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The child is experiencing issues and struggling cognitively within the classroom. Notify the parent of what the student is struggling with and suggest home help aids.

Incorporate accommodations such as:
-Small groups
-One to one instruction
-Math/ELA intervention
-Mandatory tutoring

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If other methods of intervention a referral should be made from the school or parent to have the student evaluated for an IEP (Individualized Education Plan). Before an evaluation is performed, the students progress should be tracked through a paper trail to ensure accommodations are accurate and fitting for the student.

By law, it required that the educator and school provide proof that the child may need additional accommodations through diagnostic tests, classwork, in class assessments and homework, if applicable.

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Once the consent is signed by the parent, the Special Education team performs an evaluation. The evaluation team is typically composed of a special educator, expert level district level special educator, and other specialists depending on the services the student may need. The results are used to determine what services the student may need as well as the appropriate educational program for the student.

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A set of policies and procedures designed to locate and evaluate children that may need special education and related services. Every school should have a set of policies and procedures that ensures that any children with disabilities in need of accommodations and assistive technologies are able to receive those aids regardless of the severity of the disability.

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In the case that the parent disagrees with the results of the evaluation, they can challenge the decision and request that an evaluation be performed by a professional who is not a part of the school. The evaluation is called an IEE (Independent Education Evaluation).

According to the Individuals with Disabilities Education Act (IDEA), the following disabilities fit under their criteria:

Hearing impairment (including deafness)

Visual impairment (including blindness)

Speech or language impairment

Orthopedic impairment

Other health impairment

Intellectual disability

Specific learning disability (SLD)

Serious emotional disturbance

Autism/autism spectrum disorder (ASD)

Traumatic brain injury

Deaf-blindness

Multiple disabilities

Developmental delay

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Once the parent agrees to the suggested services given to them by the IEP team and the child is determined eligible for services, a meeting is scheduled within 30 days to formulate the child's IEP. This meeting includes, the parent(s), the special educator for that grade level, at least two grade level general educators, case manager/IEP coordinator and related school personnel.

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The steps to scheduling a meeting include:

contact the participants, including the parents

notify parents early enough to make sure they have an opportunity to attend

notification should include, the purpose of the meeting, who will attend and any documents that support the decision of the services being requested

schedule the meeting at a time and place agreeable to parents and the school

tell the parents the purpose, time, and location of the meeting

tell the parents who will be attending

tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child

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After the initial IEP meeting is help, the IEP is written and given to the parent for review. Once approved, the educators are made away of the goals and accommodations that the IEP require. In this process the student is also made of aware of the changes made to their academic success. Services for the student begin immediately upon approval.

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As the services are being administered the IEP team and the general education teacher, are keeping track of the students progress to ensure that the accommodations and modifications are being given appropriately. The goals are measured frequently and the parents are updated regularly of the progress with a progress report.

The IEP is frequently reviewed by special educators to continue to update the child's goals and to determine if the goals need to be decreased in content or increased due to mastery. If there are any concerns from the parent or any teacher about the student, additional testing or an independent evaluation may be conducted.

Every three years the child must be reevaluated to determine if the child is still eligible to be considered a "child with a disability" as well if they needs to be anything added or taken off of their IEP.

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IEP goals are focused on the areas identified within the present levels that are identified through diagnostic scores in areas such as reading comprehension or numbers and operations. The goals are written to reflect what the student will be able to master within a reasonable time frame. They include an overall goal and objectives or smaller goals that the student can master before completing the overall goal.

Example of a Math Goal:

Measurable Annual Goal: Given direct, explicit, and repeated instruction, Kai will use math manipulatives to represent and solve problems demonstrating an understanding of number sense in 4 out of 5 opportunities as measured by the objectives below.

Objectives:

1. Kai will count objects to 25 using 1:1 correspondence with at least 3 different sets of objects in 4 out of 5 opportunities.

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Forward-thinking and actionable IEP goals for kids with CVI

Congratulations! You've made it this far, and this is the exciting part. The goals and objectives section of your child's IEP is where your team lays out clear, actionable goals for your child's educational progress in the year ahead.

Goals and objectives aren't synonymous. A goal is specific and measurable. It refers to your child's overall target after a set time, such as being able to read the entire alphabet in 3 out of 4 opportunities by the next IEP meeting.

Objectives are the smaller skills and steps needed to get to that goal, such as being able to read 50 percent of the alphabet in 3 out of 5 opportunities with 2 prompts. Objectives often include supports such as prompts, whereas a longer-term goal emphasizes independence. Here's a handy breakdown of the difference.

