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Home arrow SDSU arrow SPED 651 arrow IEP Goals
IEP Goals PDF Print E-mail
IEP GOALS

 
The goals should be what we expect of regular
 
students
  
The IEP explains how our child gets from "here" to
 
"there"
 

A goal should have five components


1. The direction we want to go


2. the problem we are addressing


3. the present level


4. the amount of change by the end of this school year


5. the methodology needed

 

For example:

Johnny will


(1) increase


(2) in-seat on-task behavior


(3) from 0% of the time currently to


(4) 50% of the time by the end of this year


(5) by training the teacher in positive behavior interventions


that give reinforcement to in-seat, on task behavior


and do not unintentionally reinforce


Johnny by giving attention to out of seat behavior

 

Another example:


Susie will


(1) increase


(2) self-control


(3) from overreacting emotionally to stimuli that are normal in

the classroom

 

(4) to the ability to function with limited supervision in

classroomsettings


(5) through individual counseling and reinforcement of

positive behaviors in the classroom

The IEP would then specify the short term objectives in terms of the task or performance expected conditions under which the performance is expected the standard by which it will be measured, how the performance will be documented and how the results will be reported to the parents.

 

      1. The statement should accurately describe the effect of the child's disability on the child's performance in any area of education and progress in the general curriculum, including (1) academic areas (reading, math, communication, etc.), and (2) non-academic areas (daily life activities, mobility, etc.).

        Note: Labels such as "Cognitive Disability" or "Autism" may not be used as a substitute for the description of present levels of educational performance.

      2. The statement should be written in objective measurable terms, to the extent possible. Data from the child's evaluation would be a good source of such information. Test scores that are pertinent to the child's diagnosis might be included, if appropriate. However, the scores should be (1) self-explanatory (i.e., they can be interpreted by all participants without the use of test manuals or other aids), or (2) an explanation should be included. Whatever test results are used should reflect the impact of the disability on the child's performance. Thus, raw scores would not usually be sufficient.
      3. There should be a direct relationship between the present levels of educational performance and the other components of the IEP. Thus, if the statement describes a problem with the child's reading level and points to a deficiency in a specific reading skill, this problem should be addressed under both (1) goals and objectives, and (2) specific special education and related services to be provided to the child. Example of Present Level of Performance: Jenny is unable to comprehend her assignments. She needs material read aloud or use of audiotapes of curriculum in order to grasp concepts. Jenny 's written language is below grade level. She is not completing her work in a legible manner. She is failing 80% of weekly spelling tests.  Scores from the Woodcock-Johnson given on 11/15/98: Math application 8.2 grade level, Word identification 3.0 grade level, Written language 1.8 grade level, Math operations 7.9 grade level, Reading comprehension 2.1 grade level.
  1. Annual Goals.   In some cases, the annual goal does not include a "level of attainment". Instead, it states that the student "will improve his or her reading scores", "show growth in the cognitive area", "will demonstrate improved understanding" etc.

    As we have discussed many times at our staff meetings, annual goals have three parts: (a) direction of behavior (increase, decrease, maintain, etc.) (b) area of needs (reading, social skills, transition, communication, etc.) (c) level of attainment (to age level, without assistance, etc.) It must be stated in measurable terms.  

    This is the information that I shared with you on 1/6/99 (Q & A memo on IEP) regarding annual goals:

    • The annual goals in the IEP are statements that describe what a child with a disability can reasonably be expected to accomplish within a twelve-month period in the child's special education program. As indicated under Question 1, above, there should be a direct relationship between the annual goals and the present levels of educational performance. Annual goals have three parts: (a) direction of behavior (increase, decrease, maintain, etc.) (b) area of need (reading, social skills, transition, communication, etc.) (c) level of attainment (to age level, without assistance, etc.) The annual goal must now be stated in measurable terms.

      Examples of annual goals:

      Jenny will increase her reading comprehension score from 2.1 to 3.0 as measured by the teacher on 1/6/2000 (at the end of 12 months).

