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IEP goal resources

Wonderful list - thank you so much !!! I put it in my bookmark right next
to the IEP pop-ups.

Here's my growing list of IEP goal resources.  The links sometimes get corrupted over time, but if you remove blank spaces in the address, the address will usually work.  If not, let me know and I'll fix the broken link.

"Must see": 

Here's an IEP Goal Bank, which includes pages and pages of goals, including 384 goals under English and 298 Social/emotional goals!!!

http://www.bridges4kids.org/IEP/iep.goal.bank.pdf

More sample goals and statements:

http://www.bfinclusion.org.uk/iep%20pdf/Social%20and%20commu nication%20targets.pdf - social skills, sequencing, attention, concepts, emotions, language/communication, structures and routines.

http://trainland.tripod.com/sample.htm - goals for a first grader, plus some interesting links.

http://www.texasautism.com/WorkshopFiles/Social_Supports_han douts.pdf - goal areas for friendship and employment skills (teens).

http://www.concordspedpac.org/IEPGoals.html - includes goals excerpted from an article on Wright's Law, plus some interesting links.

http://www.udel.edu/bkirby/asperger/IEP_Goals.html - middle school student with Aspergers

http://www.kid-power.org/samples/goals.html - one students goals for behavior, language, social skills, math, OT, test skills, hearing aid.

http://www.speakingofspeech.com/generic42.html - speech and language goals covering articulation, fluency, life skills, auditory discrimination, pragmatics, written language, pragmatics, figures of speech, augmentative communication, etc. 

http://www.iep4u.com/iepsh1~1.htm - self-help goals for those whose functional skills are profoundly affected by autism.

http://www.iep4u.com/math.htm - sample math goals.

http://www.iep4u.com/default.aspx - 4,000 goals, but requires membership, probably not free anymore.

http://www.ieps.net/Index.htm - a book and CD for $29.95 which was awarded the Exceptional Parent magazine Award of Excellence.  There are some free sample goals on their website, and 6,000 goals in the purchased product.

http://www.rfenc.org/SLATE-Manual.doc   - social skills checklists in various goal areas, each with a manageable number of subgoals.  These checklists could be very helpful in IEP planning.  See separate post below for a list of the goal areas.

http://specialed.about.com/od/iepstatements/IEP_Statements_f or_all_Needs.htm - see also separate post on page 2 of this topic

http://www.talkaboutcuringautism.org/special-ed-law/samplego als1.htm - lots of preschool goals, but they need to be customized in order to be measurable.

http://www.talkaboutcuringautism.org/special-ed-law/samplego als2.htm - same child as above, one year later.

http://gfcf-diet.talkaboutcuringautism.org/essential-handout -for-aides-teachers.htm - GFCF diet goals on the IEP

http://www.aboutautismlaw.com/goals_objectives_autism.html - 5 sample goals from David A. Sherman's book "Autism:  Asserting your child's right to a special education."

http://www.udel.edu/bkirby/asperger/IEP_Goals.html - vague goals for communication/socialization and success in the classroom.  More "food for thought" than concrete, measurable IEP goals.

http://userweb.esu10.k12.ne.us/%7Esped@esu10.org/obj/objhp.h tml - Kearney, Nebraska ESU 10's collection of IEP goals in 14 areas.  Unfortunately, it looks like this hasn't been available since 2006.

http://www.specialed.us/issues-IEPissues/writingiep/GoalsMea surable.html - several examples given in an article on writing measurable goals.

http://www.spedforms.com/goals/criteria.htm - lots of examples given in an article on the criteria for good IEP goals.  

http://www.bipolarchild.com/iep.html - sample IEP goals for a middle school boy with bipolar.  His problems are similar to those that kids with autism would have.

http://sig.cls.utk.edu/Products/TN_SIG_Toolkit_2007.pdf - Part II (beginning page 115) gives tips for promoting reading skills in students with disabilities, including some sample IEP goals.

http://www.ed.uiuc.edu/sped/SPARK/teachermat/alligator/skill s-finemotor.html - Fine motor skills goals.

http://www.playistherapy.com/?gclid=COzotP_894oCFQVAgQodakAr lw - Fine motor skills goals.

