Matthew – Writing Goal
Names and minor details have been changed for privacy.
Images are stock photos.
Matthew is a fun and dynamic first grader. He was born with fetal alcohol syndrome (FAS) and lives in a single parent family with one younger sibling, whom he adores. His small size and his developmental delays cause his peers to see him as a “baby” and treat him as such.
IEP Goal Snapshot
IEP Goal
When given a writing utensil and name printed in upper case letters, STUDENT will copy name with correct letter formation improving writing skills from copying name 0 out of 5 times to 5 out of 5 times over 5 data days as measured by teacher and/or staff observations and data.Grade and Setting
1st grade, resource roomTarget Skills
writingStarting Point
Baseline
• First grade student• Can not write his name
• Recognizes the letters "A" and "T"
• Independently write the "T"
• Currently, staff gives him worksheets with his name printed in dots in the name space and the answers filled in in dotted letters. He does not understand the purpose of the work, does not participate in selecting the answers, and get frustrated when asked to fill them out.
Student Strengths
• Very friendly.• Loves to engage with others.
• Adores his little sister.
• Loves to play games.
Challenges or Barriers
• Elopes from the classroom and/or school campus when stressed or overwhelmed.• Huge reactions to stressors that result in destruction of the classroom.
• Difficulty with working memory and writing, resulting in frustration and boredom.
Strategy / Intervention
Methods Used
• Removed the worksheets. They were not teaching Matthew anything, only setting him up for failure.• Provided several games for Matthew to play that involved the letters in his name: shaping playdough into the letters, play mats with letters made out of roads that he could drive his cars over, alphabet sheets that he would "race" staff to find all of the letters in his name, matching games.
• Provided coloring sheets of his favorite characters to help strengthen his grip and his hand muscles.
Collaboration
• Provided one on one time with preferred staff to motivate student to engage in the work.• The occupational therapist was also working on his letter formation.
Progress Monitoring
Data Collection Methods
The main form of data collection for this goal was work samples.I also used observation to ensure that the student was engaging in the work provided in a way that he enjoyed.
Visuals