      Jenny will increase her written language score from 1.8 to 2.6 as measured by the teacher on 1/6/2000 (at the end of 12 months).

      Additional Examples:

      Appropriate Goal  Questionable Goal
      Joe will have no more than 5 unexcused absences/tardiness this year.   Joe will have a better attitude toward school 80% of the time.
      Sara will participate regularly in a supervised extra-curricular activity that meets weekly.      Sara will make wise choices in her use of Leisure time.
      Jim will maintain a C+ average in his regular classses. Jim will be 75% successful in the mainstream.
      Beth will pass upper body strength items on the fitness test. Beth will show an appropriate level of upper body strength.
  2. Short Term Objectives    

    Short-term instructional objectives (also called IEP objectives) are measurable, intermediate steps between the present levels of educational performance of a child with a disability and the annual goals that are established for the child. The objectives are developed based on a logical breakdown of the major components of the annual goals, and can serve as milestones for measuring progress toward meeting the goals.

    In some respects, IEP objectives are similar to objectives used in daily classroom instructional plans. For example, both kinds of objectives are used (1) to describe what a given child is expected to accomplish in a particular area within some specified time period, and (2) to determine the extent that the child is progressing toward those accomplishments.

    In other respects, objectives in IEPs are different from those used in instructional plans, primarily in the amount of detail they provide. IEP objectives provide general benchmarks for determining progress toward meeting the annual goals. These objectives should be projected to be accomplished over an extended period of time (e.g., an entire school quarter or semester). - On the other hand, the objectives in classroom instructional plans deal with more specific outcomes that are to be accomplished on a daily, weekly, or monthly basis. Classroom instructional plans generally include details not required in an IEP, such as the specific methods, activities, and materials (e.g., use of flash cards) that will be used in accomplishing the objectives. A benchmark stems from the regular education curriculum. It is a designated milestone, showing the level of progress towards the annual goal. (Example: completion of book 2 in a series of books).  

    Example of short term objectives:

    Jenny will read her weekly assigned classroom selection in social studies or science and correctly answer 8 out of 10 end of chapter questions.

    Jenny will read independently for 15 minutes per day and answer correctly  a "where", "what" and "why" question orally.

    Jenny will write a paragraph composed of at least 3 sentences in her journal using proper grammar and correct spelling.

    Jenny will write a complete sentence within a minute of viewing a picture or being given an idea.

  3. Sample IEP Goals

    Behavior - Lack of Self-Control - Inappropriate Verbal/Physical Actions

    III. John has been seen kicking, hitting, and pinching others. When angry or frustrated, he vocalizes very loudly and doesn't seem to know the appropriate words/signs to use to express his feelings. He is compliant with signed prompts to stop the behavior, not always needing direct comments.

    IV. A. Annual Goal: John will exercise increased self-control, increasing appropriate verbal and physical behaviors with fading prompts/models.

    B. Short-Term Objectives:

    1. Given a class situation when John is evidencing inappropriate behavior, he will indicate, with modeling and/or prompts, his feelings (frustration, discomfort, fear), and a more appropriate behavior and language (i.e. "help me" or tap a student to get his attention and sign "please move" or "it's my turn" or indicate to teacher that he needs to regroup and organize himself), 80% of the time.

    2. Given a class situation when John is evidencing stress (before inappropriate behaviors begin), he will indicate, with modeling and/or prompts, appropriate interactions (i.e. "help me" or "I need more room" or "I need to move/a break") 80% of the time.
    3. Given a class situation, when John is evidencing stress, he will initiate appropriate interactions, without modeling, but with a prompt (i.e. "Are you ok?" or "What's the matter?" or "Raise your hand if you need help.") 80% of the time.
    4. Given a class situation, when John is evidencing stress, he will initiate appropriate interactions, without modeling or prompts 60% of the time.
    5. John will use a large motor activity prior to and during focused work 80% of the time.
    6. John will sit at an individual desk and work for 10 minutes 80% of the time.
    7. John will seek out his "chill out" space to regroup and organize himself with needed sensory input with modeling (i.e. "I need a break") 80% of the time.
    8. John will ask for his "chill out space" as needed with out modeling 80% of the time.