http://www.fape.org/pubs/fape-41.pdf - attention goals

http://www.learningabledkids.com/learning_disability_LD/sens ory_integration_
dysfunction.htm -
sensory goals

http://www.ecsu.k12.mn.us/programsServices%5CspecialEducatio n/documents/AreYouReadyGroup_elem.pdf  - a list of social skills that frequently appear in IEPs for kids with autism (not in measurable goal form, though).

http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfourt h.pdf - Inventory/Assessment of Functional Skills in Secondary School (such as entry routines, locker routines, etc.)  Starts on page 124.  Thorough!  To help come up with functional skill goals.

http://www.bipolarchild.com/IEP/ - sample goals for a bipolar child, the focus on executive dysfunction makes the goals equally applicable to ASD kids.

http://www.autism-pdd.net/forum/forum_posts.asp?TID=16253&am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;PN=1&TPN=1 - This collection of checklist resources includes checklists that could help identify needed IEP goals in social skills and other areas.  Browse around!

http://www.redandgreenchoices.com/iepgoals.htm - IEP goals for behavior management using the "red choices" and "green choices" concept to identify appropriate and inappropriate behavior/reactions in school.

http://www.exmundane.com/archives/2006/12/12/auditory-proces sing-disorder-iep-goals/ - 3 IEP goals related to working memory and Auditory Processing Disorder.

http://www.learningabledkids.com/IEP_training/IEP_training_s itemap.htm - IEP goals for 5th grade level in copying, organization, reading, spelling and written expression.  See menu on the left of the screen.

http://www.autism-pdd.net/forum/forum_posts.asp?TID=19533&am p;am p;am p;am p;am p;am p;am p;am p;am p;PN=1&TPN=1 - my handwriting resource collections has various checklists that can help you come up with specific handwriting goals.

http://www.bentonstearns.k12.mn.us/PDF%20Downloads/Sample%20 IEP%20State.pdf - sample statements for what the paraprofessional is expected to do.

http://www.aucd.org/docs/lend/family_faculty/waisman_health_ and_iep_022007.pdf - sample statements on how the student manages his/her health and how medical conditions currently affect performance.

http://www.isd742.org/specialeducation/TPB/IEPExamples.pdf - sample statements on assistance for personal care.

http://www.aea1.k12.ia.us/eaccess/alignment.pdf  The Iowa Alignment of Early Childhood Outcomes has 10 pages of infant/toddler and preschool early learning benchmarks, which can help you determine what's age appropriate and come up with related goals. (tip from Ozzie-Rozies-Ma)

 

Other IEP resources:

Checklists related to IEPs:

http://www.php.com/iep_prep - Checklist for preparing for an IEP meeting and making sure everything got covered before the meeting was adjourned.

http://www.listen-up.org/dnload3/cklist.pdf - checklist for considering ESY, based on court cases.

http://www.spannj.org/BasicRights/appendix_c.htm - Sample IEP goal activity matrix, which helps chart out which IEP goals get covered in which subjects/sessions during the course of the week.

http://www.calstat.org/iep/ - IEP online training

http://www.dsawm.org/PDF/IEP_%20Accommodation_Checklist.pdf - accommodation checklist

Misc.

http://specialedlaw.blogs.com/home/2007/02/parents_need_to.h tml - strategic planning for the next IEP (setting priorities).

http://www.cedu.niu.edu/ccwe/publications/docs/IEP%20and%20E nvironmental%20Considerations%20final%20draft.doc  - IEP considerations for children with a history of abuse or neglect.

http://www.wrightslaw.com/bks/feta2/ch12.ieps.pdf - Wright's Law chapter on writing smart IEP goals.  Reader-friendly.

http://edtech.tennessee.edu/~bobannon/classifications.html - Revised Bloom's Taxonomy, showing the various levels of thinking skills (cognitive domain).  It also includes the verbs that can be used to define goals in each level.  For example, remembering (lowest level) has verbs like label, list and recall whereas creating (highest level) has verbs like plan, visualize and pretend.

http://www.tedi.uq.edu.au/downloads/Bloom.pdf - similar taxonomy to the above, with somewhat different levels in the cognitive domain, plus levels and verbs in the psychomotor and affective domains.

Any other resources?

P.S.  See page 2 of this topic for info on Individual Healthcare Plans (IHP), with samples for seizures and ADHD medication.

