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IEP – Goals and Objectives

IEP – Goals and Objectives. University of Connecticut Center of Excellence in Developmental Disabilities. Families As Partners Training. Key Components. Student’s present level of performance Measurable annual goals & objectives (benchmarks)

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IEP – Goals and Objectives

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  1. IEP – Goals and Objectives University of Connecticut Center of Excellence in Developmental Disabilities Families As Partners Training

  2. Key Components • Student’s present level of performance • Measurable annual goals & objectives (benchmarks) • A statement of needed special education and other services

  3. 3 Step Plan • What are the child’s unique needs? • What services will be used to address each need? • What will the student be able to accomplish as a result of the services?

  4. Measurability 4 Characteristics 1. Contains information about how to measure whether the goal has been accomplished 2. Yields the same conclusion if measured by different people 3. Allows a calculation of how much progress it represents 4. Can be measured without additional information

  5. 3 Parts of a Goal/Objective • Behavior/performance: what the student will do • Condition under which the behavior/performance will occur • Criteria necessary for performance to be considered acceptable

  6. Behavior or Performance:Observable, Countable or Visible Observable • Cutting on a line ½” wide x 3” long without deviation • Writing numbers 0-10 • Matching object to picture Not Observable • Demonstrate improved fine motor skills • Improved number recognition • Increasing vocabulary skills

  7. Criterion or Level of Performance How well the student must do to meet the objective Beware the percentage criteria! Is it measurable? • Angely will orally spell 95% of the 4th grade spelling words dictated to him weekly • Angely will behave appropriately 80% of the time • Carrie will increase reading skills by 75%

  8. Criterion or Level of Performance There may be times when anything less than 100% is unacceptable • Pedro will cross the street safely 3/5 times

  9. Condition “Givens”: the circumstances under which the performance or behavior will take place • Takara will type 30 words per minute using an on screen keyboard • Jane will spontaneously initiate 3 greeting per day using her voice output communication device • Zoe will zip her coat once per day, following engagement of the zipper by an adult or peer

  10. Measurable Goal Min will solve double digit addition problems with 95% accuracy using a calculator • Behavior: Min will solve 2 digit addition problems • Condition: using a calculator • Criteria: with 95% accuracy

  11. Now it’s your turn…

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