the IEP. You may use your course notes and textbook materials, but do not accept assistance from anyone in developing your Final IEP. Review the feedback from your IEP Goals in Module/Week 3 before completing this assignment. If these goals were approved, you can use this on this Final IEP assignment. Read the report carefully. You must base your responses for the Final IEP on the information provided. Submit the Final IEP via LiveText by 11:59 p.m. (ET) on Friday of Module/Week 8. EDUC 521 ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM Complete the Cover Page: Student’s Name: Elli Smith Date of IEP meeting: (Use todays’ date) Most recent evaluation date: (Use today’s date) IEP Teacher/Manager (Your Name): Grade: 2 Disability: The IEP annual review must occur before: Next re-evaluation must occur before: School: Liberty Elementary School The Individualized Education Plan (IEP) that accompanies this document is meant to support the positive process and team approach. The IEP is a working document that outlines the student’s vision for the future, strengths, and needs. The IEP is not written in isolation. The intent of an IEP is to bring together a team of people who understand and support the student in order to come to a consensus on a plan and appropriate and effective education for the student. No two teams are alike, and each team will arrive at different answers, ideas, supports, and services to address the student’s unique needs. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan. Participants Involved The list below indicates that the individual participated in the development of this IEP and the placement decision; it does not authorize consent. Parent consent is indicated on the “Prior Notice” page. Include all participants that are required by IDEA to attend an IEP meeting. Note: You can make up the names of the participants but the position must reflect the required participant positions according to IDEA. Name of Participant Position Page 1 of 10 EDUC 521 ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM Factors for IEP Team Consideration During the IEP meeting, the following factors must be considered by the IEP team. Best practice suggests that the IEP team documents that the factors were considered and any decision made relative to each. The factors are addressed in other sections of the IEP if not documented on this page (for example see PLAAFP). 1. Results of the initial or most recent evaluation of the student: According to psychological evaluation, Elli demonstrates overall ability in the average range. She demonstrates substantially less well developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. According to an achievement assessment, Elli demonstrates average oral language skills, mathematics, and written expression in the low average range with significant deficits in reading in the borderline to deficient range. According to speech language evaluation, Elli demonstrates weaknesses in phonological awareness and auditory cohesion, as well as in pragmatic skills. 2. The strengths of the student: Math: is very good at adding and subtracting and has caught on well to the strategies she has been taught. 3. The academic, developmental, and functional needs of the student: Please refer to the Present Level of Academic and Functional Performance. 4. The concerns of the parent(s) for enhancing the education of his/her child: Parents indicate concerns with reading skills and difficulty with frustration, attention, and adaptive skills weaknesses. These are the concerns reported by the parents. The listing of these concerns in the IEP does not mean that the concerns are shared by the school division. To the extent the parent concerns are shared by the school division, they have been addressed in the IEP. 5. The communication needs of the student: Elli’s speech and receptive/expressive language skills are considered to be within the average range. 6. The student’s need for benchmarks or short-term objectives: Short-term objectives and benchmarks are not required. 7. Whether the student requires Assistive Technology devices and services: The IEP team has determined that Elli does not require Assistive Technology supports and/or services. Page 2 of 10 EDUC 521 8. In the case of a student whose behavior impedes his/her learning or that of others, consider the use of positive behavioral interventions, strategies, and supports to address that behavior: Elli does not display behaviors that have been determined to be related to her identified disability that impact her learning or that of others. 9. In the case of a student with limited English proficiency, consider the language needs of the student as those needs relate to the student’s IEP: Elli is not a student with limited English proficiency. 10. In the case of a student who is blind or is visually impaired, provide for instruction in Braille and the use of Braille, unless the IEP team determines after an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media, including an evaluation of the student’s future needs for instruction in Braille or the use of Braille, that instruction in Braille or the use of Braille is not appropriate for the student. When considering that Braille is not appropriate for the child, the IEP team may use the Functional Vision and Learning Media Assessment for Students who are Pre-Academic or Academic and Visually Impaired in Grades K-12 (FVLMA) or similar instrument; and Elli is not a student with a visual impairment. 