SPED 854

Planning, Implementing, and Evaluating the IEP

Part 1 – Evaluate the following goals by filling in the table below. (10 points)
GOAL:
Given a passage, Michelle will use context clues to define unknown words with 80% accuracy in four
out of five trials.
Is this a SMART goal? Present? How might you improve the goal to better
Yes. No. meet this SMART criteria?
Specific X - What type of passage?
Measurable X - The goal is relevant based on PLAFP
Attainable X provided in the IEP.
Relevant X - The performance criteria isn’t specific
Time-based X enough to know when the student has
achieved the goal- no timeframe
Goal rewritten:
By the end of the school year, Michelle will use
context clues and other strategies, such as
morphological analysis, to help determine the
meaning of unfamiliar words in weekly grade-
level passages. Michelle will read the passages
and answer 5 vocabulary questions with 80%
accuracy on 4 out of 5 reading assessments.
GOAL:
Given multi-step math equations/expressions, Michelle will complete each step required to solve the
problem with 85% accuracy in 4 out of 5 trials.
Is this a SMART goal? Present? How might you improve the goal to better
Yes. No. meet this SMART criteria?
Specific X - What level of multi-step equations?
Measurable X - The performance criteria isn’t specific
Attainable X enough to know when the student has
Relevant X achieved the goal- no timeframe
Time-based X - Adding order of operations to the goal
would specifically follow the PLAFP
information provided in the IEP in more
detail.
Goal rewritten:
When given 6th-grade algebraic expressions,
Michelle will substitute numbers for variables
and simplify expressions using the correct order
of operations with 85% accuracy, measured by
student work samples and teacher-made
assessments.
Part 2 - Plan instruction and evaluate learning across a multi-tiered system of support. (25 points)
IEP # 6th Grade Michelle Math Goal
Goal:
Given a passage, Michelle will use context clues to define unknown words with 80% accuracy in four
out of five trials.
Content Domain (Please identify): ELA (Reading, Writing, Language)/Math, Science/SS
Main Domain: ELA-Reading/Cross-curricular- passages can be from various content
Tier 1 What supports need to be instituted in this content Assessment strategy
M4 IEP Planning Assignment

domain to further the student reaching this goal?

1. Whole-group vocabulary instruction that allows for Exit tickets (provided by the
student engagement and opportunities to respond (variety teacher) are used at the end of
of verbal, choral, signal, and written responses) each lesson.
2. Develop a vocabulary instructional routine: introduce a Thumbs-up/down
new word, the meaning of the new word, guide students in Stand up/sit down
analyzing word parts, give examples, and check for Whiteboards
understanding. Cups/cards
3. Morphological Analysis- outside-in strategy: uses Weekly reading assessments
context and morphological clues to infer word meanings Student work samples
4. Academic diagnostic reading screener- beginning, Aimswebplus screener
middle, and end of year
5. Instructional Feedback- provide Michelle with specific Social Validity forms (adult &
information about her performance student)
Treatment integrity checklist
Ci3t.org has these resources
Tier 2 What supportive instruction is needed to close the gap Assessment strategy
this student demonstrates?
1.Use of tier 1 strategies-instruction needs to be more Weekly reading assessments
explicit and allow more teacher modeling and student Student work samples
practice- collaborate with Reading instructional specialist
and other school personnel to gain ideas and gather
additional feedback
2.Small homogenous group instruction 3-5 times a week Exit questions/quick-checks
(20 min 5 times a week) with the Classroom teacher Student work samples
3. Use of visuals/Highlighters to aid in understanding Weekly in-class assignments
- Graphic organizer: vocabulary frames to help generate Student work samples
meaning to unfamiliar words
- Visual check-list: steps how on to break down and
understand difficult words in a passage
4. Progress monitor- vocabulary/reading assessment Aimswebplus biweekly progress
monitoring
Tier 3 What intensive, personalized instruction is needed to Assessment strategy
support goal attainment?
1. In addition to tier 1 and 2 supports, tier 3 needs to have Aimswebplus biweekly progress
intensified individualized systematic instruction (15 min monitoring
daily w/ teacher)- scaffolding instruction to make it more Student work/Quick-checks
manageable for Michelle
2. Continue to progress monitor- vocabulary/reading Aimswebplus biweekly progress
assessment monitoring
3. Personalized check-list and visual guide (interactive
notebook) to assist Michelle when she is struggling
understanding a difficult word

Part 3 – Peer Review (15 points)

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M4 IEP Planning Assignment

Tier 1 plan Y N Feedback

● Aligns with goal X Vocabulary is taught to
whole class as well as a
strategy that students can
use individually to help
them find meaning of
unknown words
● Supports principles of inclusion X Michelle is learning
included in the whole class
instruction
● Does student have opportunity to learn relative X Direct vocabulary
to goal? instruction with a variety of
skills and methods used
● Assessment connects learning outcomes to X A variety of assessments
goal attainment. are being used to determine
student’s mastery of the
skill and provide evidence
towards goal completion
Tier 2 plan
● Aligns with goal X Weekly reading
assignments used during
small group instruction
where students can practice
their context clues skills
and teacher can provide
quick direct feedback and
additional instruction
● Instructional practice is evidence-based X Small homogenous groups
with progress built in to
drive instruction.
Aimswebplus is used to
monitor student progress
with integrity
● Instruction is specially designed X Visual organizers are used
that can be designed
specifically for each student
● Assessment measures student learning in a X Bi-weekly progress
manner that directs instructional continuation monitoring is used to drive
or change instruction
Tier 3 plan
● Aligns with goal X Instruction continues to
address the need for
strategies to define
unknown words in texts.
● Instruction is personalized to take into account X Scaffolding is used to make
student attributes the lessons more
manageable for Michelle
● Instructional practice is evidence-based X Aimswebplus is used- a
program that meets
accountability requirements

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M4 IEP Planning Assignment

and tracks student progress

as well as identifies gaps
● Instruction is specially designed X Personalized check lists and
scaffolded instructions
designed just for Michelle
● Assessment measures student learning X Progress monitoring and
student work samples serve
as evidence of learning
Comments on how to improve or add to the overall plan:
Your plan is well organized and very achievable for both the student and the teacher in regards
to sticking to it and providing the instruction. There are a variety of activities to address all
learning styles. Also, by using Aimswebplus you can easily track student progress and that will
provide you with direction for instruction. It will be very systematic which provides strong
instruction for the students at every tier. You also include a variety of assessment measures
which will serve as strong evidence of student mastery. I also really liked that you got the
Reading Intervention teacher involved very early in your plans to provide feedback and
direction. Great collaboration!
One area of question in Tier 1 - will the students be reading grade-level passages in class
containing the new vocabulary words, and if so, will Michelle be included in that reading or will
she be given passages at her reading level as indicated in Tier 2? Also, in Tier 2 and Tier 3 it
might be helpful to have students piggyback on their prior knowledge and make connections
between vocabulary the students might already know that is similar to the new words.
Overall fantastic job.