Learning how to develop goals as part of the IEP is required for special education professionals. IEP goals should be “SMART” and based on good educational practice.

Post an initial post addressing each of the following:

• In one paragraph, assess the effectiveness of Mr. Franklin and Mrs. Mills’ practices for measuring and evaluating Bianca’s progress. Use support from at least two scholarly sources, one of which may be the course textbook.
• In one paragraph explain Bianca’s present levels of performance in a selected content area. You will need to refer to the Instructor Guidance for specific information.
• In a list, develop at least three recommended goals for Bianca based on her current performance level and identified areas of need. Be sure that your suggested goals are SMART goals and that they include the five required components which makes a goal SMART. Include a justification for why you recommend these goals, drawing support from at least two scholarly sources, one of which may be the course textbook.

Text

Cohen, L. & Spenciner, L. (2009)

Teaching students with mild and moderate disabilities: Research-based practices

 (2nd ed.). Upper Saddle River, NJ: Pearson Publication.

Article

American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57(12), 1060-1073. doi:10.1037/0003-066X.57.12.1060

Bremer, C. D., Kachgal, M., & Schoeller, K. (2003).

Self-determination: Supporting successful transition (Links to an external site.)

. Research to Practice Brief: Improving Secondary Education and Transition Services Through Research, 2(1). Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=962

Multimedia

ProfKelley. (2010). 

Screencasting – Creating a Narrated PowerPoint with

Jing (Links to an external site.)

[Video File]. Retrieved from http://www.youtube.com/watch?v=npMuCWOvmVE

Multimedia

Lesson Plan – Elementary

download

Lesson Plan – Secondary

download

Websites

Bridges 4 Kids. (2015, July).

Evidence Based Practice (Links to an external site.)

. Retrieved from http://www.bridges4kids.org/articles/2006/8-06/cec8-06.html

Classroom-Assessment Techniques: A Video Collection – Education Week Teacher (Links to an external site.)

. (n.d.). Retrieved from http://www.edweek.org/tm/articles/2014/03/05/ndia_cm_videos.html

Common Core State Standards Initiative (Links to an external site.)

. (n.d.). Retrieved from http://www.corestandards.org/

How To’s: The Present.me blog (Links to an external site.)

. (n.d.). Retrieved from http://blog.present.me/how-tos/

Jing (Links to an external site.) (https://www.techsmith.com/jingv.html)

Personnel Center (Links to an external site.)

(http://personnelcenter.org/choose.cfm)

Present me (Links to an external site.)

(https://present.me/)

Tomlinson, C. A. & Moon, T.R. (2013).

Chapter 1. Differentiation: An overview. Assessment and Student Success in a Differentiated Classroom (Links to an external site.)

. Retrieved from http://www.ascd.org/publications/books/108028/chapters/Differentiation@-An-Overview.aspx g

Writing effective lesson plans (Links to an external site.)

. (2016). Retrieved from http://www.prometheanplanet.com/en-us/professional-development/best-practice/lesson-plans/

Present Levels of Academic and Functional Performance

Bianca Henderson

PRESENT LEVELS OF

ACADEMIC PERFORMANCE
PRESENT LEVELS OF

FUNCTIONAL PERFORMANCE

STRENGTHS OF
THE STUDENT

Bianca has shown on or above grade level performance
for CCSS in: Various grade-level science concepts,
scientific method, mathematical principles and
operations, vocabulary development, handwriting. She
reads extensive non-fiction literature.

Bianca shows great attention to detail. She shows
strength in making logical decisions. She is a visual
learner. Bianca shows deep interest in her topics of
choice. She is beginning to attend to peer social
behavior around her during unstructured activities.

EDUCATIONAL
INPUT FROM

PARENTS,
INCLUDING
CONCERNS

Mr. & Mrs. Henderson report difficulties in getting
Bianca to complete her homework. In addition, they are
concerned about her frustration with reading required
course fiction.

Parents report that there is no adherence to self care
routines without significant prompting. Bianca has few
relationships outside her parents. She does not actively
participate in extracurricular activities. Her leisure skills
are limited. She has frequent episodes of yelling and
flailing her arms at home and also bites her own arm.

RESULTS AND
EXPLANATION OF
CURRENT DATA,
INCLUDING MOST

RECENT
EVALUATION

State Literacy Assessment: Passed with
Accommodation
State Mathematics Assessment: Passed with
Accommodation
District Standardized Assessment of Skills: Not Passed
with Accommodation
Daily Data Collection on Goals & Objectives from
Current IEP: Raw data and graphic analysis indicate
Progress or Mastery in all area

Daily Data Collection on Goals & Objectives from
Current IEP: Raw data and graphic analysis indicate
Progress or Mastery in all area
Functional Behavior Assessment: Conducted for self-
injurious arm biting (sensory and escape/avoidance-
maintained); Conducted for “Yelling and Arm
Flailing” behavior (escape/avoidance-maintained)

NEEDS OF THE
STUDENT

Bianca needs support in the areas of: reading
comprehension, math story problems, written
expression, and listening comprehension. She is very
resistant to changes in topic or routine.

Bianca has difficulty initiating and maintaining peer
interactions. Other areas of need include: Conversation
and complex instructions, Social language, Body
language. She does not independently interpret
unwritten rules or social routines that are more subtle.
Self care routines both at home and at school are

lacking. Bianca does not demonstrate long term goal-
setting and planning. She engages in self-injurious arm
biting behavior. A typical response to less preferred
activities, changes in routine, and/or more complex
instructions is yelling and arm flailing behavior.

ACCOMMODATIO
NS &

MODIFICATIONS
CURRENTLY
PROVIDED

Accommodations:

o Seating in the front of the classroom
o Receiving written study guides
o Daily communication between parent and

teacher
o Incorporation of visual components into

lessons and instructional activities
o Extended time for taking tests or

completing assignments
o Comprehension sections read aloud

during assessments and exams

Modifications:

o Reduced the number of questions on
homework

Accommodations:

• Visual or written daily schedules

• Allow extra time for a student to respond to
directions

• Model tasks

• Provide social skills support and instruction

Modifications:

• None

Adapted from Oregon Department of Education (2015). PLAAFP writing template. Retrieved from:
http://www.ode.state.or.us/search/page/?id=1163

http://www.ode.state.or.us/search/page/?id=1163