Guide for Writing IEPs - The Special Education Team - Wisconsin.gov

Measurable level of
attainment (Referenced
to the Wisconsin
Extended Grade-Band
Standards)
Measurable level of
attainment (Referenced
to the Wisconsin
Extended Grade- Band
Standards)
Goal 3: Erin will identify 30 words and their meanings that are used in
her everyday life. (Reading, Grade 10, Extended Grade Objective 1A)
Objectives:
1. When given 30 sight words connected to real objects or pictures,
Erin will identify and match each word to an object or picture.
2. When provided with cues from an adult, Erin will be able to locate or
follow directions based on 30 signs that are used frequently in the
school building, at home and in the community.
Procedures for measuring the student’s progress toward meeting
the annual goal:
1. Data recording of Erin’s ability to read functional words which
occur in the school environment.
2. Data recording of Erin’s ability to read functional words which
occur in the community.
3. Monthly phone conversations with parents to record data about
Erin’s ability to read functional words at home and in the
community.
When periodic reports about student progress toward meeting the
annual goal will be provided to the parents:
1. Twice monthly phone contacts.
2. Quarterly parent conferences.
3. Written progress report at the same times as regular high school
reporting periods.
Goal 4: Erin will independently select and use the appropriate tools
(ruler, tape measure and scale) to determine measurement of real
objects. (Mathematics, Grade 10, Extended Grade Objective Da1)
Benchmarks:
1. Following a visual model and a verbal cue, Erin will use a variety of
measurement tools to measure everyday objects to the nearest unit by
the end of 2 nd quarter.
2. Using a verbal cue, Erin will use a variety of measurement tools to
measure everyday objects to the nearest unit by the end of 3 rd quarter.
Procedures for measuring the student’s progress toward meeting
the annual goal:
1. Observation and charting of Erin’s ability to select and use a variety
of measurement tools to measure everyday objects to the nearest unit.
2. Phone conversations with parents regarding Erin’s selection and use
of a variety of measure tools to measure everyday objects.
3. Targeted data recording in the classroom while Erin uses a variety of
measurement tools to measure everyday objects to the nearest unit.
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