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SPD 300 Topic 4 IEP Goals and Measuring Progress

SPD 300 Topic 4 IEP Goals and Measuring Progress

SPD 300 Topic 4 IEP Goals and Measuring Progress

The IEP is a federally mandated document. Although the format or template can vary, all IEPs must adhere to the requirements outlined by IDEA. Every public school student who qualifies to receive specialized instruction and related special education services will receive an IEP. The IEP outlines a number of things, including the student’s category of eligibility under IDEA; present levels of performance; performance goals; accommodations and modifications; parent’s input; assessment accommodations; least restrictive environment; and the services to be provided. The Present Levels section of the IEP should provide a rationale that supports the IEP team’s choices regarding student goals.

Based on the provided PLAAFP, outline the following for Dan on the “IEP Goals and Measuring Progress Template”:

  1. Three annual, measureable IEP goals  based on an analysis of the assessment data provided in the PLAAFP
  2. At least three action steps for achieving each identified goal .
  3. A brief explanation of how Dan and his family would be involved in approving each goal, and suggestions for how they can monitor his progress at home .Beneath the template, in 250‐500 words, write a rationale explaining your PLAAFP choices.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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SPD 300 Topic 5 Clinical Field Experience B: Transition

As students transition into high school, they will also begin considering and planning what they want to do after high school . This process is specifically outlined by IDEA for students receiving special education services in public schools. Students need to be involved in the development of their own transition plan, planning for support in post‐secondary life.

Allocate at least 2.5 hours in the field to support this field experience.

Observe, interview, and collaborate with a Grades 9‐12 certified special education teacher about transition assessments, plans, goals, and post‐secondary transition to help you synthesize the following:

  1. Who is involved in the development of the transition plan?
  2. How can the student advocate for himself or herself through the development of the transition plan?
  3. What types of assessments are used to develop the transition plan?
  4. What types of supports can be provided to help the student meet their transition goals?
  5. What types of organizations can be included in the transition plan to support the student’s goals?
  6. Ask at least two additional questions of your own.

Use any remaining time to assist the teacher in providing instruction and support to the class.

In 250‐500 words, summarize and reflect upon your observations and collaboration. Explain how you will use your findings in your future professional practice .

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

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