No matter what, goals and objectives for a child with CVI should be:

Tied to your child's assessments and current levels of performance.

Focused on CVI and on your child's holistic educational experience; remember: CVI touches every aspect of your child's learning.

Based on data from appropriate CVI assessments delivered by a qualified team.

Importantly, this section should be written from a perspective of strength, not deficits or weakness: Goals and objectives should highlight what skills your child can build upon, not what they can't do. This needs to be a positive, forward-thinking framework that connects past strengths with future opportunities. It should:

Identify your child's current skills.

Identify their prior knowledge.

Link to their prior knowledge.

Vision should be considered across every goal and objective, not isolated to your TVI. Every single person on your child's team should have reviewed and understood the accommodations required for your child to address the skill they're targeting within their objective.
Marguerite Tibaudo, Assistant Director for Assessment and Intervention at the CVI Center at Perkins

SMART model for goals and objectives

At Perkins, we like the aptly named SMART model of goals and objectives. What does that mean? Goals should be:

Specific: They should target precise areas of academic achievement and functional performance. They include transparent, clear descriptions of what will be taught and how your child's progress will be measured.

Measurable: You should be able to objectively quantify your child's progress. Depending on the goal, metrics could include percent accuracy, frequency, duration, rate, and intervals.

Action-oriented: Look for words like "increase," "decrease," and "maintain." For example: "Pete will increase the length of time he spends sitting in the cafeteria at lunchtime each day." That's why baseline data in present levels is so important: They give these action words weight.

Realistic and relevant: Your child's goals shouldn't be tailored to statewide or district curricula; instead, they should be individualized to their situation. Remember our mantra: No two kids with CVI are alike.

Time-limited: Goals should have clear chronological parameters: What can your child do after three months, six months, nine months, and a year? You should be able to monitor progress at clear, regular intervals.

Here's a non-SMART goal: This year, Pete will begin to identify letters of the alphabet.

Here's a SMART goal: Within six months, Pete will identify capital letters A-L 75 percent of the time in 4 out of 5 opportunities when presented one at a time in an 18-point Arial font against a black background. Within a year, Pete will identify capital letters A-Z 75 percent of the time when presented one at a time in an 18-point Arial font against a black background.

The SMART method is also useful because it supports ongoing data collection: With linear, clear milestones, an educator should be able to develop a data-tracking system for each goal, which in turn determines whether adjustments need to be made and helps to solidify present levels for the following year's IEP.

As a parent, you have the right to ask how a goal or objective was determined and for the data that supports it.

Finally, remember: Goals and objectives don't focus on services your team will provide; it's all about what your child might achieve using those services. And your child can achieve. Kids with CVI can learn, progress, and grow.

Ready to learn more? Watch our presentation on Building Accessible and Meaningful Learning for Students With CVI.

Goals should be written to reflect what the student will do, not what service is provided. Some examples of possible IEP goal focus areas identified within the present levels are: Reading comprehension, fluency skills, communication, time-management, self-advocacy, self-regulation, organization, independent travel, interpersonal and social skills, college and career exploration, math skills, fine motor skills, and writing skills.
Allan Blume, educational consultant

Examples of IEP goals and objectives

Below are a few examples of IEP goals and objectives for an elementary student with CVI and other needs. All identifying information has been changed. These examples are meant to inspire discussion only. All goals and objectives are based on comprehensive assessment, ongoing evaluation, and the individualized needs of the student.

EXAMPLE OF A MATH GOAL

Measurable Annual Goal: Given direct, explicit, and repeated instruction, Kai will use math manipulatives to represent and solve problems demonstrating an understanding of number sense in 4 out of 5 opportunities as measured by the objectives below.
Objectives:

1. Kai will count objects to 25 using 1:1 correspondence with at least 3 different sets of objects in 4 out of 5 opportunities.

2. Given no more than 1 prompt, Kai will identify numerals 1 through 10 both in print and in Braille given 4 out of 5 opportunities.

3. Given various math tools (tactile, 3D, 2D), Kai will combine 2 addends with sums to 10 in isolation and within the context of a word problem given 4 out of 5 opportunities.

4. Given various math tools (tactile, 3D, 2D) and no more than 2 prompts, Kai will subtract 2 numbers within 10 in isolation and within the context of a word problem given 4 out of 5 opportunities.

