Measuring IEP Goals

Details:

Review the "Case Study and IEP Goals: Steven" to inform this assignment.

Part 1: Action Plan

Create a 250-500 word action plan to measure the goals established within the "Case Study and IEP Goals: Steven." Within your plan, be sure to address collaboration. Specifically, who would you need to collaborate with? How will you ensure you are receiving needed information from these professionals in order to measure the established goals?

Part 2: Graphic Organizer

Once you have created a plan, design a graphic organizer to use in aiding your plan in meeting the goals established.

Submit your plan and graphic organizer as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Case Study and IEP Goals: Steven

Steven is a 7th grade student with a musculoskeletal disorder and an intellectual disability. He participates in the self-contained classroom for 85% of the day and works with a paraprofessional when he participates in the inclusion classroom for 15% of the day. He receives physical and occupational therapy for a half hour each week.

Steven is significantly below grade level in all academic areas. He requires a lot of 1:1 support to complete assignments. His current goals focus on preparing him to be more independent and social for high school. Steven enjoys his time in the inclusion classroom because he is able to interact with more students. He is very shy and does not like to initiate conversations with other students, but will interact as soon as someone approaches him.

IEP Goals:

Given the opportunity to interact with his peers, Steven will independently greet his peer by making eye contact and saying hello 75% of the time as measured by a teacher checklist daily.

Given a choice between two activities, Steven will independently choose the activity he prefers by pointing to the picture card 75% of the time as measured by a teacher checklist daily.

Given a picture schedule, Steven will independently transition through his daily routine 75% of the time as measured by the removal of the pictures on the picture schedule (once the task is completed) daily.

Given an adapted pencil, Steven will increase his hand strength by holding the pencil for an increased amount of time throughout the semester as measured by the occupational therapist's notes weekly.