I must add here a few goals from Olivias IEP's. If they don't use the % they use the 4/5 trials etc for example. In an objective in an IEP or with 70% accuracy.
First off an IEP must tell a childs' present level of performance INCLUDING STRENGTHS!!!! and areas of concerns and recommended accomodations/modifications.This is the first area of the IEP.
Next comes the goals and objectives. I will list Olivias here so get ready for a read. I will only list the goals not the objectives. BUT the objectives must also list
WRITING
GOAL- Olivia will copy a model(see they hafta state what she WILL DO) of her dictated sentence within the lines of large ruled paper(see modifications here JODI they should be very specific) using appropriate grip with 80% accuracy, 3 of 5 trials.
Heres a helpful self-help skill that we included in Livs IEP.
Olivia WILL clean her glasses using self selected appropriate method when necessary with minimal prompts, 4 of 5 days.
BEHAVIORAL SUPPORT
Using positive behavioral support, Olivia will complete requested task 3 out of 4 trials within academic settings and social interactive settings with 1 teacher/adult prompt with appropriate wait time(not sure this is a real good measure who's to say what is appropriate eh?), as measured by teacher created chart.
MOTOR/OT
In collaboration with the classroom teacher, Olivia will demonstrate improved motor control by producing the letters of her name, the letters and numbers of the date and the letters of 1 word legibly on a page with minimal assistance 50% of the time, with or without the use of assistive technology. (she does this beautifully with no assistance now)
MATH
Olivia will successfully identify nickel, penny, dime, quarter and dollar bill when presented with real or REALISTIC(very imp it looks just like the real thing)<--- hee I just added that with 80% accuracy in 3 of 5 trials.
Heres just a few goals but I will add some of the extra stuff on page 6 of 29 of the iep. Section 1 supports for participation in general ed setting
supportstsa
small group or one on one pre-teaching of new concepts
small group or one to one over teaching of previously introduced concepts that are developmentally challenging for Olivia
Instructional accomadationssmall group instruction with multi-sensory teaching approach
positive behavioral support menu provided with high frequency reinforcement using high interest items(such as time with others, time in the class library reading, listening ceneter listening to stories on tape)
review verbal instructions in slow, redundant terms to reinforce success
Okay one last thing …I didn’t list everything on her goals just a couple of examples. One note I am going to add is the way Olivias teacher worded her pg. 12 of 29 on IEP team information.
The way she wrote the section on esy and appropriate accomodations was worded so well. Thought I’d share that part.
Olivia is eligible for ESY due to her need for consistency, reinforcement and re-teaching of concepts and the possibility of academic and behavioral regression over prolonged school breaks..
Appropriate accomodations: Consistent behavior system including frequent and specific feedback, frequent positive reinforcement specifically tied to her strengths in social play and clear and specific consequences. Small group instruction with multi-sensory teaching approach. Review verbal directions in slow redundant terms to reinforce success for task completion. Pair with peer/buddy in large group/mainstream opportunities. Use kinesthetic cues and pictures when introducing new words in reading/whole word reading. Highlight new/unknown words to trace. Curriculum based texts to be modified by highlighting key words or blocking out extraneous information.
There goes hope that helped. HUGS steff
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