  4. Behavior - Lack of Self Control - Flight Risk

    III. John can remain in his assigned area with verbal prompts and close physical proximity of an adult. John has improved from fleeing from a small group. However, recently, John has had an episode of leaving the school campus. He has difficulty staying in an assigned area without prompts and direct supervision. In the classroom, he does not stay at the assigned area during work time without getting out of his seat and running. He needs continual prompts (about 10 - 15 in a 30 minute session) to do his work or sit correctly in his seat.

    IV. A. Annual Goal:
    John will exercise increased self-control while at school, as evidenced by increasing lengths of time on task, and remaining in the assigned area, with fading prompts.

    B. Short-Term Objectives:
    1. Given a small group activity in the classroom, John will evidence increased self control and remain on task, using classroom modifications as indicated by his Sensory Integration OT, his Vision Therapist, and Dr Morganstein and with modeling of appropriate behaviors/language ("Raise your hand," "Help me," etc).
    a. With ten or less prompts in 30 minutes
    b. With six or less prompts in 30 minutes
    c. With two or less prompts in 30 minutes

    2. Given an activity outside the classroom, John will evidence self-control by remaining in his assigned area on school grounds.
    a. 100% of the time with prompts
    b. 100% of the time with out prompts

    Language - Reading Skills

    III. John is able to use new vocabulary learned from stories. John is not able to read or follow survival-reading words with or without prompts. He is able to read 5/82 preprimary words in the Brigance Diagnostic Inventory. John is reading preprimer books with minimal assistance.

    IV. A. Annual Goal: John will read preprimary and survival sight words.

    B. Short Term Objectives:
    1. Given preprimary sight words John will sign 50/82 with 80% accuracy.
    2. Given survival words, John will sign three words per week with 90% accuracy.
    3. John will correctly identify pictures using survival words as "dangerous" or with 80% accuracy.
    4. When shown pictures/words, John will sign/say six new vocabulary words, which are related to a lesson with 90% accuracy.
    4. Given six vocabulary words, John will match a picture/ & or sign to the correct word with 90% accuracy.
    5. John will use his finger to point to words as he reads/signs them with 90% accuracy using signed English and voice, as well as ASL concepts.
    6. John will complete a Reading Record, showing he has read books using the preprimary and survival sight words four out of five school days per week with 95% compliance.

    Language - Spelling Skills

    III. John can write all upper and lower case letters on request. He can copy words. He can spell one of three vocabulary words per story. He cannot spell two of three vocabulary words per story. John is unable to fingerspell a word on command.

    IV. A. Annual Goal:
    John will spell (fingerspell and write) spelling words.

    B. Short Term Objectives:
    1. John will spell two out of five spelling words correctly each week on a written test with 90% accuracy.
    2. John will spell four out of five spelling words correctly each week on a written test with 80% accuracy.
    3. John will fingerspell two out of five spelling words correctly each week with 75% accuracy.
    4. John will choose a correctly spelled word from a field of two with 80% accuracy.
    5. John will choose a correctly spelled word from a field of three with 80% accuracy.
    6. John will do spelling/vocabulary homework for four out of five school days per week with 95% compliance.

    Language - Reading Comprehension

    III. John can recall new vocabulary learned from stories. He is not able to consistently identify the beginning, middle and end of a story using pictures. He is not able to consistently predict what happens next in a story using pictures.