P.P.S.  The checklists under checklist resources will also help you identify areas your child should work on.

http://www.autism-pdd.net/forum/edit_post.asp?PID=149731& ;PN=0&TPN=1

NorwayMom40133.9737962963

I updated my list with this link:

http://www.iep4u.com/iepsh1~1.htm

It's an absolute jackpot of goals in the area of self-help, for those whose functional skills are profoundly affected by autism.

Hit the jackpot today with a series of social skills checklists for monitoring progress in various areas.  Each area has a manageable set of goals under them, and could therefore also be useful in IEP-planning.  They are from a summer program for ASD kids ages 6 to 14 with mild to moderate impairment.

The checklists begin after page 60 (page numbers are in light gray at the bottom right corner of the page).  Here are the subject areas:

Body in relation to space (ie not getting to close to others)

Play behavior (basics)

Progressive play behavior (more advanced)

Understanding basic emotions

Body language

Seeking assistance

Flexibility

Self-regulation

Group participation

Behavior conductive to teamwork

Respect of adults and authority figures

Self-regulation/controlling anger

Self-regulation (disappointment, embarrassment)

Polite interaction

Conversational skills

Maintaining conversation

Here's the link:


http://www.rfenc.org/SLATE-Manual.doc 

P.S.  They also have extensive notes for training assistants which look very useful.  It's in Appendix E, beginning on page 100.

NorwayMom39950.421724537This thread is getting saved to my favorites.  Thanks so much!wow....I'm out of ink now.   Thanks alot Norway.  My list of questions to take to B's IEP meeting just grew by about 6 pages lol.

Norway Mom to the rescue again!

Thanks!

Norway - thanks.  These are great.  I printed all the social/emotional and speech/language goals from the bridges4kids link.  I put them in a 3 ring binder so I'll have them at my fingertips.  Thanks so much for this! Into my favorites for future reference. thank you

Found these IEP goal samples today:

IEP Sample Statements to Improve Works Habits
Improving work habits. IEP statement to help with work habits.

IEP Statements for Self Management

IEP Statements for Daily Living Skills: Hygiene and Toileting

IEP Statements For Behavior Plans
Not sure how to word your behavior statements on the IEP in a positive manner? Look no further, here you'll find behavior statements that will meet the IEP needs of a variety of behaviors.
 
IEP Statements for Self Esteem
IEP Statements. Sample statements to support and enhance self esteem.
 
IEP Statements for ADD
IEP Statements. IEP Statements to learn to focus attention for ADD students.
 
IEP Statements: Language Comprehension
IEP Statements to develop comprehension. IEP goals and objectives.
 
 
NorwayMom39405.4926388889

Thank you!  With our IEP tomorrow, this is a life saver.

Below is a link to a useful article/checklist from the authors of "Autism Spectrum Disorders from A to Z", with 10 goal areas you'll want to consider for the IEP, because they're so important for life.  Here's the short version of the top 10 list (in no particular order), but be sure to look at the article for WHY these are important and how to deal with them:

1. Using only safe behavior:  Target the elimination of dangerous or potentially dangerous behavior

2. Taking complete care of her/his own body:  Everyone needs to be independent in the bathroom

3. Touching others and being touched appropriately: Who to hug, touch, kiss, and continue to talk to, or follow

4. Respectful use of property: How to touch or use other’s property and knowing how to ask first

5. Knowing two different responses to give when people tell you YES or NO

6. Knowing who to ask for help and how and when

7. Learn to identify internal states and express them

8. Learning to express empathy, sympathy and caring

9. Giving Negative Feedback

10. Making Plan B…Fixing situations and dealing with the unexpected

Source:  http://www.asdatoz.com/Documents/Website-%20Teaching%20Ten%2 0important%20lifetime%20skills.pdf

You are AWESOME!!!!!!!!!!!! I will be sitting down this weekend and going through all of these page by page and taking a nice list with me on Tuesday for our IEP meeting.

We just had some testing done (independently) and last night I received the results. All of it was not really news to me but clearly shows where my child is.

This is an A B student who is in 6th grade and comprehension scored at 3rd grade 1 month level. Fluency was 100% so it's not like he doesn't know the words (spelling scored at 9th grade 9th month level). I have been saying for a long time that he is just not getting it and this just really cements that.

We've got a lot of work to do. So again, thank you for all of these links. I am forever grateful for the resources on this board!

I added a new link to my list today.  It's a cool concept -- an IEP Goal Matrix, which charts out the child's school day/week, and which IEP goals get covered when.

http://www.spannj.org/BasicRights/appendix_c.htm

Someone brought up the subject of IHP (Individual Healthcare Plan) today.  I thought I'd add the information I found here, too.