11. In the case of a student who is deaf or hard of hearing, consider the student’s language and communication needs, opportunities for direct communications with peers and professional personnel in the student’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode. The IEP team may use the Virginia Communication Plan when considering the student's language and communication needs and supports that may be needed. Elli is not deaf and is not a student with a hearing impairment 12. Extended School Year (ESY) Elli’s IEP team determined that ESY services are not warranted. Page 3 of 10 EDUC 521 ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM Present Level of Academic Achievement and Functional Performance (PLAAFP) Student Name__________________________________________________________ Date____/____/____ Page ___of___ 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, must be self-explanatory or an explanation must be included, and the Present Level of Academic Achievement and Functional Performance must be written in objective, measurable terms, to the extent possible. There must 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 a 7.8 year old girl currently in the 2nd grade. Elli was found eligible for service for Specific Learning Disability. According to psychological evaluation, Elli demonstrates an overall ability in the average range. She demonstrates substantially less well 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 primmer 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 Reading Spelling Written language Page 4 of 10 EDUC 521 Effect of Disability on Student Elli demonstrates substantially less well 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. Academic Performance Wechsler Individual Achievement Test- Third Edition (WIAT-III) Subtests with age-based scores: Listening Comprehension 90, Early Reading Skills 92, Reading Comprehension 79, 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 Oral Reading Rate 78, 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, Total Reading 69 Low, Basic Reading 75 Below 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; appears to love Art and Library and works well with other students. Page 5 of 10 EDUC 521 ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP) Measurable Annual Goals, Progress Report Use the Present Level of Academic Achievement and Functional Performance (PLAAFP) example of Elli to write 3 standard based goals. These goals can be the same as the goals developed in the IEP Goals assignment during week/module 3 if they were approved. You must include all goal components. 1. 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:____________________________________ 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:____________________________________ Page 6 of 10 EDUC 521 ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP) Accommodations/Modifications Accommodations/modifications provided as part of the instructional and testing/assessment process will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/modifications also provide access to nonacademic and extracurricular activities and educationally-related settings. Accommodations/modifications based solely on the potential to enhance performance beyond providing equal access are inappropriate. Accommodations may be in, but are not limited to, the areas of time, scheduling, setting, presentation, and response. The impact of any modifications listed must be discussed. ACCOMMODATIONS/MODIFICATIONS List a minimum of 5 accommodations/modifications that are appropriate for Elli based on her PLAAFP. Accommodation(s)/ Modification(s) Frequency Location (name of school ) Instructional Setting Duration m/d/y to m/d/y ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP) Participation in the State and Division-wide Accountability/Assessment System Check the assessment(s) chosen for the student’s participation in Virginia’s accountability system. (Check if Elli will participate in Virginia’s SOL State Assessments or if she will need an alternative assessment of VAAP when she takes the state assessment in 3rd grade. You should be able to determine this through your textbook readings and course presentations.) Identify the Correct State Assessment: ❑ Standards of Learning (SOL) Assessments  Reading  Math  Science  History/Social Science  Writing ❑ Alternative State Approved Substitute: Virginia Alternative Assessment Program (VAAP) Page 7 of 10 EDUC 521 ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP) Services – Least Restrictive Environment – Placement Least Restrictive Environment (LRE) When discussing the least restrictive environment and placement options, the following must be considered: • To the maximum extent appropriate, the student is educated with children without disabilities. • Special classes, separate schooling, or other removal of the student from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. • The student’s placement should be as close as possible to the child’s home and unless the IEP of the student with a disability requires some other arrangement, the student is educated in the school that he/she would attend if he or she did not have a disability. • In selecting the LRE, consideration is given to any potential harmful effect on the student or on the quality of services that he/she needs. • The student with a disability shall be served in a program with age-appropriate peers unless it can be shown that for a particular student with a disability, the alternative placement is appropriate as documented by the IEP. ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP) Free Appropriate Public Education (FAPE) When discussing FAPE for this student, it is important for the IEP team to remember that FAPE may include, as appropriate: • • • • Educational Programs and Services Proper Functioning of Hearing Aids Assistive Technology Transportation • Nonacademic and Extracurricular Services and Activities • Physical Education • Extended School Year Services • Length of School Day Page 8 of 10 EDUC 521 ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP) Special Education Services Identify the service(s), including frequency, duration, and location that will be provided to or on behalf of the student in order for the student to receive free appropriate public education. These services are the special education services and as necessary, the related services, supplementary aids and services based on peer-reviewed research to the extent practicable, assistive technology, and extended school year services. The student will receive services that will address area(s) of need as identified by the IEP team. Complete the Service Page Table: Special Education Service(s) Frequency Location (name of school) Instructional Setting Duration m/d/y to m/d/y Effect of Disability on the Student Elli demonstrates substantially less well 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. Placement Decision Based upon identified services and the consideration of Least Restrictive Environment (LRE) and placement continuum options, describe in the space below the placement decision. This explanation of the placement decision should reflect the services outlined in the Service Page. Additionally, summarize the discussions and decision around LRE and placement. This must include an explanation of why the student will not be participating with students without disabilities in the general education class(es), programs, and activities. Explanation of Placement Decision: This section must narratively explain the services outlined in the Service Page Table. Page 9 of 10 EDUC 521 ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP) Services – Least Restrictive Environment – Placement Continued No single model for the delivery of services to any population or category of children with disabilities is acceptable for meeting the requirement for a continuum of alternative placements. All placement decisions shall be based on the individual needs of each student. The team may consider placement options in conjunction with discussing any needed supplementary aids and services, accommodations/modifications, assistive technology, and supports for school personnel. In considering the placement continuum options, check those the team discussed. Placement Continuum Options Considered (check all that have been considered): Check the services considered in the LRE placement. Review LRE as these services should be reasonable considerations based on Elli’s PLAAFP. ___ general education class(es) (general education classroom, inclusion, co-teaching) ___ special class(es) (resource, self-contained) ___ special education day school ___ state special education program / school ___ residential facility ___ home-based ___ hospital ___ other (describe): Page 10 of 10 English Standards of Learning for Virginia Public Schools - January 2010 Grade Two Reading continues to be a priority in second grade. The student will be immersed in an environment filled with fiction and nonfiction texts, which relate to all areas of the curriculum and interest. The student will expand vocabulary by speaking and listening effectively in classroom discussions, use a combination of strategies when reading, and read familiar selections with fluency and expression. The student will learn comprehension strategies for fiction and nonfiction texts. The student will be asked to identify main ideas, to make and confirm predictions, and to formulate questions about learning in all subjects, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and social science. The student will write stories, letters, and simple explanations; apply simple grammatical principles to writing; and locate information in reference materials. Oral Language 2.1 The student will demonstrate an understanding of oral language structure. a) Create oral stories to share with others. b) Create and participate in oral dramatic activities. c) Use correct verb tenses in oral communication. d) Use increasingly complex sentence structures in oral communication. e) Begin to self-correct errors in language use. 2.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. b) Use words that reflect a growing range of interests and knowledge. c) Clarify and explain words and ideas orally. d) Identify and use synonyms and antonyms. e) Use vocabulary from other content areas. 2.3 The student will use oral communication skills. a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond. b) Share stories or information orally with an audience. c) Participate as a contributor and leader in a group. d) Retell information shared by others. e) Follow three- and four-step directions. f) Give three- and four-step directions. 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. a) Count phonemes (sounds) within one-syllable words. b) Blend sounds to make one-syllable words. c) Segment one-syllable words into individual speech sounds (phonemes). d) Add or delete phonemes (sounds) to make words. e) Blend and segment multisyllabic words at the syllable level. 1 English Standards of Learning for Virginia Public Schools - January 2010 Reading 2.5 The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. c) Decode regular multisyllabic words. 2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure. c) Use knowledge of story structure and sequence. d) Reread and self-correct. 2.7 The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of prefixes and suffixes. c) Use knowledge of antonyms and synonyms. d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. e) Use vocabulary from other content areas. 