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IEP Goals for Grade 7 Student with ASD, Speech/Language, and Orthopedic Impairments

IEP Goals
Grade 7
English

IEP Goals for Grade 7 Student with ASD, Speech/Language, and Orthopedic Impairments

Student Information

  • Student Name: _____________________
  • Grade: 7
  • Pronouns: He/him
  • Disability Categories: Autism Spectrum Disorder (ASD), Speech or Language Impairment, Orthopedic Impairment
  • Primary Areas of Concern:
  • Social/Emotional (peer relationships, confidence)
  • Speech and Language (articulation, fluency, vocabulary)
  • Behavioral (self-regulation, impulse control)

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

The student is a seventh grader who demonstrates strengths in attending class regularly and showing an interest in hands-on activities. He enjoys participating in group projects when provided with clear roles and guidance. He is able to follow visual schedules and responds well to predictable routines. Academically, he completes assignments when given extended time and teacher support.
However, the student experiences significant challenges in several areas. Socially, he struggles to initiate and maintain peer relationships, often appearing withdrawn or hesitant to join group activities without prompting. His confidence is low, and he may avoid eye contact or social exchanges, especially in unstructured settings. In terms of speech and language, he exhibits difficulty with articulation, leading to unclear speech that can impact classroom communication. He also demonstrates limited vocabulary and inconsistent fluency, which further affect his ability to express ideas clearly. Behaviorally, the student has difficulty with self-regulation and impulse control; he may become frustrated or anxious during challenging tasks, particularly in math, and occasionally requires breaks to regain composure.
Baseline data indicates that in mathematics, the student is currently performing below grade level, struggling with multi-step problem solving and requiring frequent adult support to complete assignments. He is able to solve single-step problems with 60% accuracy when provided with visual aids but accuracy drops to 40% on multi-step problems without support. In speech, intelligibility is rated at approximately 70% in structured tasks and 50% during spontaneous conversation. Socially, he initiates peer interactions independently in 1 out of 5 observed opportunities.
The student's disabilities impact his participation in the general education curriculum by making it difficult for him to keep pace with grade-level math content, communicate effectively with teachers and peers, and engage in classroom activities that require social interaction or self-management.

Goals and Objectives

Goal 1: Social/Emotional Skills

By the end of the IEP year, the student will improve social interaction skills by appropriately initiating and responding to peer interactions in structured and unstructured settings in 4 out of 5 opportunities, as measured by teacher observation and data collection.
  • Task/Strategies: Role-play, social stories, peer buddy system
  • Conditions: Given verbal or visual prompts during social situations
  • Accuracy: 80% of observed opportunities
  • Measurement: Teacher observation logs, peer feedback forms

Goal 2: Speech and Language

By the end of the IEP year, the student will increase speech intelligibility, producing target sounds accurately in words and sentences with at least 85% accuracy across three consecutive speech therapy sessions.
  • Task/Strategies: Articulation drills, vocabulary games, sentence practice
  • Conditions: During individual or small group speech therapy
  • Accuracy: 85%
  • Measurement: Speech therapist data sheets, recorded sessions

Goal 3: Behavioral/Self-Regulation

Within one year, the student will demonstrate improved self-regulation by using identified coping strategies (e.g., deep breathing, requesting a break) during times of frustration or anxiety in 4 out of 5 observed instances, as measured by behavior checklists and self-monitoring tools.
  • Task/Strategies: Counseling sessions, visual cue cards, self-monitoring checklists
  • Conditions: During academic and social activities when signs of frustration arise
  • Accuracy: 80% of opportunities
  • Measurement: Behavior checklists, self-monitoring logs

Goal 4: Mathematics Achievement

By the end of the IEP year, the student will solve multi-step math problems at grade level with at least 70% accuracy in 4 out of 5 trials, given visual supports and extended time.
  • Task/Strategies: Step-by-step problem breakdown, use of manipulatives, visual aids
  • Conditions: During math instruction with visual supports and extended time
  • Accuracy: 70%
  • Measurement: Math work samples, teacher-created assessments

Accommodations and Modifications

Accommodations:
  • Preferential seating near the teacher or supportive peers to reduce distractions and increase access to instruction
  • Extended time on assignments and assessments
  • Frequent breaks during tasks that require sustained attention or cause frustration
  • Visual supports such as schedules, graphic organizers, and step-by-step instructions
  • Use of speech-to-text or augmentative communication devices as needed
  • Repetition and clarification of directions
Modifications:
  • Modified workload for math assignments (e.g., reduced problem sets, focus on core concepts)
  • Alternative assessments or formats (e.g., oral responses instead of written, project-based demonstrations)
  • Adjusted grading criteria based on IEP goals and objectives

Services and Supports

  • Speech Therapy: 2 sessions per week, 30 minutes per session, delivered individually or in small groups, in the speech therapy room
  • Counseling: 1 session per week, 30 minutes per session, individual or small group, in the counseling office
  • Special Education Support: Push-in or pull-out support as needed for math and behavioral goals, 3 times per week, 45 minutes per session

Progress Monitoring

  • Frequency: Quarterly (every 9 weeks)
  • Methods/Tools:
  • Teacher observation logs and checklists
  • Math work samples and formative assessments
  • Speech therapist progress data sheets and recordings
  • Self-monitoring checklists and behavior logs
  • Peer/social skills rubrics
  • Reporting: Progress will be reviewed at IEP meetings and shared with parents/guardians in quarterly progress reports.