Necessary accommodations:
- The following accommodations are necessary for The Student to make effective progress in the general curriculum.
- Language scripts (3-4 word phrases/sentences) will be modeled for The Student to increase his use of language socially.
- The following will be used to increase his participation and understanding of the curriculum being introduced: visual supports, extra time for processing language, and to clarify instructions repeat directions.
- Model appropriate sentence structures.
- Expand utterances by modeling longer sentence structures.
- Directly teach vocabulary.
- Provide models of appropriate social skills.
- Provide ample opportunities to practice social skills with peers.
- Daily bathroom breaks following snack and lunch should be cued by classroom staff.
- Tap out sounds in words when reading and spelling. Review written words to make sure they look/sound correct and write the connect spelling above.
- Provide The Student with support during classroom assignments and tests by reading questions aloud, prompting him to slow down, providing graphic organizers, and reminding him of strategies to solve as needed.
- Count and point out the number of words in the sentence and draw lines to represent words when writing
- Discuss the main idea in a story after reading.
- Provide word banks on writing assignments.
- Use a 5-point scale to help The Student learn appropriate volume control.
- Practice using a number line, ten frame, or hundreds chart to discuss more/fewer concepts. Using a number line or hundreds chart, show The Student which direction is less/fewer (left) and which is more (right).
- Use comparisons when using ten frames to discuss this concept (i.e. two ten frames).
- Practice counting with The Student using fingers or manipulatives to teach cardinality.
- Model and scaffold new math concepts and language for The Student, and provide use of strategy reminders, manipulatives, drawings, and visuals for his class or homework.
- Preview and review math concepts so The Student can see how they relate to classroom work and standards.
- Break larger math assignments and tasks into smaller pieces/steps for The Student.
- Provide The Student with math manipulatives when counting (counting chips, pictorial representations, hundreds charts, number lines, ten frames, base ten blocks, etc.) so the concepts are presented in a multitude of ways.
- Spelling assessment to be given in writing first, have The Student repeat word before writing, then assess orally.
- For writing activities "Think it!, Say it!, Tap it!, Write it!, Tap out number of words in sentence, make needed number of lines on paper, have The Student verbalize sentence before writing. The Student will require 1: 1 support to write stories with a fading adult support.
- Modify far point copying to allow for near point copying. Teacher should provide para with near point lesson/words to copy with paper positioned next to The Student.
- During Sorting The Student should initially sort orally with para/teacher before cutting and/or pasting. Adult support should be provided to assist with both cut/paste and fading as able.
- During math activities The Student requires continuous 1: 1 support to access the curriculum. Frequent check-ins to ensure comprehension. Math tests should be given orally and in writing.
- Modify homework as needed and discussed with parents to decrease and/or change requirements.
Goal #1
Speech and Language
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IEP period? How will we know that the student has reached this goal? The Student will improve his receptive and expressive language skills by learning temporal and other concepts and by explaining simple causal relationships in 70% of opportunities given 0-3 cues, as measured by an SLP.
Benchmark/Objectives: What will the student need to do to complete this goal?
- In structured activities, The Student will answer questions related to time ("When") and cause effect relationships ("Why/because") with 70% accuracy given 0-3 cues during structured activities.
- With 70% accuracy given 0-3 cues during structured activities, The Student will identify and use the concepts "different," "circled," "together," "many," "closest to," and "underlined."
Goal 2: Speech and Language
Current Performance Level: What can the student currently do? The Student requires at least one prompt to ask "what" questions to others in a group; however, he independently makes on topic comments in a group of peers at least twice a session. In one-on-one sessions with a therapist, The Student independently asks questions ("Can I see your pictures?" "Do you have a dog?" "Who is that?"). September's 2015 baseline data demonstrated that The Student answered questions about characters, setting, events, and ending of stories with 0% accuracy, often saying, "I don't know." Currently, The Student independently answers questions about the characters in a story, the location of the story, and a character's feeling. The Student can describe events in the story while looking at pictures, requiring prompts to help him. At present he needs full support to talk about the story's ending.
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IEP period? How will we know that the student has reached this goal? The Student will improve his pragmatic skills through narratives in order to engage with peers in social contexts in 70% of opportunities given modeling and 0-3 cues, as measured by the SLP.
Benchmark/Objectives: What will the student need to do to complete this goal?
- Using visual supports, The Student will retell stories or describe events, while using temporal concepts (e.g. first, next, before, after) in order to arrange a sequence with 70% accuracy given 0-2 cues/prompts per event.
- In shared readings or videos, The Student will make predictions based on a character's behavior with 70% accuracy on 3 consecutive opportunities with no more than 2 cues.
- During games with peers, The Student will use two new sentences per term in order to engage peers in play
Goal 3:
Speech and Language
Current Performance Level: What can the student currently do? Although The Student's intelligibility has improved, he continues to require cues to help him maintain the precision required in connected speech. Motor coordination between different part of the tongue is particularly difficult for The Student because he is unable to point his tongue tip up. To compensate for his motor control, The Student is learning how to approximate version of the target phonemes.
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IE? period? How will we know that the student has reached this goal? The Student will improve his speech intelligibility by producing targeted sounds (e.g. " "j," "sh," "ch," "th") and blends (e.g. "br," "fr," "kl") in single words in 80% of opportunities given 0-2 cues, as measured by an SLP.
Benchmark/Objectives: What will the student need to do to complete this goal?
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IE? period? How will we know that the student has reached this goal? The Student will improve his speech intelligibility by producing targeted sounds (e.g. " "j," "sh," "ch," "th") and blends (e.g. "br," "fr," "kl") in single words in 80% of opportunities given 0-2 cues, as measured by an SLP.
