Annual Measurable Goal (#6): Given social skill instruction in interpersonal interactions, Robert will demonstrate 70% of the key steps (stands in appropriate proximity, listens without interrupting, and joining conversations appropriately) of the social skill on 5 occasions on 3 consecutive weekly checklists. Method of Measurement: Direct Measure: Checklist Specially Designed Instruction: explicit social instruction with repeated practice; direct instruction in appropriate personal space, turn-taking in conversation, joining existing conversations Benchmarks/Short Term Instructional Objectives Robert will demonstrate interpersonal interactions with adults in a non-structured setting Robert will demonstrate interpersonal interactions with in a less structured (cooperative group, science experiment, etc. classroom setting. Robert will demonstrate interpersonal interactions with peers in a non-structured setting (lunchroom, hallway, and playground). Reporting Progress Concurrent with the issuance of Report Cards specify Supplementary Aids and Services Statement of Supplementary Aids and Services, to be provided to the child on behalf of the child. Reading: Reader in content areas when text is above Robert’s instructional level faded as – Robert becomes proficient with the text reader software; fading prompts Writing: Graphic organizers, simple and complicated sentence models, paragraph models, checklists for sentence and paragraph writing construction Math: Manipulatives, graphic organizers, strategy notebook Behavior: Robert will be given extra wait time when asked questions, extended time in timed testing situations, prompting and cueing to follow his social skills checklist General: Teacher modeling, guided practice, positive corrective feedback, paraphrase directions, repeat directions, check for comprehension, use of visuals (e.g., graphic organizers, note-taking supports), instructional progression from concrete to abstract. Accommodations for Administration of Assessments and Assessments in the Classroom In order to justify appropriateness of accommodations for any state mandated tests, the testing accommodations must be used consistently as part of routine instruction and classroom assessment as well as meet all additional requirements established by the Inclusion of Special
Annual Measurable Goal (#6): Given social skill instruction in interpersonal interactions, Robert will demonstrate 70% of the key steps (stands in appropriate proximity, listens without interrupting, and joining conversations appropriately) of the social skill on 5 occasions on 3 consecutive weekly checklists. Method of Measurement: Direct Measure: Checklist Specially Designed Instruction: explicit social instruction with repeated practice; direct instruction in appropriate personal space, turn-taking in conversation, joining existing conversations Benchmarks/Short Term Instructional Objectives Robert will demonstrate interpersonal interactions with adults in a non-structured setting Robert will demonstrate interpersonal interactions with in a less structured (cooperative group, science experiment, etc. classroom setting. Robert will demonstrate interpersonal interactions with peers in a non-structured setting (lunchroom, hallway, and playground). Reporting Progress Concurrent with the issuance of Report Cards specify Supplementary Aids and Services Statement of Supplementary Aids and Services, to be provided to the child on behalf of the child. Reading: Reader in content areas when text is above Robert’s instructional level – faded as Robert becomes proficient with the text reader software; fading prompts Writing: Graphic organizers, simple and complicated sentence models, paragraph models, checklists for sentence and paragraph writing construction Math: Manipulatives, graphic organizers, strategy notebook Behavior: Robert will be given extra wait time when asked questions, extended time in timed testing situations, prompting and cueing to follow his social skills checklist General: Teacher modeling, guided practice, positive corrective feedback, paraphrase directions, repeat directions, check for comprehension, use of visuals (e.g., graphic organizers, note-taking supports), instructional progression from concrete to abstract. Accommodations for Administration of Assessments and Assessments in the Classroom In order to justify appropriateness of accommodations for any state mandated tests, the testing accommodations must be used consistently as part of routine instruction and classroom assessment as well as meet all additional requirements established by the Inclusion of Special
Robert%20IEP%202-26-13.docx