Here's a reader-friendly overview of the IHP concept:

< http://www.spannj.org/keychanges/IHP.pdf">http://www.spannj. org/keychanges/IHP.pdf>http://www.spannj.org/keychanges/I HP.pdf


This chapter from the New Mexico School Health Manual covers IHP and
includes templates for an IHP for ADHD (page 11 in my reader) and one for
seizure disorders (page 30 in my reader).  Of course each state is bound to
have its own format for IHPs, but these should give you an idea of what
points need to be covered:

< http://www.nmschoolhealthmanual.org/shm_05.pdf">http://www.n mschoolhealthmanual.org/shm_05.pdf>http://www.nmschoolhea lthmanual.org/shm_05.pdf

 

Here are some resources on transportation issues on the IEP:

http://www.pwsaohio.org/articles/2006%20-%20Education%20Arti cle%20-%20IEP,%20Laws%20&%20Transporters.pdf  - transportation issues on the IEP

http://www.wtls.org/images/Family/Does%20Your%20Child%20Ride %20A%20School%20Bus.pdf - what you need to know

I also found this today:

http://www.cedu.niu.edu/ccwe/publications/docs/IEP%20and%20E nvironmental%20Considerations%20final%20draft.doc  - IEP considerations for children with a history of abuse or neglect.

This isn't directly related to IEPs, but it's an article about how to avoid the "Sorry, that's our policy" trap.  The examples she gives are from stores, the DMV, etc., but I believe it applies to schools, too.  After all, school's have policies, but the only real limit is the LAW, IMO. 

The article includes 7 ways to fight policy and win (do's), and 4 sure-fire ways to fail (don'ts).  You can remember the don'ts with the acronym STAB:  shout, threaten, accuse, blame. 

Here's a link to the article called "Sorry, that's our policy" by Sybil Adelman Sage

http://www6.mygazines.com/articles/view/18728

 

I came across some helpful resources today.  Here they are (I've also added them to my list on page 1 of this topic):

http://edtech.tennessee.edu/~bobannon/classifications.html - Revised Bloom's Taxonomy, showing the various levels of thinking skills (cognitive domain).  It also includes he verbs that can be used to define goals in each level.  For example, remembering (lowest level) has verbs like label, list and recall whereas creating (highest level) has verbs like plan, visualize and pretend.

http://www.tedi.uq.edu.au/downloads/Bloom.pdf - similar taxonomy to the above, with somewhat different levels in the cognitive domain, plus levels and verbs in the psychomotor and affective domains.

www.iepfree.com is associated with www.iep4u.com, but has some additional free content.  Click on the red tabs on the left of iepfree screen, to get a few sample goals in:

Math, Social Studies, Science, Visual and Performing Arts, Health, PE, and Reading.


***

Edited:

www.iepfree.com doesn't exist anymore.  There is free content on iep4u, if you log in using the demo username and password (both are "iepdemo").

However, I didn't find any goals for social studies, science, and other subjects.  Now the goals are divided this way:  Health, Academic (mostly reading), Math, Communication, Mainstreaming (for example transitioning between classes), social-emotional, self-help and misc.

I can't say I'm impressed by the website.  Seems rather disorganized.


NorwayMom40428.1616087963

hi norway mom,

Wow, this is wonderfull

  The GFCF goals are great.

thanks so much,

gilda

Do your child's IEP goals pass the Dead Man's Test???

The question posed by the dead man's test is this: Can a dead man do it?  If the answer is yes, it doesn't pass the dead man's test and it isn't a fair pair; if the answer is no, you have a fair pair.  For example, suppose that you wanted a fair pair target behavior for "swears at peers."  Let's say that you came up with the target behavior "does not swear at peers."  Does this pass the dead man's test?  No.  A dead man could refrain from swearing at peers.  What would be better?  How about "speaks to peers without swearing"?  This passes the dead man's test because a dead man does not have the power to speak.

Source:  http://www.spedforms.com/goals/criteria.htm

Wow, I can't believe this subject is up to 12,000 hits. 

I'm so glad people are finding it, so they don't fall into the trap of accepting a pathetic IEP like I did when my eldest son was first diagnosed.

 

Can a child be punished for not meeting an IEP goal?

