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Practical Steps to Writing Individualized Education Program (IEP) Goals: And Writing Them Well

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IEP Goals for Writing - With Samples


Jill- We had a behavior plan for our son. We requested that the school provide a behavior assessment for our son. We put the request in writing and sent it certified mail. Once the teachers understood some of the issues a positive behavior plan was put into place for him. It worked out beautifully. For example if our son got in trouble we could ask if the teacher followed the behavior plan. It worked so well we kept it in place for a long time. Hi Pam, Thank you for dealing with this question about behavior issues.

I find this to be one of the more difficult parts of an IEP to deal with. I have had a very difficult time having school staff understand that these are triggered by academic conditions and not just behavior issues. Depending on the teachers ability or willingness to deal with it , often makes it worse.

When I addressed this in an IEP meeting, it has been brushed aside, now after about 5 incidences this year the principle wants a behavior plan for my son. As a special education teacher I am always looking for ways to write better behavioral goal for students. I will share this information with collegues and parents.

Many times it is better to write the learning goal separate from the attainment criterion, which is essentially what you wrote: In many cases, it is possible to determine what the child must learn in order to attain that defined success rate. We determine what the criterion will be for success, 3.

We determine what will be the most objective measure and 4. Then we do whatever works, whatever it takes, to reach that criterion based on continued progress monitoring and adjusted instruction. I am always enlightened and inspired when I visit this site. School can be intimidating for parents — I appreciate their bravery.

I love all the children I have worked with over many years because they taught me to listen to their pain and to listen to what they like, their passions. Witness and recognize their world view and they will learn and respect you for what you want them to do. In my current public school district, the powers are trying to convince everyone that is in the best interest of special needs children that they return to general ed classes with the support of an untrained aide.

The mind set of general and special ed teachers is different. Coping with ODD can be very stressful for a family.

Finding oppositional defiant disorder treatment can also be a real struggle to find. Over time things though are steadily improving as people become more aware of the issue. I have a 5 year old boy and he is a high functioning child with Down Syndrome, or so I was told. He is in an intergrated Pre-school and will be going to an intergrated Kindergarten with approx. The Special Ed Dept. He knows his alphabet and counts up to 20 and with assist. Thanks you very much Tina. We requested to repeat 1st grade and a different school, request denied, so we placed him in a catholic school.

I hope I have made my self clear, thank you! My son was diagnosed this summer with bipolar after a terrible and frustrating previous school year. Many visit to the school with no help. Now suffering major consquences and the school is not taking any responsibility and did not intervene all year.

What can I do. My son is 5 years old. Truly an amazing child, but has several learning disabilities. The IEP panel has decided my son should start Kindergarten in a Spec Ed classroom where he is the only Kindergartner, and a mix of children up tp 4th grade. Most of the kids are not in their full time. How can this be best for my child when he has social issues that need to be addressed and worked on daily?

How can a teacher meet his needs when she is attempting to meet the needs of several other children at various grade levels? I have so many concerns about this. Any suggestions or advice on how to handle this? My son, now 17 and in high school, displayed many of the same behaviors when he was young. Then we brainstormed and listed supports that had worked, or that seemed likely to work.

We constantly worked with the school to develop plans to teach desired behaviors. Scripting, prompting, lots and lots of visuals, the ability to take breaks as needed, and always, training for the staff working with him. It is a LOT of work. It required that we continuously work on positive relationships with the school staff occasionally an almost impossible task.

We had to maintain records, follow up on evaluations, communicate continuously with the classroom personnel. Over the years it has proved so successful that I no longer need to remind everyone that we may see neurologically based behaviors which we still do from time to time. One group of staff trains those who will be working with my son the next year. His success has become their success.

It is a win-win. We are not in a wealthy district. I am a single working mom. This is not a technique that will only work for me. It is following your plan over and over again. It is being consistent about record keeping and taping meetings and letters of understanding. It is tedious and at times heartbreaking. But it has worked and I firmly believe that it can work for others.

I am a special education teacher, and my school for students with communication disorders including autism uses PBIS with good success. Individual behavior plans are designed for students who need more specific interventions.

I suggest you visit http: The RDI program focuses on relationship development, going to the root of autism deficits using a structured, supportive approach. Removing your son from a school for children with autism and putting him in a room by himself with a paraprofessional is a terrible idea.

Paraprofessionals are not highly qualified teachers. No Child Left Behind. Has your child been evaluated by a psychologist or diagnostician in the private sector?

If not, you need to get an evaluator involved. The school district placed him in a private school for children with autism and other developmental disabilities but because of the considerable cost now wants to put him back in a district school in a small room with a paraprofessional — no art, music, or PE — lunch in the same room with no peers.

What are the legal requirements of LRE and are there cases that have been tried that are similar? I read this post with interest. My son 11 yrs. This coming year will be his first in public school in 3 yrs. My dad is seriously ill and I am no longer able to homeschool. Naturally, we have some misgivings. Thank you for reminding me to reread my copy of Emotions to Advocacy.

