Liberty EDSP524 IEP Goals and Accommodations Assignment Latest 2021 May

EDSP524 Collaborating for Successful Inclusive Classrooms

IEP Goals and Accommodations Assignment

OVERVIEW

The IEPproject is a three-part assignment that involves (a) drafting IEP goals and associated accommodations given a student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP), (b) developing the IEP, and (c) reflecting on the development of an IEP and IEP meetings for a student with a disability an IEP and IEP meetings for a student with a disability.  The IEP: Goals and Accommodations Assignment is the first part of the overall project.

INSTRUCTIONS

Step A:You will draftfour goals for a Standards-Based Individualized Education Program (IEP) based on the Present Levels of Academic Achievement and Functional Performance (PLAAFP)for a student with a learning disability. You willdraftfourmeasurable annual goals (2 for reading, 2 for math) for Bryan.

When writing Bryan’s goals, be sure to include:

(a)          The student’s name

(b)          The condition under which the behavior will be performed

(c)           The specificobservable behavior to be performed

(d)          The criterion to which the level of performance at the goal will be achieved

(e)          The target date/timeline for goal attainment.

Because this is a Standards-Based IEP, Bryan’s goals must be aligned with the state (Virginia) grade-level Standard of Learning (SOLs). Only one SOL should be noted for each goal. Both the identifying letters/numbers and the full text of the standards should be included.

 See Week 1 Announcement

English goals should be selected from the Writing Strand of the English SOL’s.

Mathematics goals should be selected from the Computation and Estimation Strand of the Mathematics SOL’s.

Example Measurable Annual Goal

English Goal: Given a 6th-grade fictional text and a graphic organizer, Bryan will identify the setting, characters, plot, conflict, and theme, with 4 out of 5 elements of narrative structure correct by the next annual review.

VA SOL: English 6.5: The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.

(f) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.

Step B: Identify appropriate accommodations to assist the student in meeting the annual measurable goals. Note that accommodations do not change what a student learns, but how they learn, or how they access the curriculum. Carefully review Bryan’s PLAAFP (Appendix A) and course resources on accommodations to determine how Bryan should be accommodated in his goal attainment. Note, “accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response including assistive technology and/or accessible materials” (VDOE Sample IEP).

QUESTIONS AND ANSWERS

Question: How do I open and use the template for this assignment?  

Answer: The IEP: Goals and Accommodations Template is a Word document provided with this assignment.  You will need to download it to your computer and open it with Microsoft Word to add your content.  

Question: Where can I find the Virginia Standards of Learning (SOLs)?  

Answer: The Virginia SOLs can be accessed using the link provided with this assignment. You will need to click the desired subject areas on the right-hand side of the webpage.  

Question: I don’t live in Virginia; may I use my state’s standards of learning?  

Answer: No. The SOLs for Virginia are required for this assignment.  

Question: How do I submit the IEP: Goals and Accommodations Assignment?  

Answer: You should download the template, complete the template, and save the document with your name in the filename.  In Canvas, navigate to the IEP: Goals and Accommodations Assignment, attach/upload the saved document, and submit.  

Question: I have read the assignment instructions, but I cannot find Bryan’s Present Levels of Academic Achievement and Functional Performance (PLAAFP)?  

Answer: Bryan’s profile is located in the Appendix A:  Individualized Education Program (IEP) Student Profile document. 

Question: Should objectives be written on achievement level or grade level?  

Answer: The goals should focus on meeting grade level standards skills, but tailored to the student’s current level of achievement to ensure the leap is not too high. So for example, a 4th grader reading on a 1st-grade level would not necessarily be expected to read on a 4th-grade level in one year, but would be expected to demonstrate 4th grade standards such as determining the cause and effect in a passage in which the student can read independently (e.g., 1st-grade level), or, in a passage read aloud or in an audiobook at the 4th-grade level. 

Question: I have never written aIEP Goal.  What do I do first?

I suggest the format presented in Hedin &DeSpain (2018) article: condition, learner, behavior, criteria, and target date.

Use this tool to facilitate your objectives.

Condition            Learner                Behavior              Criteria Timeline

Model: By the next IEP review, when given ten instructional level multi-stepped math problems, Bryan will solve by using pencil and paper the correct answer with 80% accuracy in 2 out of 3 trials using a curriculum-based measurement.

Condition            Learner                Behavior              Criteria Timeline

•             ten instructional level multi-stepped math problems

•             using pencil and paper   Bryan    solve     with 80%accuracy in 2 out of 3 trials         By the next IEP review

When given 10 multi-step math problems on instructional level and a pictorial model, Bryan will solve with 80% accuracy in three out of five trials by the end of the school year. 

Question: For Standard 6.13:The student will solve one-step linear equations in one variable, including practical problems that require the solution of a one-step linear equation in one variable, is the following objective okay? 

The student will solveone-step linear equations in one variable, including practical problems that require the solution of a one-step linear equation in one variable.

Answer: You are on the right track here.  However, you need to include all 5 parts of the IEP objective as listed in Hedin and DeSpain (2018).  This objective includes two of the 5 required parts.

Condition            Learner                Behavior              Criteria Timeline

•             one-step linear equations in one variable, including practical problems   Bryan    Solve                    

Suggestion:

______condition________, learner, ______behavior__________, ____criteria_____, by ____target date______.

Given math checklist and one-step linear equations in one variable including practical problems on instructional level, Bryan will solve using a one-step linear equation with one variable with 80% accuracy in three out of five trials.