"My son is in 6th grade and has ADHD (combined type). He was assigned 1 hour after school detention for not getting his agenda (homework assignment booklet) signed.One of the short term objective/benchmarks in his IEP is to have his agenda signed by all of the teachers and a parent daily. When this goal was added to his IEP, I had no clue that it would be used in this way."

Read answer from Wright's Law here:

http://www.wrightslaw.com/blog/?p=269
Here are various forms and letters used by a school, including some that are related to IEPs.  My favorite is the money test for checking the child's knowledge of money before setting money-related IEP goals.

http://www.teachertools.org/forms_dynam.asp

This one is a checklist for evaluating the child's basic reading skills.

http://www.teach-nology.com/web_tools/rubrics/phonics/

NorwayMom40221.1200694444This ones on my favorites now  Thanks!Here's an IEP checklist for parents, not goals, but things to think about before, during and after the meeting.

http://www.usautism.org/IEP_checklist.htm

Here's some advice on how to get a specific, research-based method written into the IEP, even when the school claims it's best to be "eclectic".

http://www.wrightslaw.com/nltr/09/nl.1124.htm

NorwayMom: outstanding work. It's obvious you took a lot of time to get these resources. Thank you. I might include them on my own blog.

Thanks.

http://autismnewsandviews.blogspot.com/

Again, great job!!!!!!!!!!!!!!!!!!!!!!!!!

Not sure if I've posted this one before:

http://www.naset.org/fileadmin/user_upload/Autism_Series/Exa mples_IEP_Goals_Objectives_for_ASD.pdf

Or these?

http://www.dredf.org/special_education/training_materials/Go al_Writing_Resources.pdf

http://iput.org/IEPToolBox.aspx 

NorwayMom40744.0724074074

More good advice from Wright's Law.

http://www.wrightslaw.com/blog/?p=6550


http://www.child-autism-parent-cafe.com/ieps.html

Nice little article about S.M.A.R.T. goals:

http://specialhappens.com/2012/02/15/using-smart-goals-in-co njunction-with-ieps-by-karen-lederer-using/?utm_source=feedb urner

"How NOT to be a yappy parent" -- on how asking questions can get you farther than acting like an expert.

http://www.wrightslaw.com/blog/?p=6249

Here's some good advice on how to prepare for an IEP meeting and write a parent input statement:

http://specialedlaw.blogs.com/home/2006/02/essentials_for_.h tml

http://specialedlaw.blogs.com/home/2011/01/charles-fox-guida nce-attorney-steps-towards-making-a-strategic-plan-for-your- next-special-education-iep.html

I've been writing parent input statements all along, without realizing that they even had a name.  I feel that they have been essential to improving my kids' school situation.  The article warns against lavish praise, but I always start the letter by saying thank you for the team's efforts and will to cooperate.

Sample IEPs here:

http://specialchildren.about.com/od/ieps/qt/sampleIEP.htm

 

Interview with Jeff Cohen, author of book Guns A’Blazing: How Parents of Children on the Autism Spectrum and Schools Can Work Together – Without a Shot Being Fired,

http://www.hartleysboys.com/2010/08/navigating-difficult-iep -meetings.html

A blog on writing effective IEP goals, and other articles in the series

 

http://thinkingautismguide.blogspot.com/2010/07/writing-effe ctive-iep-goals-and.html

Ran across this today:

http://www.autismsupportnetwork.com/news/iep-social-goals-99 7825

The IEP goal bank has gotten so many hits that their server can't handle it.  They moved it to Google docs.  I think it's a lot harder to use now. 

Here is a table of contents I created, page number first.

13:  English
29:  Functional Academics
38:  Independent living
50:  Mathematics
62:  Mathematics readiness
66:  Motor
85:  Recreation and Leisure
105:  Self-management and daily living
133:  Social-emotional
144:  Speech and language
164:  Study skills
165:  Vocational career education

On page two you'll find a list of subcategories for the above categories.

When you do a search, click on the up and down arrows below the search word field.

https://docs.google.com/fileview?id=0B9EOfg1w7YqGYjUxOTAwMTY tNWMwYi00YzY3LWJmODQtOWY5YjBhNjVjZjM1&hl=en

I liked this one, on how to incorporate communication goals into a craft lesson plan.

http://teachinglearnerswithmultipleneeds.blogspot.com/2010/0 5/communication-during-crafts.html

 

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