Kim Matias

Education Specialist Candidate for CSULB

Competency 3 Narrative

Despite the fact that I believe Im not up to par when it comes to using

data to effectively create lesson plans, I take pride in my IEP writing. Though

Ive only been writing IEPs for just under two years, I am meticulous when it

comes to creating age-appropriate, but cognitive level-appropriate goals for

my students. Both coursework artifacts and fieldwork artifacts might be

prime examples of that. Each IEP goal Ive created is based off of every piece

of information that I can get for that particular student.

I wrote goals for my student in my fieldwork artifact that could provide

skills for my student outside of that domain. For example, Goal #1 under ELD

was created for several reasons. My student was an English Language

Learner and needs to be surrounded by English. She also has trouble

listening to multi-step directions or directions that require more than one

task. The mom also wanted me to create a goal that addresses her

automatic behavior and non-compliance following her behavior. After

speaking with the behavior analyst on site, we came up with the idea that

the student should work on following directions.

In my coursework artifacts, I also used several different resources to

create an effective IEP. My 534 assignment used information attained from a

GE teacher, administrator, grandmother, school psychologist, a regional

center representative, and a career transition specialist. While I do not

assess in every possible domain to create an effective lesson plan, I use

every possible resource I have to plan an effective IEP.