PISP RESOURCES FOR WRITING AND ASSESSING IEP OBJECTIVES

1. PISP RESOURCES FOR WRITING AND ASSESSING IEP OBJECTIVES

2. Some frequently occurring problems with IEP objectives:

3. Objectives reflect team goals rather than student’s individual objectives

4. Example • The student will use her Personal Dictionary

5. vs • People in the student’s environment will know her Personal Dictionary, and will interpret and respond to her communication behaviours as indicated

6. Objectives that are actually strategies

7. Example The student will learn some geography from around the world as taught by various people who share their worldly travel experiences

8. vs The student will answer T/F questions about South America by looking to the left for True and to the right for False, with 80% accuracy

9. Objectives are vague and not easily measurable

10. Example The student will use the Dynavox daily Vs The student will use the Dynavox daily to indicate how he would like to spend his break time

11. Keep in mind that all domains of a student’s development (communication, fine motor, gross motor, cognition) are inter-related and inter-dependent. IEP goals need to reflect these relationships.

12. For Example • Communication objective may be around Choice Making, but need to take into account: • Vision - how does the student see? • Motor - how can the student physically make a choice • Cognition - does the student understand the concept of making a choice?

13. What Skills Is the Student Learning?

14. Need input from • Physiotherapist - gross motor skills • Occupational Therapist - fine motor, mealtime, vision skills • Speech-Language Pathologist - communication, social, mealtime skills • Vision Teacher • Teach of the Deaf and Hard of Hearing • Psychologist - cognitive, behavioural skills

15. The IEP objective should: 1. Reflect the student’s active participation

16. Example • The student will walk in a walker to pick up mail from the office

17. 2. States How the Student Actively Participates

18. Example The student will respond to a greeting by looking at the greeter and smiling

19. 3. Have a functional basis • What difference will learning this skill make in the child’s life? • Skills should be learned in situations where the student is going to use them

20. The student will use a jelly bean switch with her left hand to shred confidential documents in the school office for 10 minutes, once a week

21. Vs The Student will use a switch to practice shredding paper in the resource room

22. 4. Have built in motivation • What satisfaction does the student get out of learning the skill?

23. The student will use a switch to activate a toy in the resource room, vs

24. The student will use a switch to sharpen pencils when asked by class-mates(This student is motivated by looking at people, and helping others)

25. 5. Include a way to measure the objective

26. Example The student will independently grasp and release 10 beverage containers into the recycle bin once a week

27. Ask your team members to: • 1. Be Specific (e.g., The student will independently wipe the table with her left hand after eating at recess and at lunch) • 2. Include Measurement (e.g., for 4 out of 5 snacks and 4 out of 5 lunches every week)

28. Measurement • Accuracy • Frequency • Duration • Amount of Active Participation • Appropriateness • Generalization

29. 3. Include Motivators • Peers • Movement • Music • Food • Tactile • Visual

30. Resources from the PISP web-site: www.pisp.ca http://www.pisp.ca/strategies/documents/GrossMotorSkills.pdf http://www.pisp.ca/strategies/documents/FunctionalHandArmSkills.pdf http://www.pisp.ca/strategies/documents/CommObjrevisedSB_000.pdf http://www.pisp.ca/strategies.documents/SpeechIEPObj_000.pdf

31. http://www.pisp.ca/strategies/documents/VisionSkills.pdf • http://www.pisp.ca/strategies/documents/CognitiveSteppingStones_000.pdf • http://www.pisp.ca/strategies/documents/SkillsforMealtimes_000.pdf

32. What is the IEP objective?