5. Given manipulatives, Kai will determine which group is more/less in 4 out of 5 opportunities.

6. Given 3D math tools, Kai will identify triangles, rectangles, circles, and pentagons by how many sides and vertices each shape has in 4 out of 5 opportunities.

EXAMPLE OF A Literacy GOAL

Measurable Annual Goal: Given direct, explicit, and repeated instruction, Kai will increase his phonemic awareness, word recognition skills, and comprehension skills given 4 out of 5 opportunities as measured by the objectives below.
Objectives:

1. Kai will receptively identify letters when provided with a field of 2-3 letters given 4 out of 5 opportunities.

2. Kai will receptively identify letter sounds when provided with a field of 2 letters and a verbal prompt "which letter makes the ___ sound?" given 4 out of 5 opportunities.

3. Given meaningful vocabulary words and sight words in accessible print presentation, Kai will identify the words and the beginning letter and sound and create a sentence given 4 out of 5 opportunities.

4. Read 4 sentences of a story, Kai will answer literal questions (who/what/where) given 4 out of 5 opportunities.

5. Read 2 sentences of a story, Kai will answer inferential questions (why/how) given 4 out of 5 opportunities.

6. Given a computer with an adapted keyboard and text to speech, Kai will compose short writing pieces using meaningful vocabulary and sight words given 3 out of 5 opportunities.

EXAMPLE OF A SPEECH GOAL

Measurable Annual Goal: Kai will improve his ability to produce target sounds, increase his ability to understand language, express himself, and continue to develop his social language skills as measured by the below objectives.
Objectives:

1. Kai will retell a simple story or share a simple experience containing 2-plus details, when provided with transitional language (first, next, then, last), in 4 out of 5 presented opportunities.

2. Kai will demonstrate understanding and use of positional concepts such as left, right, on, off, in front, and behind by following a 2-step direction in 4 out of 5 presented opportunities.

3. Kai will participate in a 3-4 volley conversation with a teacher and/or peer regarding a specific given topic, given 2-3 verbal prompts in 3 out of 5 presented opportunities.

4. Kai will answer who, what, and where questions, after a verbal prompt that models how to answer, in 2 complete sentences, regarding a simple short story and/or recent experience in 3 out of 4 presented opportunities.

5. Kai will produce the /k/ and /g/ sounds to begin words and /p, b, t, d/, in the middle and end positions of words with an initial tactile prompt and audible prompts with 3 out of 4 presented opportunities.

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How to design IEP goals and objectives for kids with CVI - Perkins School for the Blind

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Discover what makes effective, actionable, and forward-thinking goals and objectives for your child with CVI

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https://www.perkins.org/resource/how-to-design-iep-goals-and-objectives-for-kids-with-cvi/#:~:text=Some%20examples%20of%20possible%20IEP,exploration%2C%20math%20skills%2C%20fine%20motor

https://undivided.io/resources/what-are-related-services-in-an-iep-1168

https://spedtrack.com/what-are-the-7-steps-in-the-iep-process/

https://www.readingrockets.org/topics/special-education/articles/10-steps-special-education-process

https://www.parentcenterhub.org/scheduling/

http://pinnaclecharterschools.com/academics/special-education.html

https://osse.dc.gov/page/child-find-and-initial-evaluation-resources

https://prowellness.childrens.pennstatehealth.org/special-education-iep-tips/

https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Model%20Child%20Find%20Poster%20Color%202.9.21.pdf

https://www.dreamstime.com/dark-skinned-kid-struggling-school-dyslexia-learning-difficulties-confused-looking-letters-numbers-flying-out-book-image170609628

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Any student whose primary language is not English within their home is eligible to receive language needs services. Within my school, if an educator feels a student may benefit from language services, they should reach out to the social worker for their specific grade level and provide documentation as proof for the need of services.

In the process of evaluation for services, educators can read over this document on how to teach and better assist students with language needs.

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Every school needs a carefully crafted plan for supporting students who are learning more than one language. In today's blog post, you'll review 7 important factors-and reflection questions-that school leaders and educators should consider when making a plan to support English learners (ELs). Excerpted and adapted from the book Fundamentals of Literacy Instruction & Assessment, Pre-K-6, Second Edition (edited by Martha C. Hougen, & Susan M. Smartt, with invited contributors), this is a helpful list to keep in mind when developing teaching strategies and supports for bilingual and multilingual learners.

Think about the location of the instruction, the classroom setting, educational materials, language program models, personnel available, and any other context for student learning. When reflecting on students' learning environment, key questions to consider include:

Do ELs have equitable conditions within the school as compared to their monolingual English- speaking peers?

