Preparing for licensure: Joey's individual educational plan

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See also Students with special educational needs; Selecting general learning goals. The following are excerpts from two parts of the Individual Educational Plan (IEP) for a fourth-grade student named Joey who has an intellectual disability. The excerpts list various performance objectives and actions, but only some of these are complete. For others marked with question marks (??) relevant information or plans have been deliberately left blank. Read the excerpts and then respond to the questions that follow:

Table 13.1 Part 1: domain - communication
Performance Objectives	Methods, Materials, or Strategies	Roles and Responsibilities	Assessment
Joey will increase his vocabulary in all areas people, things, and actions.	Joey will use pictures to learn new words TA will prompt active responses e.g. Show me __??_ Conversation book with pictures of Joey doing things	Teacher: monitor plan daily activities TA (i.e. teacher Assistant”): modeling direct instruction	informal observation checklists re whether desired vocabulary is being learned
Joey will begin using or 3-word sentences more often.	Joey will be provided with model phrases such as: "___??___" Joey will be given an entire sentence and then ___??___	Teacher: modeling TA: modeling facilitating	informal observations checklists of particular sentences used

Table 13.2 Part 2: domain - academic/cognitive
Performance Objectives	Methods, Materials, or Strategies	Roles and Responsibilities	Assessment
Joey will recognize and print his name.	Cards with one student's name per card. Joey will __??__ Make name using __??__ __??__	Teacher: monitor TA: facilitate model	__??__
____??	__??__ __??__	Teacher: monitor TA: facilitate model	__??__ __??__

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Preparing for licensure: Joey's individual educational plan