Writing Objectives

DOING MBA RELATED BOOKS ON INTRODUCTION MANAGEMENT WITH OBJECTIVE QUESTIONS AND ANSWERS.

Is this stated explicitly in the law? We spent the majority of the meeting going over test results and I never actually heard any specific goals, objectives, or how we were going to measure his progress during the meeting - any advice?

Actually, i want to know about the competency measurment of employee and project in a company.how to improve the skill level of the employees with respective to company goals?.where do we get the related literature?.what are the tools that are available? and also myself want to built such tool,so how can i do that.

PLEASE help me with this. I have NO IDEA what I’m supposed to do with all this information and I’ve never even seen an IEP. I have asked my college instructor for help with this and keep being referred back to the information I have below.

Can anyone help me????

INSTRUCTIONS::::: Pre-IEP Outline: Prepare an outline for an upcoming Individual Education Plan (IEP) meeting based upon the information contained in the University of Phoenix Material “Psychological Report.” Your Pre-IEP Outline must include measurable goals, objectives, and benchmarks for the student based upon state standards. You should also consider student eligibility, justification for a least restrictive environment, and special accommodationns in the outline. Consider each of the following stakeholders as you prepare your Pre-IEP Outline:
a.General education teacher
b.Special education teacher
c.Parent
d.District administrator
e.Evaluator

Psychological Report
Use the information contained in this Psychological Report to prepare an outline for an upcoming IEP meeting. Your Pre-IEP Outline must include measurable goals, objectives, and benchmarks for the student based upon state standards. You should also consider student eligibility, justification for a least restrictive environment, and special accommodations in your outline. Consult the course syllabus for more details regarding this assignment.
Note: The information contained in this Psychological Report is fictitious and is not intended to represent any particular person/student.

Name:Debbie
Date of Birth:2/6/1999
Chronological Age:6.10
Ethnic Background:Caucasian
Grade:First
School:Kelsey Elementary School
Teacher:Ms. Smith
Test Date:12/12/2005
Examiner:Psychologist, Speech and Language Specialist, and Classroom Teacher

Reason for Referral
Debbie was referred for evaluation by her mother, Ms. Laura, for the following reasons:

•Reading comprehension problems
•Speech and language problems
•Written language problems
•Math problems

The results of the evaluation will be used to determine present levels of functioning and the relation to academic performance and to plan appropriate interventions.

Background Information
Debbie is a pleasant 6-year-old girl. She was enrolled at Toyland Elementary in California for a short period of time before moving to Arizona. Her Kindergarten teacher referred her for assessment, but she moved before the assessments were completed. Therefore, no further action was taken. Debbie appears to be a healthy girl and developmental milestones were within normal limits. Vision and hearing are also within normal limits. She normally speaks at an appropriate speed in clear tones. Her articulation is age appropriate; however, a language deficiency is suspected.

The teacher tried the following pre-referral strategies with agreement from the mother before a formal request for testing was made.

•Special seating in classroom
•Giving directions one-step at a time
•Giving her more time on tests and assignments
•Giving her fewer problems per page
•Fewer spelling words each week

None of the above appeared to be helping Debbie.

Assessment Procedures
1.Wechsler Intelligence Scale for Children-Revised (WISC-R)
2.Diagnostic Achievement Battery (DAB)
3.Peabody Individual Achievement Test – R (PIAT-R)
4.Peabody Picture Vocabulary Test –Revised (PPVT-R)
5.Bender-Gestalt Test (BGT)

Observations of Behavior During Testing
Debbie was very cooperative during all of the testing. However, she was slow to process requests made by the examiner. Several times she asked for the examiner to repeat the directions, which could not be done. She moved around in her seat and had to get up and walk around the room a few times. She did not become frustrated and stayed with each task, but needed a great deal of time. The testing was conducted over three consecutive days; each day spending up to three hours with the student. Debbie spent a portion of the time testing while at other times she would talk and/or complete a task that was not related to the assessment.

The psychologist and the speech and language specialist completed the assessments as a team. The classroom teacher contributed notes and reports on the student’s academic skills in her classroom.

Results of Assessment
On the WISC-R, Debbie received the following scores:

WISC-R VERBAL IQ:74
WISC-R PERFOMANCE IQ:91
WISC-R FULL SCALE IQ81

These results indicate that she is functioning in the below average range of intellectual ability with an estimated SFIQ score between 76 and 86.

The following scaled scores were recorded:

VERBAL
TESTSScaled ScorePERFORMANCE TESTSScaled Score
Information5Picture Completion9
Similarities4-Picture Arrangement7
Arithmetic9Block Design5
Vocabulary8Object Assembly10+
Comprehension3-Coding13+
Digit Span7

+ = Relative S

1. Present Level of academic achievement functional performance
2. measurable annual goals and objectives
3. services
4. date of initiation
5. regular curriculum involvement
6. assessment procedures
7. other considerations

Need more explanations of these… any help would be apprectiated