I am glad to be part of this blog page. Pam, Thanks so much for the reply. The list of problem behaviors I indicated we not my list or the schools list, it was the list on the report card. My list of goals to date are indicated below I am not sure how to make them measurable, or if they are okay as they are. You are on the rigth track to taking a decisive step in the planning of goals for your child.

Many times, educators push goals at parents, pre-wriiten amongst themselves and feel that the parent do not know what is needed for theri child. At the same time, it is important to develop goals and objectives that have both immediate and future utility, and that address present levels of performance. Objectives that focus on teaching middle school students to put pegs in peg boards, count pennies to , or recognize pictures of farm animals may not be the most important focus if these students are unable to eat at a table, follow simple directions, or if they do not understand the value of money.

Because of the amount of time required to teach some students, it is critical that this time is used in a manner that will have the greatest benefit. Short term instructional objectives should be observable and measurable.

In other words, multiple professionals and family members should be able to reach consensus regarding whether the student has reached the goal or not. If all involved truly understand desired outcomes, it will be much easier to maintain consistency in expectations. By better understanding the expectations through consistency, the students will have a greater chance of being successful. Objectives such as the following are subjective and impossible to observe: Instead, write the objective as: Instead write the objective as: Different contexts require different behaviors.

For example, the type of social skills and behaviors allowed at recess would be different from those allowed in the classroom. For example, playing tag with two classmates is appropriate on the playground but probably not in the middle of science class. Because children on the autism spectrum often have difficulty shifting their behavior to suit the context, it becomes important to clarify expectations by relating objectives to specific contexts.

Criteria must be written in a manner that is possible to measure. In order to document progress on objectives, criteria must be stated for each objective. At times, criteria are written in a manner that is impossible to measure and to collect data on. Criteria such as the following are impossible to reasonably measure: Instead write the criteria as: Behavioral objectives should be stated in the positive. The IEP document provides us guidance in what we want students to learn.

One area that many teachers focus on for students on the autism spectrum relates to behavior. While family members and staff may be focused on eliminating or decreasing the behavior, the desired outcome of a good behavior support plan is that students learn alternative and appropriate ways of responding.

Objectives such as the following do not tell students what they are to do: Below are some general guidelines to follow when developing the IEP: It is better to have fewer goals that can be intensely addressed than 30 that can only be briefly covered. Because of self-esteem issues experienced by many of our students, continual failure may thwart future learning efforts.

The IEP document will not cover everything the student is working on, but should focus on those things that require our intense focus. During the course of the day, professionals will cover many topics and skills not identified in the IEP document. The IEP should be a living document and not simply visited once a year. If documentation shows us that goals are being easily achieved, or that no progress is being made despite our best efforts, it is best to reconsider objectives.

The IEP should be a dynamic product that is continually revisited. The focus of the IEP document should be on outcomes and not on processes to achieve those outcomes. There may be many different ways to teach a student a specific skill. The outcome of an IEP is not that a student will receive a specific program, but that they will demonstrate a certain set of skills.

For parents, the IEP process and documentation can be overwhelming. It is important to send a copy of the IEP document in advance of the meeting. School districts note that when parents have a copy of the IEP prior to the meeting, that the process is smoother.

Parents report, that they feel less pressured and defensive when they are given the opportunity to preview the IEP outside the context of a stressful case conference meeting.


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IEP Goal Bank ; Behavior Systems; IEP Goal Bank As School Psychologists, it becomes second nature to ensure that everything we do and write is legally defendable. When that comes to IEP goals we want to make sure we are writing S.M.A.R.T. goals! I tend to write IEP goals that are behaviorally focused rather than goals specific to counseling.

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Objective #4 Begin to understand the modes of writing by an author. Objective #5 Participate in dramatic re-enactment of stories with puppets, plays and readers' theater, etc. Objective #6 Listen to articles read aloud from several texts about the same subject to collect information.

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Behavioral Goals may be placed in an IEP when it is accompanied by a Functional Behavioral Analysis (FBA) and Behavior Improvement Plan (BIP). An IEP that has behavioral goals should also have a behavioral section in the present levels, indicating that behavior is an educational need. Practical Steps to Writing Individualized Education Program (IEP) Goals: And Writing Them Well. Contributed By: Dr. Cathy Pratt, Director; Melissa Dubie, Educational Consultant. For children on the autism spectrum, the most critical aspect of their educational program is their individualized education program (IEP).

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I want to learn to create SMART IEP goals for his areas of weakness. I am having a hard time figuring out how to make to make behavior goals SMART – specific, measurable, use action words, realistic, and time-limited. IEP goals in written expression should include individual goals in various areas including content, fluency and focus. The following sample goals for writing can be used for primary level students with needs in the area of written expression.