2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read. d) Locate information to answer questions. e) Describe characters, setting, and important events in fiction and poetry. f) Identify the problem and solution. g) Identify the main idea. h) Summarize stories and events with beginning, middle, and end in the correct sequence. i) Draw conclusions based on the text. j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression. 2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. c) Use prior and background knowledge as context for new learning. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions. g) Identify the main idea. h) Read and reread familiar passages with fluency, accuracy, and meaningful expression. 2 English Standards of Learning for Virginia Public Schools - January 2010 2.10 The student will demonstrate comprehension of information in reference materials. a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices. d) Use online resources. Writing 2.11 The student will maintain legible printing and begin to make the transition to cursive. 2.12 The student will write stories, letters, and simple explanations. a) Generate ideas before writing. b) Organize writing to include a beginning, middle, and end for narrative and expository writing. c) Expand writing to include descriptive detail. d) Revise writing for clarity. 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences. c) Capitalize all proper nouns and the word I. d) Use singular and plural nouns and pronouns. e) Use apostrophes in contractions and possessives. f) Use contractions and singular possessives. g) Use knowledge of simple abbreviations. h) Use correct spelling for commonly used sight words, including compound words and regular plurals. i) Use commas in the salutation and closing of a letter. j) Use verbs and adjectives correctly in sentences. 2.14 The student will use available technology for reading and writing. 3 Standardized Rubric EDUC 521: Final IEP Assignment (105 points total) Criteria Content 70% IEP Cover Sheet/ Demographics IEP Annual Goal #1: Components IEP Annual Goals #1 are Measurable/ Observable Levels of Achievement Advanced 5 points Apply knowledge of categories in the Cover Page for completeness, including the appropriate disability category, evaluation dates, etc. 10 points Analyze goal for all 5 components: audience, behavior, criterion, demonstration of performance, and connection to SOL. 5 points Evaluate goal for measurability and observability IEP Annual Goal #2: Components 10 points EP Annual Goal #2: Measurable/ Observable 5 points IEP Annual Goal #3: Components 10 points Analyze goal for all 5 components: audience, behavior, criterion, demonstration of performance, and connection to SOL. Evaluate goal for measurability and observability Proficient 4 points The Cover Page is mostly complete, with 1–2 items left blank or 1–2 items incorrectly answered. 9 points The plan has 4 out of 5 goal components. 4 points The goal is observable but only partially measurable. 9 points The plan has 4 out of 5 goal components. 4 points The goal is observable but only partially measurable. 9 points Developing 3 to 1 points The Cover Page is partially complete, with 3–4 items left blank or 3–4 items incorrectly answered. 8 to 1 points The plan has 3 out of 5 goal components. 3 to 1 points The goal is either measurable or observable. 8 to 1 points The plan has 3 out of 5 goal components. 3 to 1 points The goal is either measurable or observable. 8 to 1 points Not present 0 points The Cover Page is not addressed, or 5 or more items are incorrectly answered. 0 points The plan has fewer than 3 goal components. 0 points The goal is neither measurable nor observable. 0 points The plan has fewer than 3 goal components. 0 points The goal is neither measurable nor observable. 0 points Analyze goal for all 5 components: audience, behavior, criterion, demonstration of performance, and connection to SOL. IEP Annual Goal #3: Measurable/ Observable 5 points IEP Services: Service Page Table 5 points IEP Services: Explanation of Placement Decision and Placement Continuum IEP Accommodations/Modi fications IEP State Assessments Evaluate goal for measurability and observability The plan has 4 out of 5 goal components. 4 points The goal is observable but only partially measurable. 4 points The Service Page Table is complete but contains 1–2 errors within the table. The plan has 3 out of 5 goal components. 3 to 1 points The goal is either measurable or observable. 3 to 1 points The Service Page Table is complete but contains 3–4 errors within the table. The plan has fewer than 3 goal components. 0 points The goal is neither measurable nor observable. 0 points Apply knowledge of services to make sure the Service Page Table is complete and contains reasonable services in the least restrictive environment. 5 points 4 points 3 to 1 points The Service Page Table is not addressed or the service page contains more than 5 errors within the table. 0 points Analyze The Explanation of Placement Decision and the Placement Continuum to make sure they are correctly aligned with the Service Page Table. 10 points Either the Explanation of Placement Decision or the Placement Continuum is loosely aligned with the Service Page Table. 9 points Either the Explanation of Placement Decision or the Placement Continuum is incorrectly aligned with the Service Page Table. 8 to 1 points Both the Explanation of Placement Decision and the Placement Continuum are incorrect or not addressed. 