Chat with us, powered by LiveChat When working with students with disabilities, developing challenging, measurable IEP goals is essential to meet student needs and help students progress. IEP goals must - Tutorie

When working with students with disabilities, developing challenging, measurable IEP goals is essential to meet student needs and help students progress. IEP goals must


When working with students with disabilities, developing challenging, measurable IEP goals is essential to meet student needs and help students progress. IEP goals must be based upon the information that is contained in the PLAAFP and inclusive of individualized developmental and academic content goals. Understanding the difference between accommodations and modifications is an essential skill. Once IEP goals have been established, it is important to identify and implement appropriate accommodations and modifications to meet the unique needs of the student across educational settings. In many cases, the use of assistive technologies can be a helpful tool in applying the selected accommodations and modifications.

Part 1: IEP Goals and Modifications, Accommodations, and AAC

Review the “Charley” case study below and the PLAAFP that you wrote for Charley in the Topic 4 assignment.

Case Study: Charley

Preschool, Age 4

Charley is an energetic 4-year-old preschool student with cerebral palsy. He is in his second year of preschool. His mother experienced a difficult pregnancy with him, and she had an emergency C-section due to the umbilical cord being wrapped around his neck. Charley was diagnosed with cerebral palsy at 18 months of age. He began receiving services in home at the age of 2.

Charley typically speaks in two-word sentences. He indicates his wants and needs by pointing. He gets frustrated when he is unable to communicate quickly. He prefers to do things independently. Charley was evaluated by a speech pathologist who determined he would benefit from a speech device. He began using the speech device, both at home and school, at the beginning of the school year. He is still learning to use it consistently. Charley tries to communicate without the speech device but will use it when asked. The parents are consistent with using the speech device at home.

Charley is in a wheelchair and has limited use of his arms. He can bunny hop on the floor. He needs some assistance with feeding and is still in diapers. He receives physical and occupational therapy twice a week. Charley demonstrates frustration when he is not able to be with the other students due to these activities.

Charley loves going to school. He interacts well with all of the students and teachers. He actively participates in all activities. He tends to shut down when the content of the lesson is too difficult for him. Charley can match objects to colors and can point to 17 of the letters of the alphabet and the numbers 1-10. He requires assistance with tasks such as cutting, gluing, etc. but he is able to use larger pencils and markers for some activities.

Charley’s parents are very involved in his school. His mother volunteers in the classroom once a week, and both parents have volunteered for field trips. They are Charley’s biggest cheerleaders! They help him when he needs it, but also push him to be as independent as he can. They have expressed concern about Charley’s future in school. They would like for him to be in a general education classroom when he begins kindergarten.

In the “Individualized Education Program (IEP)” section of the “IEP Template,” write a measurable annual goal for each of the five areas on the IEP.  These goals must be based on the data you included in the PLAAFP statement you wrote for Charley in the Topic 4 assignment.

For each of the five areas on the template, include the following:

  • Standard: Specify a specific standard to which the goal aligns.
  • Annual Goal: Specific, measurable goal based on the documentation provided in the PLAAFP. Specify the baseline level of mastery and the service providers that would be involved in helping the student meet the goal.
  • Accommodations: Accommodations related to each goal. Two of these accommodations must include the use of augmentative and alternative communication systems and/or assistive technologies. Assistive technology does not necessarily denote a high-tech process.
  • Modifications: Modifications related to each goal.
  • Monitoring: Explanation of how the goals will be monitored including the frequency of monitoring, by whom, and what tools and technology will be used to collect and store the data.

Part 2: Explainer Video

Now that you have written the IEP, it is important to be able to explain it clearly to Charley’s parents. Record a 2-3 minute video for Charley’s parents to present the IEP goals, modifications, accommodations, and augmentative and alternative communication (AAC) that has been selected using any method of your choice. Utilize family-friendly language and engage the parents in a way that is ethical and sensitive and reflective of the tenets of the Christian worldview perspective so they feel like a valued member of the IEP team working to support Charley in attaining his goals. The video should address the following:

  • Summarize the IEP goals and the data from the PLAAFP they are based on.
  • Explain the collaboration with families and other team members that was used to develop the goals and interventions to promote positive outcomes for Charley.
  • Describe how the modifications and accommodations you have recommended support the IEP goals. Include discussion about why it is important to consider the short- and long-term effects of the use of modifications and accommodations as Charley transitions through the continuum of education and works toward post-secondary goals.
  • Describe specific education and transition plans for when Charley participates in other settings (i.e., specials, lunch, field trips). Specify the data that supports these plans and the collaboration required to accomplish the plans.
  • Explain the technology and processes that will be used for communicating information about Charley to all IEP team members in a legal and ethical manner.

Remember that video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and that the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

Refer to "Recording, Editing, and Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the “unlisted” option. Ensure that others can access and view your linked video prior to submission.

Submit the “IEP Template” and the link to your video as a Word document.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MED Early Childhood and Early Childhood Special Education ITL/NITL

3.6: Use data to develop a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [EI/ECSE 3.3; InTASC 6(c), 6(l), 7(b), 7(d), 7(e), 7(l), 7(o), 10(b); MC1, MC2]

4.6: Collaborate with families and other team members to develop child-centered goals, and plan for interventions to promote positive outcomes for each child.  [EI/ECSE 4.4; NAEYC 3c; InTASC 6(a), 6(b), 6(e), 6(h); ISTE-E 7b; MC2]

5.5: Explain legal and ethical policies and procedures in the use of technology, including communicating information appropriately. [EI/ECSE 7.4; InTASC 9(f), NAEYC 6b; ISTE-E 3c; MC2, MC3]


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