Part 1: Action Plan
The goals of any IEP action plan are broken down into several objectives through which the goals are to be attained (Burns, 2006; Thousand & Villa 2016). The systems established through an IEP plan will normally involve several players, hence the need for collaboration (Wehmeyer, Shogren & Seo, 2015). In the instant case study, the main players include the specialized teachers who handle Stephen 85% of the time, the normal teachers handling Stephen’s Class during the 15% of the day inclusion classroom as well the paraprofessional, the therapist and also the guardian/parent. All these players have a significant role in the measurement and evaluation entailed in the IEP action plan (Wehmeyer, Shogren & Seo, 2015).
Goal number one regards the capacity and ability of Stephen to relate with his peers during the limited inclusion classroom sessions. The measurability of this goal will require collaboration with the ordinary teacher handling the class during inclusion classroom as well as the paraprofessional handling Stephen at the time. The paraprofessional will record the number of responses made by Stephen during the inclusion class. The teacher on the other hand will randomly ask a few students if they considered Stephen to have responded to their eye contact greetings for the purposes of evaluation of the measuring process.
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The Second goal can be undertaken during the self-contained classroom session, the physical/occupational therapy sessions since Stephen’s grade 7 peers have already outgrown it. Collaboration is therefore required from the guardian, the specialized teachers with whom Stephen spends 85% of his school time, and the therapists. This goal entails a specialized but easily measurable activity. The professionals involved as aforesaid should continually look out for normal activities where two options are available and allow for Stephen to choose one through pictorial representation with proper records being retained over the same (Wehmeyer, Shogren and Seo, 2015; Thousand and Villa 2016).
Goal 3 is more complex and comprehensive as it entails all the normal daily activities that Stephen undertakes from home through school and home again. Measuring it will therefore require collaboration with each and every professional who handles Stephen as well as his guardians. This goal can be measured using a pictorial daily program for Stephen’s activities. Stephen will use the same as a daily checklist is he undertakes his daily routines.
Goal number four entails a scenario where measurement of the goal and the objectives that result in the goal are mutually exclusive. Its measurement will require collaboration with the therapists who ought to tests the outcome as well as the teachers, both in self-contained and inclusive classroom. The teachers will ensure that Stephen gets more writing work and uses his adapted pencil. The therapist on the other hand will handle the specialized obligation of ascertaining increase in hand strength during the weekly therapy sessions.
Part 2: Graphic Organizer
| Stephen (Date) | Activity | Variable | Percentage |
| Goal 1 | No. of greetings made (How many children have, through facial expression acknowledged the presence of Stephen in class in a manner that requires a response) | No. of Responses by Steve (To how many students does Stephen respond to facial greetings to an extent that the peer will notice) | _____ % |
| Goal 2 | No. of Choices Given (This number depends on how many times during routine daily activities Stephen is given the option to choose between two activities through pictures. The number will therefore vary) | No. of Accurate Choices Made (This is a record of the number of times that Stephen makes a choice by selecting picture) | _______ % accuracy |
| Goal 3 | Total activities Represented in the daily Schedule (This will vary from day to day depending on the activities that Stephen has on that particular day.) | No. of accurate transitions made (This is a record of the number of times that Stephen notices that an activity has come to an end and removed the picture from daily plan signaling commencement of the next activity) | Percentage of accurate transitions. |
| Goal 4 (Weekly) | Previous Arm Strength (This entails a specialized form of data collection) | Current Arm Strength (This entails a specialized form of data collection) | N/A |
| Comments |
References
Burns, E. (2006). IEP-2005: Writing and Implementing Individualized Education Programs (IEPs). Springfield, IL: Charles C Thomas.
Thousand, J. S., & Villa, R. A. (2016). Collaborative Planning and Problem Solving. Leading an Inclusive School: Access and Success for ALL Students .
Wehmeyer, M. L., Shogren, K. A., & Seo, H. (2015). Promoting the self-determination and goal attainment of youth with learning disabilities and behavioral disorders. In Transition of youth and young adults (pp. 173-196). Emerald Group Publishing Limited.
