IEP Goals and Measuring Progress

Name of Student
Name of Instructor
Course Code
Date of Submission
IEP GOALS AND MEASURING PROGRESS
PLAAFP links all components of individual education plan together. The statement assists in the development of annual goals (Kiresuk, 240). It also helps when developing accommodations, the modifications, and other individual education plan services. All the goals of the individual education plan should be connected to its statement.
The knowledge of parents about the present level academic achievement and functional performance statement and the individual education plan process is an effective part of the team that assists their children to work with the aim of achieving higher education. Special education has a goal; setting higher expectations for children to enable them to meet the difficult expectations set for all children. The goal also helps the children to be prepared to lead a very productive and life not depending on others to the best extent possible (Kiresuk, 250).
The measurable annual goal is a statement that links directly to the areas of concern identified in the PLAAFP. Measurable goals include timeframe, conditions, behavior, and criteria. For Dan to have a positive change in his life, annual goals or objectives need to be set. They are set by the involved parties, Dan, and his parents. A goal is just but a target that child has to meet for a school year (Ruble, 2750). They assist a student in accessing and having progress in the general curriculum of their education.

There are two types of goals that a child can include. They include the academic goals, also called standards-based goals. They are directly linked progress in the enrolled grade-level content. The second type is the functional, also called non-standard-based goals. These do assist the student in accessing the standards of the enrolled grade-level content.
The measurable goals that Dan and his parents have to set include avoiding over-reliance on Para-educator support; setting or having his education plan, i.e. individual education plan and that improving his attentiveness to oral directions.
Dan needs to avoid the over-reliance on the Para-educator support within one year; having his education plan, i.e. individual education plan. According to Dan’s report as given in the PLAAFP statement, he is said to experience success when he is provided with an assignment notebook and reading of texts. He is also said to need support when reading long texts that need to be completed by an individual within a short span of time. Assistance from a peer or a teacher is needed for him to accomplish written assignments (Ruble, 2760). The step taken to accomplish this goal is through encouraging him to his work alone. A Para-educator should only correct where he goes wrong. Setting this goal will ensure that Dan’s ability to read and write independently is enhanced. He will be able to do his assignments alone. Through this, he will able to improve his skill in education.
He needs to set an educational plan. It is reported that he cannot read with ease. It is said that he can only identify most letters and their combination in isolation. He has a problem in decoding strategies to words unfamiliar to him. He is unable to read books for his fourth grade alone. The report still points out that his written words are most times grammatically incorrect. It points out that his sentences are poorly punctuated. As a result, he has to set an educational plan. The plan will enable him to have a programmed timetable. Such a timetable will enable him to have more time in the areas that give him challenge (Salvia, 20). As a step towards achieving his goal, a well-planned timetable is a good strategy that ensures that one can allocate the required time for the most challenging issues. He has to allocate a lot of his time in practicing how to improve his grammar and punctuation.
The other goal or objective that Dan needs to set is ensuring that he improves his attentiveness to oral directions. The report says that he encounters difficulties while following complex oral and written directives. It points out that when he fails to understand what to do in class; he pays his attention to what his friends are doing to understand them. He has to ensure that his attention to oral directives improves. They have to ensure that he pays attention to simple directives.
For Dan to set up the said goals, he has to have an understanding of this problem. The parents too have to accept the challenge of reading and writing their son is facing. It is said that they are concerned about his problems (Salvia, 35). To set up the goals, they have to involve Dan’s teachers. The teachers will explain the exact current problem that he faces. To make sure that the goals or objectives are met, they have to set a timeframe. They have to review them from time to time to ensure that they are on the right track towards achieving them. In case they fail to notice any improvement, they have to change their method.
Work Cited
Kiresuk, Thomas J. Goal attainment scaling: Applications, theory, and measurement. Psychology Press, 2014.
Ruble, Lisa, and John H. McGrew. “Teacher and child predictors of achieving IEP goals of children with autism.” Journal of autism and developmental disorders 43.12 (2013): 2748-2763.
Ruble, Lisa, John H. McGrew, and Michael D. Toland. “Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism.” Journal of Autism and Developmental Disorders 42.9 (2012): 1974-1983.
Salvia, John, James Ysseldyke, and Sara Witmer. Assessment: In special and inclusive education. Cengage Learning, 2012.
Sanches-Ferreira, Manuela, et al. “How individualized are the Individualised Education Programmes (IEPs): an analysis of the contents and quality of the IEPs goals.” European Journal of Special Needs Education 28.4 (2013): 507-520.