They aren't actual individuals, they are actually parent groups fighting school closings that are taking place because of corruption, and in one case a disability advocacy organization is filing a suit on behalf of multiple parents in terms of special ed. We are past the statute of limitations (unless you count the possible violation with them not making an eligibility decision after the IEE). The district has a terrible track record in terms of filed complaints.
Anyway, I told DS to write a story here at home to see what it is he can actually do. I gave him a simple template with things like characters, setting, problem, etc. His written draft of the story is very poorly done and illegible. I told him to proofread it, make some changes and type it. He needed a few prompts or reminders like "Do you have all the capital letters you need?" but the final product was a couple paragraphs and nicely done. Took maybe 30 min. from start to finish. So given that info, I decided to try to write some goals. Their goal for him is to write a paragraph w/ a main idea, details, 3/5 times with 3 or less prompts but that comes across as kind of ridiculously easy to me.
Can anyone help me write some goals? Because I will obviously have to write the IEP.
Written Expression:
--DS should independently complete a graphic organizer for each assignment requiring organization of ideas on 4/5 trials with 1 or no adult prompts. (graphic organizers should be expected for each assignment, not optional).
--DS's written work of one or more paragraphs should be typed, proofread, and edited for correct punctuation, spelling, and capitalization, and spacing on 4/5 trials with 1 or no adult prompts.
--DS's will improve his alphabet writing fluency with legible, correctly formed letters to 40 letters per minute on 4/5 measured occasions.
--DS will increase his typing speed to 20 wpm using correct finger placement on 4/5 measured occasions.
Functional:
--DS will use modified paper such as graph paper or lined paper turned sideways to do math calculations (those that are inappropriate be done mentally or with a calculator) with 1 or no teacher prompts on 4/5 measured opportunities unless other assistive technology is used for this purpose.
(can math worksheets or tests with space to write be copied onto modified paper?)
--DS will begin his assignment in the regular classroom within 5 minutes with 1 or no adult prompts on 4/5 measured opportunities.
--DS will continue working for 10 minutes with 1 or no adult prompts in 4/5 measured opportunities.
