Present level of Performance

You play an important role on the individualized education program (IEP) team, which is required to meet at least once annually. This federal mandate requires that all participants meaningfully contribute information regarding the student’s current abilities, strengths, and areas of weaknesses so that specific goals and services can be provided. Remember that evaluation and IEPs are completed by multi-disciplinary teams and not the decision of one educator or stakeholder. The written document that results from the IEP team meeting is akin to a “roadmap” that is specifically designed for each student who qualifies for special education and related services.

During Henry’s annual IEP meeting, his present levels of academic and functional performance are discussed. You are still concerned for Henry’s overall lack of academic progress and quiet demeanor. Since you know Henry well and want him to be successful in school, you make suggestions to the team regarding his goals. Collaboratively developing goals for any student is one of the most important components of the IEP process. Because they are the basis on which appropriate services and placement are determined, this discussion serves significant importance to the overall plan that is developed. IEP goals must be developed based on the student’s current levels of abilities, be measurable, linked to the general education curriculum, and reasonably met within one year.

• Create at least three IEP goals using the SMART goal format.
  
  
  
  
  • Review the ESE601 Week 5 IEP Goals SMART Goals template if you need support.
  
  
  • Each of these goals should strongly align with Henry’s present levels of performance.
  
  
  
  


• Present a descriptive narrative, offering a rationale for your decision-making process, explaining why you chose each of the goals, how they align with Henry’s levels of performance, and how they meet the SMART goal criteria.