    IV. A. Annual Goal:
    John will show comprehension of literature.
    B. Short-Term Objectives:
    1. Given pictures, John will identify beginning, middle & end of the story with 90% accuracy.
    2. Given picture choices, John will predict what happens next in a story with 90% accuracy.
    3. John will read a sentence and choose the best word to complete that sentence from a field of two or three with 75% accuracy.
    4. John will read a story. He will answer simple questions about the story by choosing the correct answer from a field of two or three, with 70% accuracy.
    5. John will read a story. He will answer a simple question about the story by writing a simple sentence with 60% accuracy.
    6. John will do reading comprehension homework weekly with 95% compliance.

    Language - Expressive - Grammar

    III. John can write all upper and lower case letters. He is able to copy single words and write some from memory. He is able to copy a sentence using the initial capitalization and ending punctuation. He is not consistent in selecting sentences with correct capitalization and punctuation. He does not use capitals for people's names.

    IV. A. Annual Goal
    John will use correct nouns, pronouns, capitalization and punctuation in a sentence.

    B. Short-Term Objectives:
    1. Given a choice of two sentences, John will choose the one with correct capitalization and punctuation with 80% accuracy.
    2. John will correct a sentence that is improperly written, with 80% accuracy.
    3. Given a choice of four proper nouns, John will choose the ones with the correct capitalization with 80% accuracy.
    4. Given a choice of two or three pronouns, John will choose the one that could be substituted for underlined proper nouns in a sentence, with 50% accuracy.
    5. John will complete homework assignments in grammar weekly with 95% compliance.

    Language - Dictionary Skills

    III. John can match pictures to words. He can copy words. He can sign the word. He cannot alphabetize words or look up definitions.

    IV. A. Annual Goal:
    John will begin deciphering the structure of a word and attaching a meaning to it.

    B. Short-Term Goals:
    1. John will identify the initial letter/sound of a word (shown the word), from a field of four letters with 80% accuracy.
    2. John will alphabetize his spelling/vocabulary words with 80% accuracy.
    3. John will choose the beginning sound/letter that will form the word shown in a picture with 60% accuracy.
    4. John will match the meaning of a word, to that word with 60% accuracy.
    5. John will look up and copy the meaning of select vocabulary words with 80% accuracy.
    6. John will match synonyms and antonyms with 60% accuracy.
    7. John will do homework using his vocabulary and spelling words four out of five school days per week with 95% compliance.

    Social Skills

    III. John is able to respond to "yes/no" and other simple questions "How are you?" and "How old are you?" and "Who is your teacher?" He still has inconsistent eye contact with the person speaking, and does participate in turn taking activities with minimal assistance.

    IV. A. Annual Goal
    John will demonstrate improved social skills.

    B. Short-Term Objectives
    1. John will look at the person speaking/signing with minimal prompts 90% of the time. (as his Vision Therapy progresses)
    2. John will look at the person speaking/signing without prompts 60% of the time.
    3. John will address all adults and students he regularly comes in contact with by name, and will use appropriate pleasantries (please, thank you, etc.) with fading models/prompts 65% of the time.
    4. John will raise his hand in class with fading prompts/models 75% of the time.
    5. John will participate in turn taking during group activities with minimal assistance 90% of the time.
    6. During connect, John will learn the name of a "connect peer partner (student)" and interact with that student using the skills listed above with minimal assistance 75% of the time
    7. John will take a "signed/verbal" message from one person to another, and deliver the message correctly, 75% of the time.
    8. During connect, John will participate in group activities and games with minimal assistance from a connect-peer partner, with 60% compliance.
    9. John will self-initiate a request for things he wants that he has visual access to with 90% accuracy.

    Math --Sequencing/Measurement

    III. John is able to identify the season and weather. He can sign the name and match the correct value of a penny and nickel. He is not currently able to match the value of a dime and quarter. He can tell time to the hour, but not to the half hour. He can read and sequence the days of the week and the months of the year.

