You did the assessments. You have the data. But how do you decide if the lagging skills should be a goal area, an accommodation, or a modification?
Let me tell you! Here's how I decide if a lagging skill should be a goal area, an accommodation, or a modification! I start by asking... What areas of the curriculum are impacted by the student's disability? Then, I go through each item on my list and ask... Can we put an accommodation or modification in place to remove this hurdle to the curriculum? OR Is this a hurdle that requires Specially Designed Instruction? Now, review your list and... 1-Add accommodations to the IEP -be specific & choose appropriate accommodations for the student's disability 2-Hurdles that need Specially Designed Instruction are your goal areas! Example:
Hurdles: Fluency, Comprehension
IEP GOAL: By the end of the IEP period, STUDENT will achieve a benchmark score of 16 (or higher) of the DIBELS' subtest MAZE. IEP OBJECTIVE: STUDENT will a score of 96 (or higher) on 3 consecutive administrations of the DIBELS' Oral Reading Fluency - Accuracy.
Click HERE to grab a pdf of this chart for your own teaching!
And once you choose your goal areas, check out my blog post on how to write SMART IEP goals! Happy & Healthy Teaching! PEACE, Miss Rae Related Blogs...
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