Running head TITLE Title Your Full Name Arizona State University Please delete purple text BEFORE you submit your assignment to Canvas Answer the questions below, reference the course materials with APA formatted in-text citations and include a reference list at the end, review the rubric before you submit to Canvas. What is the purpose of the IEP? Who is on the IEP team? Briefly describe each of the following components of the IEP. Briefly describe each component, to avoid plagiarism, include in-text citations to reference your source. Present Levels of Academic Performance and Functional Behavior Measurable Annual Goals Progress Monitoring Supplemental Aids and Services The rationale of the extent, if any, the student does not participate in the regular classroom, extracurricular activities, and other school activities. Accommodations for testing or Alternative Assessment Documentation of Frequency Location and duration of Services and modifications Transition Services Special Factors Progress Monitoring, goals, and objectives. Here’s an example of an annual goal with short-term objectives for a student named David. The IEP team developed David’s reading goal and objectives by looking at the information in his present level statement. Then they determined the skills that David needs to learn in order for him to be able to read at a 5th-grade level (“Benchmarks or Short-Term Objectives”, 2017). Annual Goal: David will achieve a reading score at the 5th-grade level or above, as measured by the Qualitative Reading Inventory (QRI) (“Benchmarks or Short-Term Objectives”, 2017). As you can see the annual goal is written in measurable terms, for one year, in the meantime teachers will need to monitor David’s progress towards this one-year goal. In order to ensure progress towards this goal, the teacher has written measurable short term objectives. Well-written short-term learning objectives include behavior, condition, and criteria. The student will (behavior), when given (condition), by (criteria). In the examples below I have highlighted the (behavior),(condition) and (criteria) Short-term Objectives By October, when given a list of 20 unfamiliar words that contain short-vowel sounds, David will decode them with 90% accuracy on each of 5 trials. By October, when given 20 unfamiliar words that contain long-vowel sounds, David will decode them with 90% accuracy on each of 5 trials. By December, David will correctly pronounce 20 words with 90% accuracy on each of 5 trials to demonstrate an understanding of the rule that where one vowel follows another, the first vowel is pronounced with a long sound and the second vowel is silent (ordeal, coast). By December, David will correctly separate 20 words by syllables with 90% accuracy on each of 5 trials to demonstrate an understanding of the rule that each syllable in a word must contain a vowel (les-son). (“Benchmarks or Short-Term Objectives”, 2017) IEP short-term objective include the following three components; 1. 2. 3. Here are examples of IEP short term objectives, please identify each part of the objective, the behavior, the criteria, and the condition in the table below. By the end of the school year, Charlie will independently write 3 sentences that include a noun and an adjective when given a word bank of 10 nouns and 10 adjectives. When given 10 multi-step math problems, including rate, average, speed, distance and/or time John will be able to solve the problem correctly 8/10 times. When Joanne starts feeling anxious in the classroom, she will refer to the social-emotional visual reminders on her desk to pause, take a deep breath, and raise her hand to indicate to the teacher/adult that she needs a break in 4 out of 5 opportunities. Student Behavior Condition Criteria Charlie John Joanne Now it is your turn, write one goal and 3 short term objectives for yourself, remember to be specific, measurable, attainable, results-oriented and time-bound. The objectives include Behavior, Condition, and Criteria. Your one-year goal: Short term objective Short term objective Short term objective Reference List Benchmarks or Short-Term Objectives. (2017, September 9). Retrieved from https://www.parentcenterhub.org/benchmarks/#example. https://adata.org/learn-about-ada https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/individuals-with-disabilities-education-act-idea-what-you-need-to-know https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/every-student-succeeds-act-essa-what-you-need-to-know L1: IEP – Rubric L1: IEP – Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeThe IEP 25.0 to >21.0 pts Meets Expectations The student responds to each of the IEP assignment prompts with significant detail and content to support the response to each of the prompts. Furthermore, the responses include in-text citations and reference to course content and textbook to support their writing. 21.0 to >17.0 pts Approaching Expectations The student briefly responds to each of the IEP assignment prompts. The response includes references to course content and textbook to support their writing. 17.0 to >0 pts Below Expectations The responses to the IEP prompts are lacking in detail and information. The student did not reference course content and include in-text citations. The student did not respond to all of the assignment prompts or is missing significant details and important information. 25.0 pts This criterion is linked to a Learning OutcomeTable 10.0 to >9.0 pts Meets Expectations The student has correctly sorted the 3 IEP goals in the table according to behavior, condition, and criteria. 9.0 to >5.0 pts Approaching Expectations The table is mostly correct there are 1-3 errors. 5.0 to >0 pts Below Expectations The parts of the goals are incorrectly organized or identified in the table. There are more than 4 errors. 10.0 pts This criterion is linked to a Learning OutcomeGoal and short-term objectives 20.0 to >17.0 pts Meets Expectations The one-year goal and short term objectives are well written and include a timeframe, condition, observable behavior that can be monitored and it includes a criterion. In addition, the three short-term objectives are well written and measurable and are directly related to the one-year goal. 17.0 to >10.0 pts Approaching Expectations The goal and short term objectives are well written. The student has included 3 objectives related to the goal. The short term objectives are related to the goal but may be missing one of the following criteria. Timeframe, condition, observable behavior that can be monitored, and criterion. 10.0 to >0 pts Below Expectations The goal/short-term objectives are missing one or more of the following criteria. Timeframe, condition, observable behavior that can be monitored, and criterion. The short term objectives are not directly related to the long term goal. Or this section is incomplete. 20.0 pts This criterion is linked to a Learning OutcomeWriting/Professionalism 5.0 to >4.0 pts Meets Expectations The assignment is well written, with 0-1 errors. The submission is easy to read and follows APA guidelines. The submission includes in-text citations, title page and a reference list at the end. 4.0 pts Approaching Expectation The assignment is overall well written, and mostly follows APA guidelines, including in-text citations, title page, and a reference list at the end with 3 or fewer errors 4.0 to >0 pts Below Expectations The analysis is poorly written with more than 3 errors. APA guidelines are not followed. The student is advised to visit the ASU online writing center for support. 5.0 pts Total Points: 60.0
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