| Prepare
Prior to beginning work on this discussion forum,
Review all posted course announcements.
Review the Week 5 Instructor Guidance.
Review Chapters 9, 11, 12, and 13 in the course textbook, Teaching in Inclusive Classrooms.
Review the article SMART or Not? Writing Specific, Measurable IEP Goals Links to an external site..
Review the resource A Place to Start: Understanding the Present Levels of Academic Achievement and Functional Performance Statement Links to an external site..
Review the webpage How to Tell if Your Child’s IEP Goals Are SMART Links to an external site..
Review the ESE601 week 5 IEP goals SMART goals Download ESE601 week 5 IEP goals SMART goals template.
Review the SMART Goals and Progress Monitoring interactive.
Reflect
As you navigate this scenario, consider how you can apply these concepts and critical terms to your chosen path or learning environment in the field of education. Here are some points to ponder on:
P-12: Consider the state or educational standards your district follows or the Common Core State Standards.
Early Childhood: The National Association for the Education of Young Children or your local education standards.
Post-secondary: Adult learning or training environments (e.g., educational, military, corporate environments) and standards aligning with professional learning.
Consider your goal for this discussion: By the end of the day Thursday, complete the Week 5 Present Level of Performance (Scenario) initial discussion forum content expectation steps of writing at least three SMART goals in the discussion forum based on the supporting required resources provided with 100% accuracy.
Scenario: You play an important role on the individualized education program (IEP) team, which is required to meet at least once annually. This federal mandate requires that all participants meaningfully contribute information regarding the student’s current abilities, strengths, and areas of weakness so that specific goals and services can be provided.
Remember that evaluation and IEPs are completed by multi-disciplinary teams and not the decision of one educator or stakeholder. The written document that results from the IEP team meeting is akin to a “roadmap” that is specifically designed for each student who qualifies for special education and related services.
During Henry’s annual IEP meeting, his present levels of academic and functional performance are discussed. You are still concerned about Henry’s overall lack of academic progress and quiet demeanor. Since you know Henry well and want him to be successful in school, you make suggestions to the team regarding his goals.
Collaboratively developing goals for any student is one of the most important components of the IEP process. Because they are the basis on which appropriate services and placement are determined, this discussion serves significant importance to the plan that is developed. IEP goals must be developed based on the student’s current levels of abilities, be measurable, linked to the general education curriculum, and reasonably met within one year.
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Take Action
Create at least three IEP goals using the SMART goal format.
Review the ESE601 Week 5 IEP Goals SMART Goals Download ESE601 Week 5 IEP Goals SMART Goals template if you need support.
Each of these goals should strongly align with Henry’s present levels of performance.
Present a descriptive narrative, offering a rationale for your decision-making process, explaining why you chose each of the goals, how they align with Henry’s levels of performance, and how they meet the SMART goal criteria.
Propose at least one open-ended question to your peers and instructor to inspire critical thought relating to SMART Goals.
Cite your sources to support your response, both in-text and in a list of references, using current APA Style Links to an external site..
Select Guided Response to continue. Be sure to review all tabs.