Objectives for IEP
- Marsha will say "Hi, how ya doin'?" to at least one other student each morning using her single switch communication device.
- Sally
will use eye gaze to answer yes/no and "none of them" questions about
what she wants to do next using cards containing icons plus words,
which will be placed on her eye gaze frame during choice time, at least
3 times per week.
- Laura will use her
8 message talker to have a conversation during at least one classroom
activity per day. Examples of messages: During therapy: "yes," "no,"
"that's fun," " I'm finished," "let's do more," "bounce me on the ball
again," "twirl me around," "rub lotion on me."
Birthday Party:
first line of "Happy Birthday," "blow out the candles," "How old are
you?", "I want some cake," "I want some ice cream," "juice please,"
"this is yummy!," "I don't like that."
- During
circle time Danielle will use 3 switches with pictures and words
attached, and connected to her talker to say "I am here," "Let's sing
If You're Happy and You Know It" and/or "Let's sing Old MacDonald" at
least 3 times weekly.
- Mary will use
eye-gaze to match 4 colors placed on the eye gaze frame to colors on
pictures held up by her teacher, at least twice in a row.
- Lauren
will point to 3-4 icons on a screen of her talker to make a phrase used
to describe something she has just done or wants to do, with a helper
steadying her hand and arm during group time.
- Sherry
will use a headpointer to spell out words at the second grade level, to
provide information to others using a small letter board, at least 3
times daily.
- Cara will hand a
picture to another student when given 3 pictures as choices for what
she wants to eat or do next at least once per day.
- Lauren
will present a short verbal report in at least one class each grading
period using her communication device with an adult steadying her hand
and arm.
- Lindy will imitate one
syllable words when asked to tell what she is doing, using any of 5
familiar activities at least twice per day.
- Carol
will tell what part of her body hurts with 4 choices, or how she is
feeling (5 choices) on the same page, using icons plus words as needed.
- Lilly
will look at the photo of what her mom should put on her next when
dressing her, placed on a large communication board on the wall next to
her bed.
Annual Goals for IEP
Currently, IEPs are written with both annual (yearly) goals and either
objectives or benchmarks. Objectives are different components of a
goal that can addressed either separately or concurrently, but one does
not need to be achieved before starting another. Benchmarks are a set
of goals that are accomplished in a specific order in order to reach
the annual goal. They are worked on in a sequence, not concurrently.
An IEP can be written using either objectives or benchmarks under the
annual goals, or with a combination of the two.
Examples of Annual Goals:
- Given access to mid tech (more than one
button) communication device, Lauren will make at least one comment per
day, and one request per day without verbal or physical cueing during a
structured activity.
Katy will use a sequencing voice output device to take three turns in a
conversation with a peer without physical or verbal curing in two out
of three trials.
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