Create A 250-500 Word Action Plan To Measure Goals

Create a 250-500 Word Action Plan to Measure the Goals

Part 1: Action Plan Create a 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. 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.

Paper For Above instruction

Developing an effective action plan to measure the IEP goals for Steven is essential to ensuring his progress towards independence and social skills. The plan must incorporate collaboration among various professionals, clear measurement strategies, and utilize supporting tools such as graphic organizers to track outcomes systematically.

To accurately assess Steven’s social goal—greeting peers independently by making eye contact and saying hello 75% of the time—it is vital to collaborate with his classroom teachers, paraprofessionals, and speech-language pathologists. Classroom teachers observing Steven regularly can utilize checklists to document instances of greeting behavior daily. Speech-language pathologists can offer insights into his communication capabilities and suggest strategies to promote eye contact and verbal greetings. Paraprofessionals, who often support Steven directly, should be trained to record their observations systematically, ensuring data consistency.

For his choice-making goal—independently choosing between two activities by pointing to a picture card—collaboration with classroom teachers and occupational therapists is necessary. Teachers can record the frequency of independent choices via daily checklists, while occupational therapists can provide guidance on appropriate visual supports. Routine data collection, perhaps through digital or paper-based charts, will facilitate ongoing assessment and adjustment of teaching strategies.

The goal related to transitioning through routines by removing pictures from the schedule requires coordinated efforts with paraprofessionals, teachers, and occupational therapists. Regular observation and documentation of Steven’s independence in following the schedule should be compiled weekly. The occupational therapist’s notes on hand strength will supplement this data, providing a comprehensive picture of his progress.

Finally, evaluating Steven’s hand strength improvement involves consistent data from the occupational therapist. Collaboration with this professional is crucial, as they will provide weekly notes on improvements and recommendations. Sharing progress data with all team members ensures an integrated approach, helping to adjust interventions effectively.

To facilitate data collection and facilitate collaboration, I will develop a detailed graphic organizer—such as a data tracking chart—that consolidates information from all professionals. This organizer will include sections for each goal, space for daily or weekly observations, and notes from therapists. It will serve as a visual aid to monitor progress systematically and identify areas needing additional support.

In conclusion, a comprehensive, collaborative approach combining regular communication, consistent data collection, and effective documentation tools is essential to measure Steven’s progress accurately. Each team member’s input will be vital in adjusting strategies and ensuring that he reaches his goals in social interaction, decision-making, routine independence, and hand strength.

References

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