    IV. A. Annual Goal John will exhibit skills in using sequencing and measurement. B. Short-Term Objectives
    1. Given real or play coins and bills, and cards with money values, John will sign the name of the coin and match the correct value to it with 90% accuracy.
    2. Given a play or printed clock, John will tell time to the nearest five minutes with 90% accuracy.
    3. John will choose congruent shapes with 80% accuracy.
    4. John will identify the number of sides of a shape with 80% accuracy.
    5. John will utilize a ruler to measure a given object in inches with 90% accuracy.
    6. John will complete a pattern by choosing the next shape in a sequence of shapes with 80% accuracy.
    7. John will complete a pattern by drawing the next shape in a sequence of shapes with 75% accuracy.
    8. John will sequence by size with 80% accuracy.
    9. John will evidence understanding of a calendar, and the terms "next," and "last," as it applies to the calendar with 60% accuracy.
    10. John will use position words to identify placement of an object in a picture with 80% accuracy.
    11. John will answer simple word problems using the above skills with 60% accuracy.
    12. John will do math homework four out of five days per week, with 95% compliance.

    Math - Computing Skills

    III. John can count to 100 with visual prompts and can count to 30 without visual prompts. He is able to skip count by 10's, but cannot consistently skip count by 5's. He can read and sequence number words one through ten, but cannot consistently sequence number words eleven through twenty. John is able to add very simple problems using manipulatives. He cannot add addition problems with sums up to 15 with or without manipulatives.

    IV. A. Annual Goal
    John will skip count to 100 and compute with whole numbers.

    B. Short Term Goals
    1. Given number words 11 - 20, and by 10's to 100, John will read and sequence them in order with 80% accuracy.
    2. John will write the numbers 1 - 100 without visual prompts with 80% accuracy.
    3. John will skip count
    a. By 5's with 100% accuracy
    b. By 2's with 75% accuracy
    c. By 25's with 100% accuracy
    4. John will add with manipulatives/pictures to 20 with 90% accuracy.
    5. John will demonstrate knowledge of ordinal numbers with 90% accuracy.
    6. John will learn place value (i.e. 73 = 7 10's and 3 1's) with 60% accuracy.
    7. John will add without manipulatives, but with picture aids, to 100's with 50% accuracy.
    8. John will subtract with manipulatives to 20 with 75% accuracy.
    9. John will demonstrate knowledge of the terms "more" and "less," with 90% accuracy.
    10. John will answer simple word problems using the above skills, and choose the correct answer from a field of two or three with 60% accuracy.
    11. John will do math homework (including sequencing/measuring), four out of five school days per week.

    Test Prep -- All Subjects

    John is able to answer direct questions when they are signed and spoken to him. John is not able to answer written questions.

    IV. A. Annual Goal:
    John will be able to take a test by "filling in the bubbles," on paper and on computer.

    B. Short-Term Objectives:
    1. John will circle the correct answer from a field of two on paper with 90% accuracy.
    2. John will circle the correct answer from a field of four on paper with 80% accuracy.
    3. John will choose the correct answer from a field of two and fill in the correct bubble, with 70% accuracy on paper.
    4. John will choose the correct answer from a field of three and fill in the correct bubble, with 65% accuracy on paper.
    5. John will choose the correct answer from a field of four and fill in the correct bubble, with 60% accuracy on paper.
    6. John will choose the correct answer from a field of two and mark the correct spot, on the computer, with 80% accuracy.
    7. John will choose the correct answer from a field of three and mark the correct spot, on the computer, with 80% accuracy.

    Adaptive Equipment --FM system/hearing aids

    III. John currently uses an FM system with bilateral BTE hearing aids. He can localize sounds with the FM microphone off (hearing aids set on B). He can respond to questions, from across a busy classroom, with the FM microphone turned on (hearing aids set on B). He becomes frustrated with continued FM use, when it is left on, but not used for specific communication with him. He then blocks out the sound as "white noise." When the BTE receivers are set on F, he will not hear any sounds with the microphone off. With the BTE receivers set on M, he will not hear any sounds through the FM microphone.