Benchmark/Objectives: What will the student need to do to complete this goal?
- The Student will round his lips in the production of "j," "sh," and "ch" in all positions of words at the word level with 80% accuracy, given 0-2 cues.
- The Student will produce "th" in all position of words at the word level with 80% accuracy, given 0-2 cues.
- The Student will produce initial blends "br," "fr,', and "kl" at the word level with 80% accuracy, given 0-2 cues.
Goal 4: Written Output
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IE? period? How will we know that the student has reached this goal? Given accommodations, The Student will improve his handwriting and scissor skills in the classroom by being able to produce legible written assignments the classroom with appropriate spacing between words, letters on the line, and correct sizing of letters and cutting out various curved shapes as measured by the following objectives:
Benchmark/Objectives: What will the student need to do to complete this goal?
- With accommodations, The Student will demonstrate the ability to write one sentence within the designated area and with the correct spacing between words on 3 out of 4 opportunities over the last month of the IEP with 75% accuracy as measured through class samples, reports, and observations.
- With accommodations, The Student will produce 1-2 legible sentences with appropriate spacing between words, within the designated area and correct sizing of letters with less than 3 verbal cues on 3 out of 4 opportunities over the last month of the IEP with 75% accuracy as measured through class samples, reports, and observations.
- The Student will produce 3 legible sentences with appropriate spacing between words, within the designated area, and the correct sizing of letters with less than 3 verbal cues on 3 out of 4 opportunities over the last month of the IEP with 75% accuracy as measured through class samples, reports, and observations.
- Given accommodations, The Student demonstrate the ability to cut out a curved shapes such as a circle, oval and a squiggly line within 1/8 inch of a line 3 out of 4 opportunities in the last month of the marking period as measured through class samples, reports, and observations.
Goal 5:
Activities of Daily Living
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IE? period? How will we know that the student has reached this goal? The Student will demonstrate improved self-help skills to support management of being independent with fastemers within the educational environment as measured by the following objectives:
Benchmark/Objectives: What will the student need to do to complete this goal?
- Given accommodations, The Student will hook the zipper of his jacket and zip it up independently in 3 out of 4 opportunities with 75% accuracy as measured by data, reports, and observations.
- Given accommodations, The Student will demonstrate the ability to button and unbutton 4/4 1/2 inch buttons with 75% accuracy on 3 out of 4 measured opportunities.
Goal 6:
English Language Arts
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IE? period? How will we know that the student has reached this goal? The Student will read then retell a 1st-2nd grade level story with 80% accuracy, given fading cues including pictures in 3 of 4 sessions.
Benchmark/Objectives: What will the student need to do to complete this goal?
- The Student will segment, then read and spell words and nonsense words with 3-4 sounds (cat, clip) in 1-2 syllable words and nonsense words with 80% accuracy, given fading cues.
- The Student will read grade level text and identify then express the main idea with 80% accuracy, given fading cues.
- Given explicit multisensory instruction, teacher modeling, and use of graphic organizers and picture
- aides, The Student will answer comprehension questions by writing 1-2 sentence, given fading cues with 80% accuracy.
- The Student will identify and use comprehension strategies such as visualizing, predicting, andasking questions with 80% accuracy, given fading cues in 3/4 trials.
Goal 7: Mathematics
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IE? period? How will we know that the student has reached this goal? Given explicit instruction, teacher modeling, preview and review of concepts and use of manipulatives and visuals in the area of mathematics, The Student will demonstrate an understanding of first and second grade operations, numbers in base ten, counting and cardinality, number patterns, and measurement standards with 70% accuracy as measured by formal and informal classwork, oral and written participation. and math assessments.
Benchmark/Objectives: What will the student need to do to complete this goal?
- Given explicit teacher instruction, hand over hand modeling when needed, and use of visuals, The Student will demonstrate 1-1 correspondence when counting objects or pictures within 100 with 90% accuracy and fading teacher cues.
- Given explicit teacher instruction, modeling, and use of visuals when needed, The Student will be able to identify, write, orally count, and order numbers within 500, and will skip count by l0s with 70% accuracy and fading teacher cues.
- Given explicit teacher instruction, modeling, and use of charts, number lines, manipulatives or visuals, The Student will identify the number that comes before/after a given value, will indicate which way on a number line and hundreds chart is less/more, and will compare bigger/smaller numbers with 70% accuracy and fading teacher cues.
- Given explicit teacher modeling and visual clues, The Student will identify the place values (tens and ones) in numbers through 50, be able to model the value of digits using base ten blocks, and then write the number in expanded form (43=40+3), with 70% accuracy and fading teacher prompts.
- Given explicit teacher instruction, modeling, and use of manipulatives and visuals, The Student will add and subtract single and double digit numbers within 50 with 70% accuracy and fading teacher cues.
- Given explicit teacher instruction, modeling, use of visuals, and with the teacher reading problems aloud, The Student will solve addition and subtraction number stories through 50 using manipulatives, drawings, pictures, or numbers with 70% accuracy and fading teacher cues.
Goal 8: Physical Education
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IE? period? How will we know that the student has reached this goal? The Student will improve his core and upper extremity strength for participation in gross motor activities such as physical education class as well as improving unsupported sitting postures as measured by the following objectives.
Benchmark/Objectives: What will the student need to do to complete this goal?
- The Student will maintain upright sitting posture while listening to PE class directions in 75% of observed opportunities.
- The Student will catch a ball thrown directly to him with elbows bent in 75% of observed opportunities.
- The Student will throw a ball with an overhand throwing motion in 75% of observed opportunities.
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