IEP Goal Bank

IEP Goal Bank As School Psychologists, it becomes second nature to ensure that everything we do and write is legally defendable. When that comes to IEP goals we want to make sure we are writing S.M.A.R.T. goals! 1) Specific - Write a goal in a targeted academic, behavioral, or functional area (i.e. reading, writing, social skills, etc.), include clear descriptions of the skills being taught or observed, how progress will be measured, direction of behavior (i.e. increase, decrease, maintain, etc.) and what environment progress will be measured in, and level of attainment (i.e. to age level, without assistance, with one adult reminder, etc.) 2) Measurable - You can count or observe it, basically you must use numbers and they must be meaningful.

How To Weave Growth Mindset Into School Culture Adilene Rodriguez admits she has always struggled with academics. Especially in middle school she hated getting up early, found her classes boring and didn’t really see where it was all going. When she started her freshman year at Arroyo High School in San Lorenzo, California, just south of Oakland, she was a shy student who rarely spoke up in class and had little confidence in herself as a scholar. Rodriguez is now a senior and her approach to school has changed dramatically over her high school career.

Jill Kuzma's SLP Social & Emotional Skill Sharing Site Social Language Goal/Objective Ideas Given a hypothetical social situation presented that depicts someone potentially being taken advantage of, <STUDENT> will discriminate if the situation is helpful/fair or hurtful/unfair to the individual for 80% of situations presented over 2 measurement periods. Given hypothetical situations presented to <STUDENT> that are clearly unfair/hurtful to the fictitious character involved, <STUDENT> will describe why the action is unfair and the likely negative outcome the character may experience, for 80% of all scenarios measured over 2 measurement periods. Given a situation where <STUDENT> is processing a situation where he has been reported as being disrespectful by an adult, <STUDENT> will calmly talk about the situation with a teacher and be able to describe his perspective/intention as well as the likely impression he leaves with the adult for 80% of all documented instances overall in a trimester period.

5 Powerful Questions Teachers Can Ask Students My first year teaching a literacy coach came to observe my classroom. After the students left, she commented on how I asked the whole class a question, would wait just a few seconds, and then answer it myself. "It's cute," she added. Special Education IEP Goals for Kindergarten Students who are eligible to receive special education services must have an Individualized Education Plan (IEP) in place. This is a legal document that outlines the student's functioning level, special education services, accommodations, goals and objectives. An IEP contains measurable goals based on the student's present levels of performance toward progress in the general curriculum. Kindergarten IEP goals can address academic readiness as well as other areas where the student has weakness. Phonemic Awareness

Reality 101: CEC's blog for new special education teachers As our kindergarten team was leaving a meeting the other day the reading specialist added one more comment, “Let’s change how we are talking about our reading groups,” she suggested, “ Instead of referring to our groups as the reading level they are currently reading, let’s call them by the goal reading level we set for them.” There was silence for a minute as we let that idea sink in. It is so simple, and yet, so wise. It’s what we should always do- teach with our goal in mind.

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Smart Kids By Eve Kessler, Esq. Dialectical Behavior Therapy (DBT), a research-based cognitive-behavioral psychotherapy, teaches coping mechanisms to transform patterns of negative thoughts, self-destructive behaviors, and painful emotions into positive outcomes. DBT provides skills that are particularly useful for adolescents and young… Read the rest By Eve Kessler, Esq. When students with learning differences transition from high school to college, Section 504 and the Americans with Disabilities Act (ADA) replace the IDEA as their source of legal protections. This ushers in a new standard for… Read the rest PrAACtical Goals That Matter : PrAACtical AAC Like some of you, we often get asked “The Question.” People sometimes ask us to give them a recommendation about what AAC device or app is best for a particular individual. When the question comes from a parent or therapist whom we don’t know, it’s understandable.

Organizing Tips for Children with ADHD: Helping Disorganized Students The problem: The child forgets to bring the right books and supplies home or to school. His disorganized school supplies — desk, locker, backpack, and notebook — are in disarray. He forgets deadlines and scheduled activities. The reason: The neurological process that lets us organize, prioritize, and analyze is called “executive function.” Children with ADHD and related neurobiological problems experience executive dysfunction due to abnormal dopamine levels in the frontal lobe of the brain. CSPD: Module 1F - Measurable Annual Goals and Objectives/Benchmarks Introduction - Measurable Annual Goals and Objectives/Benchmarks Special educators and administrators have consistently requested training on the development of measurable annual goals and objectives/benchmarks. In response, the Massachusetts Department of Elementary and Secondary Education has developed this unit that includes an emphasis on skill building goals. As the Team develops skill building goals, objectives and benchmarks they need to: consider what will make the biggest difference as they choose the goal focus(es), make sure that goals, objectives and benchmarks are interdisciplinary, write goals that contain a 1) target behavior , 2) condition, and 3) criteria, and build a data collection system that will ensure measurability.

Sometimes Misbehavior Is Not What It Seems Sigmund Freud is reported to have said, “Sometimes a cigar is just a cigar,” and the key word there is sometimes, because it’s also true that sometimes a cigar is more than a cigar. So it is with student misbehavior: Sometimes the reason for misbehavior is not obvious, and such misbehavior requires a different intervention than the usual consequences. It’s never easy to determine why children do the things they do. The following list—which is not exhaustive—includes examples of seeing misbehavior from a new perspective. In each case, diagnosis is difficult—as are the remedies.

Sample IEP for child with autism/ Sample IEP for child with autism/pdd. This is individualized and does not show all of the actual goals and interventions that are being done. As a skill is acquired - new objectives are to be added, it is not to be stagnant. As skills become easier the difficulty is increased.

The Four Keys to Helping At-Risk Kids There's more than one way to make a delicious bread, soup, or stew. Similarly, there is not just one recipe for reducing risk in students' lives. But there do seem to be some essential ingredients to the process. Drawing from recent studies on the topic, I've come up with four basic ingredients that seem to match well with the stories and observations people have shared with me based on earlier blog posts I have written.