0 points Apply knowledge of Accommodations/modification s to make sure they are reasonably chosen and are appropriate to the annual goals and strengths and weaknesses of the student; the dates reflect the annual dates noted on the Cover Page. Accommodations/modifications are reasonably chosen, but there are 1–2 errors within the Accommodations table; errors include dates that do not reflect the IEP dates on the Cover Page. There are only 4 accommodations listed. Accommodations/modifications are present, and there are 3–4 errors within the Accommodations table; errors include dates that do not reflect the IEP dates on the Cover Page. There are only 3 accommodations listed. 4 points 3 points 2 to 1 points Accommodations /modifications are not present, and/or the accommodations/ modifications contain more than 5 errors within the Accommodations table; errors include dates that do not reflect the IEP dates on the Cover Page. There are fewer than 3 accommodations listed. 0 points Apply knowledge of assessments to correctly address the appropriate State Assessments State assessments show both the general and alternative assessment being taken. State assessments are incorrectly addressed. State assessments are not addressed. Advanced Proficient Developing Not present Structure 30% Correct spelling, grammar, and capitalization are used. The writing is organized, complete, and thorough. APA guidelines are closely followed All components create a logical and cohesive flow throughout the paper 11 to 10 points Correct spelling, grammar, and capitalization is applied throughout. 5 points Apply knowledge of writing organization and completeness throughout. 9 to 8 points There are 1–2 spelling/grammatical/ capitalization errors. 4 points There is one missing or incomplete section in the IEP. 7 to 1 points The writing contains 3–4 spelling/grammar/ capitalization errors. 3 to 1 points There are 2-3 missing or incomplete sections in the IEP. 0 points The writing contains 5 or more spelling/grammar/ capitalization errors. 0 points There are more than 3 incomplete or missing sections in the IEP. 5 points 4 points 3 to 1 points 0 points APA guidelines are closely followed and applied where needed (title page, citations if used, Reference page if citations were used). One of the APA guidelines or requirements was not followed (i.e. title page) Two of the needed APA guidelines were not followed. 10 points 9 points 8 to 1 points There are three or more APA guidelines that were not followed (i.e. no title page, no Reference page if a citation was used, incorrect use of citation). 0 points Apply knowledge of written flow in writing to make sure each section clearly addresses the category, especially in the LRE explanation table. One component was written without flow or clear understanding. Two components were written without flow or clear understanding. Three or more components written without flow or clear understanding. Running head: IEP GOAL 1 IEP Goals Name Liberty University IEP GOAL 2 IEP GOALS TEMPLATE Elementary Individualized Education Program (IEP) Measurable Annual Goals, Progress Report Directions: Use this template to complete the Module/Week 3 Writing Goals Assignment. 1. MEASURABLE ANNUAL GOAL: GOAL: #1 Offered direct instructions, Eli will have a journal in which she will be writing some at least 150 words per day all through her 2nd-grade class. This is to improve her writing and spelling skills. She will be entitled to involve a set of vocabulary to enhance her vocabulary grasp. This will increase her spelling by 20 percent from the prior assessment of 35 percent, from checkpoint which is done quarterly in every year. Write the SOL number related to this goal: Reading 2.8 How will progress toward these annual goals be measured? (Check all that apply) ____ Classroom Participation ____ Checklist __X__ Classwork __X__ Homework _X___ Observation __X__ Special Projects ____ Tests and Quizzes ____ Written Reports ____ Criterion-referenced test:_____________________ ____ Norm-referenced test: _______________________ ____Other:____________________________________ 2. MEASURABLE ANNUAL GOAL: GOAL: #2 With the direct instructions regarding the sound-symbol relationship, Eli will name both the short and long vowel, all consonants in isolation. Eli will also use the lending skills of sounds to decode a word that is 3 or 4 letters with an accuracy of 85 percent as measured by the progress of the assignments that are done weekly Write the SOL number related to this goal: 2.9 How will progress toward these annual goals be measured? (Check all that apply) __X_ Classroom Participation ____ Checklist __X__ Classwork ____ Homework __X__ Observation ____ Special Projects ____ Tests and Quizzes ____ Written Reports ____ Criterion-referenced test:_____________________ ____ Norm-referenced test: _______________________ ____Other:____________________________________ 3. MEASURABLE ANNUAL GOAL: GOAL: #3 With the aim of measuring the understanding of Elli on reading stories, Eli will be entitled to mapping every story read. With instructions, to work to achieve her goals on enriching her reading skills by mastering at least 80 percent of the state standards that will be assessed by the PACT standards on the 2nd grade. This will result in an increase of 25 percent in the testings scores of the previous years' testing scores. The mapping of the story will be done within the curriculum. The story mapping of Elli should depict an increase by 35 percent in bother retention and understanding of various stories. Write the SOL number related to this goal: 2.8 How will progress toward these annual goals be measured? (Check all that apply) IEP GOAL X_ ClassroomParticipation ____ Checklist _X_ Classwork ____ Homework 3 __X_ Observation __X_Special Projects __X_ Tests and Quizzes ___Written Reports __X__ Criterion-referenced test:_____________________ ____ Norm-referenced test: _______________________ ____Other:____________________________________
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