    IV. A. Annual Goal:
    John will utilize his FM system.

    B. Short-Term Objectives:
    1. John will wear his BTE hearing aids at all times with 100% compliance.
    2. John will wear the BTE receivers set at B 100% of the time.
    3. John will utilize the FM system at appropriate 1:1 or classroom lecture times with 90% compliance.
    4. John will have the FM microphone turned off during times the person transmitting is not directly addressing him with 90% compliance.
    5. John will have the FM microphone turned off while on the playground, and only turned on for direct communications with him with 90% compliance.
    6. John will have any person working with him instructed in the correct use of the microphone, before that person uses it, 100% of the time.

    Additional OT goal:

    OT goal - Sensory Integration - Classroom Strategies

    III. John demonstrates significant sensory integrative dysfunction. He demonstrates difficulties with organization, modulation and interpretation of sensory input necessary for adaptive emotional, behavioral, and motor functioning. John is constantly seeking out movement and heavy input to his muscles; to help him focus and organize himself. John's convergence palsy and disorder of accommodation affect his eye hand coordination and make near/far visual tracking extremely difficult.

    IV. Annual Goal:
    A. John will get the sensory information he needs during the school day; to help him focus and organize himself.

    B. Short-Term Objectives:

    1. John will work at his own desk (with assistance as needed), remaining seated in his chair using a Move-N-Sit, for 10 minutes.
    2. John will work at his own desk without kicking the table, using stretchable tubing or theraband around the front legs of his chair to stretch with his legs, for 10 minutes with fading prompts.
    3. John will remain seated in his chair with aids listed above for 20 minutes without prompts.
    4. John will use his "chill out" space to regroup and organize himself as needed, less than 10 times a day.
    5. John will use his "chill out" space to regroup and organize himself as needed, less than 5 times a day.
    6. John will do "heavy work jobs," such as carrying a few heavy books to the shelf, stacking chairs, or washing the tables or blackboard, for proprioceptive input at least twice daily.
    7. John will use "high contrast" paper for writing, 80% of the time.
    8. John will have a "desk copy" of work written on the blackboard, for "copy work" to minimize near/far tracking problems, 80% of the time.

    Additional Speech Goal
    III. John will point to things he wants. He will ask for them (I want orange car) when prompted.

    IV.A. Annual Goal:

    John will self-initiate requests.

    B. Short-Term Objectives:

    1. John will sign/say his request for something he wants, and has visual access to, when prompted, 90% of the time.
    2. John will sign/say his request for something he wants, and has visual access to, without prompts, 80% of the time.


Sample IEP Goals for Asperger Syndrome  GOALS FOR INDIVIDUALIZED EDUCATION PLAN (IEP)
FOR_____________________________

DATE____________

GRADE___________


A: To Improve Communication and Socialization

  1. Establish and maintain eye contact when speaking to teachers and peers.

     

  2. Ask for help from teachers or aides when needed.

     

  3. Be respectful of peer's opinions.

     

  4. Be positive in communicating with teachers and peers.

     

  5. Share expertise and special interests with peers.

     

  6. Initiate discussions with peers.

     

  7. Respond appropriately to peers in social situations.

     

  8. Compliment peers when appropriate.

     

  9. Accept the success of peers without making negative comments.

     

  10. Attempt to learn the interests of peers.

B: To Succeed in the Regular Classroom

  1. Stay focused on the instruction in the classroom.

     

  2. Participate appropriately in class.

     

  3. Notify the teacher/aide if you do not understand the material.

     

  4. Notify the teacher/aide if you are distracted by sensory input.

     

  5. Be positive as you approach your work and new tasks.

     

  6. Establish method by which ______________can help himself/herself control anxiety.

     

  7. Notify the teacher/aide if you find yourself becoming overly agitated or anxious and your own efforts to control the anxiety have not been successful.

     

  8. Establish method by which ________________can organize and keep organized.

     

  9. Understand that, though teachers and aides will attempt to let you know of potential changes in schedule, etc., there will be times when such notice cannot be given. Work on accepting change without becoming emotionally unravelled.

 
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