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					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                  Affective Characteristics    Behavioral Characteristics

  -Cognitive and Metacognitive                -Poor Social Skills           -Adaptive Behavioral Deficits
                                              -Poor Self-Concept            -Disruptive Behavior
                                               Poor Motivation              -Withdrawal
  -Low Academic Achievement                   -Debilitating Mood States
  -Poor Memory
  -Attention Problems
  -Perceptual Disorders
    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               o Echoes words or phrases

oMay avoid eye contact                           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.
        Evaluation Criteria- 8 out of 10 trials

   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

   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
        Evaluation Criteria- 60% over 1 week

   James will use proper letter sizing and spacing when writing with no more than 3
    verbal cues
        Evaluation Criteria- 60% over 1 week

   James will use relaxation techniques such as deep breathing when feeling frustrated
        Evaluation Criteria- 8 out of 10 trials

   James will identify solution to a problem when given a choice of 3 written responses
        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