Reply to New goals in amended IEP but no new service hours?

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[quote=Anonymous][quote=Anonymous]Thanks for all these thoughts. Since I'm in the draft IEP amendment stage what should I ask for? 
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These are the simplest phonemic awareness and spelling goals I'd want to see for a student who has the scores you mentioned.    I'd expect ALL of them to be accomplished in one year of instruction (but probably can't happen if addressed through push in services IMO)

Phonemic Awareness goals:

-- given a cvc word (or nonsense word) presented orally, student will segment word into three phonemes correctly 18/20 times.

(Teacher says "mat" - child sats /m/.../a/../t/)

-- Given CCVC or CVCC word (or nonsense word) presented orally, student will segment word into four phonemes correctly 18/20 times

(teacher says "mask" -- child says /m/ .../a/.../s/.../k/)

-- Given CVC word and told to remove one phoneme, child says VC or CV correctly 18/20

(teacher says "What's "big" without the /b/?   Answer?   "ig"

Spelling Goals:

-- given a CVC word (or nonsense word) presented orally, student will spell the word with phonetically plausible representation 18/20 times.

(Teacher says "mat" - child writes "mat" or "Matt" but not "mit" or "mad"

-- Given CCVC or CVCC word (or nonsense word) presented orally, student spell the word with phonetically plausible representation of each sound: 18/20 times

(teacher says "mask" -- child writes "mask" or "masc" -- at this stage spelling rules are less vital than just getting a plausible sound for each letter

-- Given CVC or CVCC words with consonant digraphs (ch, th, sh, ng, ck) and short vowel sound student will spell the word correctly 18/20 times in isolation and 9/10 times correctly in sentence dictation (sentences composed of phonetically regular one syllable words and very high frequency sight words)

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