Performance Analysis Description
| Student’s Name Wally Teacher’s Name |
What I Know: | What I need to Know: |
| Background Factors--Student’s age and grade placement and special services placement(s) (including IEP goals and objectives, category of eligibility, and grouping), classroom setting (service delivery issues), and student’s school performance (performance level and history). | CA-12-9 in 7th grade lang.arts getting Ds; served in LD since 3rd grade | |
| Antecedent Factors--Instructions (including lesson objective), instruction provided (e.g., modeling, strategies), curriculum used (including type, materials and their format, and size of units), and task analysis. | ||
| Behavior Factors--Specify behavioral requirements of task (e.g., recognition, recall, reconstruction), description of student's current behavior, and identify instances in which the appropriate behavior or approximations of behavior have occured. | ||
| Contingency Factors--Specify whether student can’t or won’t do task and related conditions--type of reinforcers and schedule of reinforcement--and issues of motivation. |
IEP Goals and Objectives
1. Wally will expand writing to multiple paragraph-length compositions.
1.1 Wally will write one-paragraph length (at least 4 sentences) compositions in the 7th grade English class on 4 of 5 opportunities.
1.2 Wally will write two-paragraph length (at least 4 sentenceseach) compositions in the 7th grade English class on 4 of 5 opportunities.
2. Wally will improve his writing mechanics.
2.1 Wally will spell words correctly in compositions in the 7th grade English class on 4 of 5 opportunities.
2.2 Wally will capitalize words correctly in compositions in the 7th grade English class on 4 of 5 opportunities.