Creating IEP Goals and Objectives.ppt

Creating IEP Goals and Objectives:
An in Service Presentation
Michael Creegan, SPE529NH
Grand Canyon University
Characteristics of Children with Disabilities
Depending on the disability present and the age of the student, there are a number of
common characteristics that may be present. These characteristics can be broken
down into three categories…
Examples of LD Characteristics
Cognitive Characteristics
-Cognitive and Metacognitive
-Low Academic Achievement
Affective Characteristics
-Poor Social Skills
-Poor Self-Concept
Poor Motivation
-Debilitating Mood States
-Poor Memory
-Attention Problems
-Perceptual Disorders
Behavioral Characteristics
-Adaptive Behavioral Deficits
-Disruptive Behavior
Students with Disabilities: Classroom
Behavior Trends
The behavioral characteristics of students with
disabilities may manifest themselves in a number of
ways in the classroom setting.
Possible Behaviors at the Middle School Level
 Disconnect from faculty and peers
 Vocal or physical outburst
 Inability to communicate basic needs verbally
 “Running”
 Fixation on specific themes
 Difficulty focusing on academics
Target Student
The purpose of this meeting is to inform educators on a
new student, James, who will be receiving special
education services in our district. As an overview;
James is an incoming student to our school district
diagnosed with autism.
 James will be placed in a 12:1:1, self-contained, special
education classroom.
 After adjusting to the district, the goal is to include
James in the mainstream classroom as much as possible.
Learners with Autism
There is a wide example of behavioral characteristics that learners with
autism exhibit. These will vary depending on the severity of the disease
in the particular student.
Common Characteristics of Learners with Autism
o Inappropriate laughing or giggling
o Difficulty in expressing needs; may use
o No real fear of dangers
o Inappropriate attachments to objects
o Apparent insensitivity to pain
o Insistence on sameness
o Sustained unusual or repetitive play;
uneven physical or verbal skills
oMay avoid eye contact
o Echoes words or phrases
o Inappropriate response or no response to
oMay prefer to be alone
o Difficulty in interacting with others
Improving Communication Skills
Of James’ many academic and behavioral goals,
improving communication skills is a top priority.
Specific goals for James will include;
Successfully use conversational strips to initiate, maintain, and end
Successfully use proper greetings and routine conversational questions
Improve eye contact while engaged in conversation
Using functional questions including “what”, “where”, and “who”
Raising hand to initiate an academic question
Raising hand to ask for basic needs
Impact on Student Learning
James’ communication deficits are a hindrance upon his
academic performance. By learning to use functional
questioning and appropriate questioning procedures,
James will;
Learn to communicate basic needs
 Communicate to teachers when he is frustrated or does
not understand content
 Appropriately communicate with teachers and peers
 Use verbal language to resolve problems rather than
verbal or physical outbursts
Present Level of Academic Performance
Currently James is performing below grade level in most academic areas.
James will benefit from the use visual and verbal cues offered from the
classroom teacher and his 1:1 aide.
Reading and Writing
James currently reads at a 2nd grade level and needs extra time and support when
given assessments with written directions
James has difficulty with handwriting activities and benefits from thick pencils, as
they are easier for him to grasp and hold correctly
Math is James’ strongest subject.
James successfully states times tables 2-10.
James successfully groups and carries over when given basic computation problems
up to 4 digits
James has difficulty with word problems and basic algebra equations
Language Skills
James needs the support of sentence strips, conversational scripts, icons, verbal cues,
and questioning by teachers to effectively communicate basic needs
Measureable Annual Goals
James’ Measurable Annual Goals will include;
Speech and Language
James will practice and use various conversational scripts to maintain a
conversational exchange with appropriate body orientation and eye contact.
James will identify common statements, match statements with situations, and use
those statements when interacting with peers
Evaluation Criteria- 8 out of 10 trials
James will initiate and end conversations with 80% accuracy
Evaluation Criteria- 8 out of 10 trials
Evaluation Criteria- 8 out of 10 trials
James will identify solution to a problem when given a choice of 3 written responses
Evaluation Criteria- 8 out of 10 trials
Additional Measureable Annual Goals
James will effectively use a tripod grasp when writing with no more than 3 verbal
James will use proper letter sizing and spacing when writing with no more than 3
verbal cues
Evaluation Criteria- 8 out of 10 trials
James will identify solution to a problem when given a choice of 3 written responses
Evaluation Criteria- 60% over 1 week
James will use relaxation techniques such as deep breathing when feeling frustrated
Evaluation Criteria- 60% over 1 week
Evaluation Criteria- 80% over 1 week
James will solve math problems with the following concepts; ordinal numbers,
fractions, up to 4 digit addition, subtraction, and multiplication, word problems, and
read simple graphs
Evaluation Criteria- 80% over 1 week
How The Goals will be Measured
The primary responsibility of measuring annual goals
will fall upon;
SpEd teacher
Classroom teacher
Various Service Providers (where appropriate)
Goals will be measured on their specified percentages using a checklist and
portfolio system. When assessing each goal, the evaluator will mark each
trial with either a check stating that the objective was completed, or a minus
stating that the objective was not completed.
Benchmarks and Short Term Objectives
James’ short term goals and objectives will focus on his
behavioral adjustment to his new classroom.
Short Term Objectives
James will successfully participate in all classroom routines, after 1
week of instruction
James will appropriately communicate with his new peers and
teachers when engaged, after 1 week of instruction
James will maintain a functional workspace in the classroom, and
locker in the hallway
Additional Special Education Services
James will have a permanent 1:1 aide. Additionally, he has been
recommended for the following special education services
Adapted physical education
 Freq- 10 times monthly for 40 mins
Music Therapy
 Freq- 2 times weekly for 30 mins
Occupational Therapy
 Freq- 2 times weekly for 30 mins
Speech/Language Therapy
 Freq- 3 times weekly for 30 mins
Modification of Current Services
James will have the following modifications made to the
current services offered to him
Rather than attending mainstream physical education, James will attend
adaptive physical education
James will use the aide of visual and verbal cues during assessment
James will be given extended time (2x) on assessments
The IEP Team
IDEA 2004 defines the IEP Team as the following
The parents of the child;
Not less than one regular education teacher of the child
Not less than one special education teacher of the child
A representative of the public agency who is qualified to provide, or supervise the
provision of, specially designed instruction to meet the unique needs of children with
An individual who can interpret the instructional implications of evaluation results
Other individuals who have knowledge or special expertise regarding the child,
including related services personnel as appropriate (invited at the discretion of the
parent or the agency)
The child with a disability (when appropriate).
Attendance Procedures
Attendance is not necessary when it is determined un-necessary by the
parents of the child and the education agency because the team member’s
specialty area will not be discussed at the meeting
A team member may be excused from the meeting when their curricular
area is being addressed if written consent is given by the parents or if a
written contribution of material is given to the IEP team prior to the meeting
When Parents are Absent
Parents will be contacted by phone, and the meeting will be delayed 15 min
to allow time for the parent to arrive
If the parent does not attend the meeting after 15 min the meeting will
proceed as scheduled
If the parent does not attend the meeting in full, the SpEd. Teacher will
communicate the minutes of the IEP meeting both verbally and in writing

similar documents