Name of Student Zakirie Malone

WISER ID 60457902

Grade 04

Date of IEP Meeting 3/19/2013

MEASURABLE ANNUAL GOAL NUMBER Math Additional Goal pages should be added as necessary. Goal Type: Academic A statement of measurable annual goals, including academic and functional goals designed to: Meet the students needs that result from the students disability to enable the student to be involved in and make progress in the general education curriculum. Meet each of the students other educational needs that result from the students disability. Indicate whether this goal will be implemented during ESY. YES NO N/A Each goal must include a baseline, target and method of measurement.
Baseline: Zakirie independently reads and completes math word problems with 40% accuracy. Goal: Zakirie will use manipulatives or draw pictures as a strategy to help him read and complete math word problems with at least 80% accuracy as reported by the resource room teacher.

Benchmarks or short-term objectives: Required only for students that will take alternate State or District-wide assessment(s). Objective Time Frame

Periodic reports of progress toward meeting the annual goal: Periodic reports must coincide with the district or public agency regular reporting schedule. DATE DATA TO SUPPORT PROGRESS
5-30-2013 11-1-2013 Zakirie is able to use problem solving Zakire can complete word problems techniques to help solve math word with 80% accuracy with teacher problems with 50% accuracy. These assistance. word problems involve addition and subtraction.

NOTE: Progress must be quantified by the method of measurement specified in the goal.
DESCRIBE PROGRESS

NOTE: Narrative should be used to supplement data above.

Zakirie has a difficult time interpreting the language of word problems in order to choose the correct operation to use in solving the problem. He has been taught how to read and re-read math problems in order to visualize the problem. He is asked to draw pictures or act the problems out with manipulatives. He also has been taught to underline the question/questions asked in the problem and to highlight or box in important information. He still needs some assistance with visualizing what is occurring in the problem. Once he is a able to visualize and draw a picture of the problem, he is able to choose the correct operation (addition or subtraction) the solve the problem. The goal is for Zakirie to independenty break the problems apart. Carey-lea McAffee

When Zakirie is working on math problems, if he is directed to look at each individual step taken to solve the problem he is able to see his mistake approximately 50% of the time. He will use manipulatives to help solve a problem, if the classroom teacher used them in her instruction.

STAFF NAME

Danielle Rosa