Anna Wilson

November 26, 2019

Measurable Annual Goals

Name: I.
Area: Reading

6.
Present Levels of Academic Achievement and Functional Performance

Oral Reading Strengths

I.’s strengths in oral reading include attempting to chunk words, retelling parts of passages,
recalling parts of passages, identifying some characters, and answering who, what, where, when,
how, why questions, especially with assistance. She enjoys orally reading and will offer to read
aloud during activities. When asked to read silently, she will ask if she can read aloud instead. I.
uses context clues to interpret the text and will question why some words are present and their
importance in a text or answer.

Oral Reading AFI’s

I. has areas for improvement in reading orally. She tends to forget details when retelling parts of
stories, missing the intentions of characters. She also has trouble recalling characters’ names.
Because she has trouble remembering details, her inferencing skills tend to suffer as well.
(However, when she is given a shorter passage or pictures, she is able to infer very well.) She has
trouble answering literal oral reading comprehension questions that require the reader to go back
in the text to locate and identify the answer. While she attempts to chunk to decode words, she
gives up easily and substitutes the unknown words for a completely different, yet similar, looking
word. This drastically changes the meaning of the passage. Because of this, she misses key details
related to the story. I.’s vocabulary is another area of improvement in oral reading. Generally,
when she is given the word and she can say it, she does well comprehending orally read passages.
When she doesn’t recognize words contextually to know their meaning, that’s when her
vocabulary suffers. She doesn’t have a solid understanding of the 17 third grade vocabulary words,
and because of that, cannot apply them to her oral reading. With help, usually she is able to form a
conceptual meaning, but her definitional understanding of the words is lacking. She seems to be
aware that she struggles and becomes frustrated easily. She does well when offered support and
encouragement. I. tends to be distracted by those around her, as well, especially when they are
completing something more hands-on.

Compare to other 3rd Graders (general feeling/statement, gut feeling)

I.’s oral reading skills are below that of her peers. At the 3rd grade level, she struggles reading
through passages, becomes frustrated easily, and has trouble remembering oral reading
comprehension questions regarding key details. She also has trouble identifying literal answers
from a text. Currently, she does well orally reading at 1st or 2nd grade level, still with a little
support.
 Measurable Annual Goal (ECABD2)
By the end of the IEP, when given oral reading comprehension passages and stories, I. will be able
to use literal and inferential skills (inferencing, noting details, finding main idea, etc.) to answer
various tasks with 80% (8/10) accuracy on 4/5 trials.

Method(s) for measuring the child’s progress towards annual goal

A. Curriculum-Based Assessment G. Checklists
B. Portfolios H. Running Records
C. Observation I. Work Samples
D. Anecdotal Records J. Inventories
E. Short-Cycle Assessments K. Rubrics
F. Performance Assessments

Measurable Objectives
Num Objective (CABD-M)
1 When given an oral reading comprehension passage, I. will answer multiple choice
questions regarding key details of the passage with 80% accuracy as shown by a
performance assessment.

2 When given a narrative story to orally read, I. will answer what, where, when how,
why, and who the story was about with 83% (5/6) accuracy as shown by a work sample
(such as a graphic organizer, story frame, or story map).

Frequency of written progress reporting toward goal mastery to the child’s parents
Reported every: 9 weeks

Area: Writing
Present Levels of Academic Achievement and Functional Performance
Strengths
With support, I. can brainstorm for ideas and choose an idea to write about. She can write
supporting details about her ideas and organize them in an outline in the order she wishes to write
about them. She can identify a voice that she wants to convey and check that her writing gives this
tone. She can explain how certain word choice develops this voice. I. can also revise word choice
and the order of events in her writing with help, and she can edit for punctuation and capitalization
with little guidance. As she writes, she sounds out words phonetically. She doesn’t seem to mind
writing and going through the writing traits/process when given help.

AFI’s
When given no direction or support, I. struggles to use the 6 traits of writing to write. It seems that
she has had minimal experience with the 6 traits of writing and the writing process, and for this
reason, she could use more practice working through the 6 traits of writing with support before
 working independently. I. struggles to develop ideas and organize them independently. She usually
just starts writing without planning. She forms basic sentences with vague and non-descriptive
details. She tends to be repetitive in her simple sentences as well. Strategies that could benefit her
include graphic organizers, story frames, story webs, and checklists. Since I. spells words
phonetically and has not developed an automaticity for sight words and how words “look,” she
struggles to identify misspelled words of her own. Similarly, because she doesn’t have a lot of
experience with capital letters and punctuation, she struggles to edit. Instruction and practice in
revisions and editing would be helpful along with guidance on how to expand her ideas and create
details. I. tends to be distracted by her peers when they are involved in something that she views as
more appealing, as well.

Compare to other 3rd Graders (general feeling/statement, gut feeling)

I. is slightly below her peers in writing, but she isn’t drastically behind. Most students in 3rd grade
are still learning how to insert details into their writing, revise, and edit, and write with little to no
help. Graphic organizers are still relatively new in writing, and she is still learning how to utilize
them.

Measurable Annual Goal

By the end of the IEP, when given a choice writing prompt from an area of interest, I. will develop
a writing sample using the 6 traits of writing with 83% (5/6) accuracy on 4/5 trials.

Method(s) for measuring the child’s progress towards annual goal

L. Curriculum-Based Assessment R. Checklists
M. Portfolios S. Running Records
N. Observation T. Work Samples
O. Anecdotal Records U. Inventories
P. Short-Cycle Assessments V. Rubrics
Q. Performance Assessments

Num Objective
3 When given a prompt from an area of interest, I. will write her ideas in a
graphic organizer with 80% (4/5) accuracy as shown by a checklist or
rubric.

4 When writing a paragraph, I. will organize her thoughts in a graphic

organizer with 80% (4/5) accuracy as shown by the graphic organizer.

Frequency of written progress reporting toward goal mastery to the child’s parents
Reported every 9 weeks

7. Description(s) of Specially Designed Services

Type of Service Goal Addressed Provider Title Location Service

Specially Designed Instruction
I. receives small Reading and Writing Intervention Back of classroom or
group instruction for Annual Goals Specialist resource room
support and non-state
administered
assessments.

Begin: December End: December 2020 Amount of time: 30 Frequency:

2019 minutes 3 times a week

Related Services

None needed None needed None needed None needed

Begin: End: Amount of time: Frequency:

Assistive Technology

None needed n/a None needed None needed

Begin: End: Amount of time: Frequency:

Accommodations

I. receives extended time on oral and silent reading comprehension assessments and has
material read aloud in class and on assessments, not including state testing.
During instruction, she has directions and questions restated and/or reworded. She is pulled for
small group instruction regarding oral and silent reading and writing skills. She also works in a
small group when completing assessments for minimal distractions and optimal
guidance/instruction.

Begin: December End: December 2020

2019

Modifications

None needed
Begin: End:

Support from School Personnel

None needed

Begin: End:

Service(s) to Support Medical Needs

None needed

Begin: End: