Module 2

 

Module 2: Designing goals, objectives and services

Assignment 1:
Independent dressing skills

Example: Present Levels of Educational Performance (PLEP) for independent dressing skills

Sally can unbutton and remove clothes without physical assistance and can put on clothes if she receives assistance with zippers, buttons and other fasteners. Parental feedback and school reports indicate that there has been no previous systematic instruction of these dressing skills.

1. Using the resources provided (Link to Independent Use of Zippers, Buttons, Shoes and Socks), write one annual goal for the deficient independent dressing skills.
2. Using the resources provided, write the short-term objectives for the annual goal.
3. Using the information given in the PLEP, fill in the IEP coversheet using the information.
4. Are related services required for achievement of this goal? If so, what kind and where and how often would these services be required?
5. Critique the PLEP. Did this PLEP present a good picture of the student's skills? In the critique, list specific strengths or weaknesses that enhanced or reduced efforts to plan needed services.

For feedback on this assignment check with Mentor or Instructor.


Assignment 2: Counting Objects 1-10

Example: Present Levels of Educational Performance (PLEP) for counting objects 1-10.

Sam can verbally count from 1-10. He can also count objects from 1-10 if the teacher points to the object with Sam while he's counting. Sam counts 1-10 objects without assistance at 30% accuracy. In summary Sam has rote memorized the verbal sequence but lacks one-to-one correspondence.

1. Using the resources provided,(Links to Counting Objects 1-10), write one annual goal for the deficient counting skills.
2. Using the resources provided, write the short-term objectives for the annual goal.
3. Using the information given in the PLEP, fill in the IEP coversheet using the information.
4. Are related services required for achievement of this goal? If so, what kind and where and how often would these services be required?
5. Critique this PLEP. Did this PLEP present a good picture of the student's skills? In the critique, list specific strengths or weaknesses that enhanced or reduced efforts to plan needed services.

For feedback on this assignment check with Mentor or Instructor.


Assignment 3: Spelling

Example: Present Levels of Educational Performance (PLEP) for spelling.

Susan is a 4th grade student who can spell 10 words at a 2.0 grade level with 70% accuracy.

1. Using the resources provided, (Links to Fundamentals in Spelling), write one annual goal for the deficient spelling skills.
2. Using the resources provided, write the short-term objectives for the annual goal.
3. Using the information given in the PLEP, fill in the IEP coversheet using the information.
4. Are related services required for achievement of this goal? If so, what kind and where and how often would these services be required?
5. Critique this PLEP. Did this PLEP present a good picture of the student's skills? In the critique, list specific strengths or weaknesses that enhanced or reduced efforts to plan needed services.
6. The annual goal requires a move from a 2.0 to a 4.0 grade level in 12 months. Is this appropriate? What guidelines might be used for setting the amount of change on an annual general curriculum goal in math or language arts?
7. Spelling is a small subtest within the Language Arts CORE test. Is it necessary to address or make accommodations on the CORE testing section in the IEP?

For feedback on this assignment check with Mentor or Instructor.