Chapter 5 Individualized Education Programs Worksheet 2 Due

Chapter 5 Individualized Education Programs Worksheet 2 due is on Frid

Translate the assignment instructions into a concise summary: Write two measurable IEP goals based on a provided video about IEP goal writing, one traditional goal with short-term objectives for Elizabeth based on her current performance, a traditional short-objective or benchmark for Merrill who has a reading problem, and a multielement annual IEP goal for Noah who has attention issues. The assignment involves applying different formats for writing IEP goals and objectives, including traditional and multielement (which includes specific six elements). The task also encourages reflection on the process of writing goals for a first-grade student with special needs.

Paper For Above instruction

Individualized Education Programs (IEPs) are essential tools used in special education to outline personalized learning goals for students with disabilities, ensuring they receive appropriate support to succeed academically. Effective IEP goals are clear, measurable, and tailored to the student's current performance levels, involving collaboration among educators, parents, and specialists. This paper discusses the different formats of IEP goals—traditional and multielement—and exemplifies their application through practical scenarios involving students with varying needs. The focus is on demonstrating the process of writing effective goals using a case-based approach grounded in the guidelines provided in the relevant texts and instructional videos.

The traditional approach to writing IEP goals involves setting specific, measurable objectives with short-term benchmarks. These goals typically follow a straightforward structure: "By when," "Who," "Will do what," "Under what conditions," "At what level of proficiency," and "As measured by whom or what." For example, in the case of Elizabeth, a student with certain performance levels, a goal could be: "By the end of the IEP year, Elizabeth will read 20 sight words from the Dolch Word List with 90% accuracy during instructional reading sessions, as measured by weekly skill assessments." The short-term objectives or benchmarks serve as stepping stones toward the broader goal, such as mastering specific groups of sight words over shorter periods.

The multielement annual goals offer a comprehensive framework that incorporates six essential elements to facilitate precise and measurable objective setting. These elements ensure clarity and accountability by specifying the timeline, individuals responsible, specific tasks, conditions, proficiency levels, and measurement procedures. For Merrill, who faces reading challenges, a multielement goal might be: "By June 2020, Merrill will improve reading comprehension skills by answering 8 out of 10 comprehension questions correctly after reading grade-level passages of 100 words, as measured by monthly comprehension assessments conducted by the special education teacher."

In applying these formats, it is critical to consider the current performance levels and developmental needs of each student. For Merrill, a traditional short-objective could be: "Merrill will correctly identify the main idea in a grade-level passage with 80% accuracy during weekly reading activities." This objective is specific, observable, and attainable within a defined timeframe, aligning with the student's reading level.

Furthermore, for Noah, who exhibits attention issues, creating a multielement annual goal requires a focus on attention and task completion. An example goal would be: "By the end of the school year, Noah will sustain attention for 15-minute periods during classroom activities at least 4 out of 5 days per week, as measured by teacher observations and weekly behavior checklists." This goal emphasizes behavioral improvement, measurable duration, and frequency, contributing to his overall academic progress.

Writing effective IEP goals for young children with disabilities demands understanding their unique profiles and applying structured approaches. The process involves analyzing current performance data, collaborating with team members, and utilizing clear, measurable language to define objectives. The examples provided exemplify how different formats—traditional and multielement—serve to create comprehensive, functional goals that support student growth. As educators, gaining proficiency in goal writing enhances our ability to craft meaningful plans that lead to positive educational outcomes for students with special needs.

References

• Bethesda, M. (2010). Developing and Writing Measurable IEP Goals. Journal of Special Education Leadership, 23(2), 65-71.
• Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2014). Exceptional Learners: An Introduction to Special Education (13th ed.). Pearson.
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• U.S. Department of Education (2017). A Guide to the Individualized Education Program (IEP) Process. Office of Special Education and Rehabilitative Services.
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• Shapiro, E. S., & Danforth, S. B. (2013). School-Based Interventions for Students with Emotional and Behavioral Disorders. Guilford Publications.