Are the instructional materials culturally and linguistically responsive? Can the students relate to the materials provided?

Does your school have certified teachers who understand the specific needs of ELs?

Do the classrooms have multilevel reading materials to support the growth of ELs' content knowledge?

Is the English language instruction of the highest quality? Does it include native language support when necessary?

Are the teachers in your school exposed to sufficient professional development opportunities to deliver culturally relevant and linguistically responsive instruction?

Review students' level of performance and conduct an analysis of the instructional needs or modifications necessary for academic success. When reflecting on academic achievement and instructional factors, key questions to consider include:

Do the administrators and teachers in your school systematically evaluate and implement supports to improve ELs' academic language and achievement?

Does the staff determine ways to support the goals and increase comprehensible input of ELs? (Teachers increase students' comprehensible input by using such things as visual aids and concrete objects.)

Consider the student's native and second language opportunities within the academic and social settings. A review of the student's language and literacy developmental history can also provide information that may be helpful for designing instruction. When reflecting on oral and literacy factors that may affect ELs' academic success, key questions to consider include:

What is the student's current academic and social literacy level?

Have instructional leaders determined and understood the student's first or native language experiences? For example, do the caregivers speak primarily in the native language to the student?

Are there opportunities for the student to listen to or speak in English? Has the student listened to books in their native language, second language (e.g., English), or both languages?

What are the home literacy practices?

What are the print experiences of the student at home or in the community?

Are any developmental delays reported by the family?

What are the student's second language experiences?

Has the student received continuous educational opportunities (e.g., continuity of services)?

What opportunities exist for native language literacy?

Does your literacy instruction address the five core areas of literacy instruction in the native and/or second language-phonemic awareness, phonics, fluency, vocabulary, and comprehension?

Personal and family factors that can affect student learning include the student's home life, personal interests, socioeconomic status, and various supports. When reflecting on how a student's home life may affect their literacy acquisition, key questions to consider include:

What is the socioeconomic status of the student's family?

What are the family dynamics?

Does the family have high expectations and aspirations for their child?

Is parental engagement sufficient for the student's academic achievement?

What are the student's interests?

What is the student's experiential background?

Consider the personal health and well-being of the student, as this may affect their response to instruction. When reflecting on how physical and psychological factors may influence a student's literacy acquisition, key questions to consider include:

What is the current and/or previous health of the student?

Does the student have sufficient nutrition?

Do any mental health issues exist?

What is the student's current social and emotional development?

Does the student sense a strong feeling of belonging?

Review the student's academic history, including the language of previous instruction models. This information can help you determine the type of instruction that will be necessary for the student. When reflecting on what other schooling factors may affect an EL's literacy acquisition, key questions to consider include:

What formal and/or informal schooling opportunities has the student had access to?

Was the instruction continuous or was it interrupted instruction?

What was the language of the student's previous instruction models? What is the current model?

Did the previous school have a cohesive instructional program?

Have teachers and administrators looked beyond the school records for more detailed information?

Does the student have opportunities for instruction in all content areas?

Cross-cultural factors can include a feeling of belonging more to the home culture rather than the school culture, or vice versa. (Students may also feel a sense of belonging to both cultures.) Gathering this information can help educators become more sensitive to the emotional state of the student. When reflecting on cross-cultural factors, key questions to consider include:

Are educators cognizant that ELs go through multicultural identities which can mean expressing loyalty, understanding, and attachment to more than one culture?

What is the student's home identity and/or school identity? Are the identities compatible?

Do the adults in your school value diversity?

Are we using cultural and linguistic differences as a resource?

Keep these 7 key factors in mind when designing instruction that helps English learners succeed in the classroom. And for guidance on supporting the reading and writing achievement of all pre-K - 6 students, including those at risk for reading difficulties, pick up the book behind today's post!

Fundamentals of Literacy Instruction & Assessment, Pre-K-6, Second Edition

Edited by Martha C. Hougen, Ph.D., & Susan M. Smartt, Ph.D., with invited contributors

This essential text covers the research base for structured literacy instruction and practical guidance on the essential components of literacy instruction: oral language, phonemic awareness, phonics, vocabulary, fluency, comprehension, handwriting, spelling, and writing. Instructional activities, scripted demonstrations of lessons, and online resources give readers explicit examples of how to translate the research into classroom instruction.

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7 Factors to Consider When Teaching English Learners - Brookes Blog

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This is a helpful list to keep in mind when developing teaching strategies and supports for bilingual and multilingual learners.