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Social Skills IEP Goals

It's no secret that many kids with disabilities struggle socially and struggle to build and maintain friendships. When Brian tells me stories of kids at school who sound like they have a disability of some kind, I always encourage (read: nag!) him to go the extra step. I encourage him to be extra patient and help that classmate, reach out to that classmate, invite them to eat with you, invite them to play on the playground.

Kevin doesn't have any friends. That's hard for me to say out loud. He's 11. He's never been invited to a sleepover, never invited to a birthday party on his own accord or invited to come over and play at someone's house.

My kids don't have school today and Brian asked if he could go out in the neighborhood. Kevin? He stays here with me. We play some games, read, toys, TV, movies, but this is his every day off. Just hanging out with mom.

Social Emotional Learning

What hurts me the most is how much he loves to be around other kids. When Brian has friends over, he loves to be with them. He just sits on the sidelines, watching, smiling, enjoying the company. It's been very difficult to move him past that passive stage.

Educators are realizing that you cannot demand certain skills of kids if they lack the foundation skills. The term "Social Emotional Learning" is a new(ish) buzzword in special education. This blog post is pretty old, so rather than scrap it and start over, adding SEL to it.

I guess what I'm saying here is this. Just putting "social skills goals" on an IEP is outdated thinking, and futile at best. It's an antiquated way of addressing the issue. The new term being used more frequently is SEL or Social Emotional Learning.

I have included resources for SEL at the end of this post.

We've watched our Kids struggle to make friends.

Because I know. I know how that mom feels. She knows that she is sending her baby off into the world where the only people welcoming him will likely be the adults. The ones who "have to" include him. And sometimes even that doesn't happen.

So it's on us, as parents. We can get it put into their IEP, but we must spend an extraordinary amount of time and energy helping our kids develop social skills. Often when a child lacks social skills or social cognition, it is perceived to be cognitive and academic deficits. Moms, stick with your gut instincts and keep advocating. It may be as simple as a social story about making friends.

Yesterday I attended a presentation from Tara of When I first published this post, I felt uncomfortable with it. I have a real problem with society not accepting our kids. Why is it always the disabled kids' fault that they have no friends? Why don't we teach others to work harder at being friends with people who are different from us? Disabled kids already have enough on their plate. I brought this up yesterday.

"You're right," she said.

"We need a paradigm shift. But that takes a long time, so until we get there, these are the skills that kids need in order to be successful socially."

Good point. I'll do both.

But, still, as she pointed out, most kids are just being told "what to do" as far as social skills goals, and they do not have the base knowledge. I hadn't seen this for a long time, and I liked it in Tara's context.

Social Thinking and the Social Learning Tree

You need roots before you can have leaves.

When you look at the social skills below, look at the roots of the tree. Match up each goal (that you are considering) to a tree root. Does the child have that skill? Then why are they being told to do something?

We have to go back. It doesn't matter what age the child is. If he doesn't have the roots, he cannot do the other things.

The Algorithm for Making Friends.

There is no algorithm for making friends, despite what Sheldon says.

Social Emotional-not just at school!

Yes, social skills should be worked on at school. There is no "oh that's social skills, we only do academics here." If it's an area of need, it's an area of need. Use the IEP process and the PWN to get it on the IEP.

But it is something that should be on your radar all the time, practicing and giving your child opportunities. The schools only have our kids 6 hours a day, 180 days a year. They are with us much more than that. And, social emotional skills are not usually learned easily.

Evaluations for Social Emotional Skills

There are many out there. As a general rule, I don't recommend asking for specific evaluations (as a parent). What you want is for the area of need to be identified. And, as always, the school is required to evaluate in all areas of suspected disability. If they don't suspect it, ask for it.

Devereux Advanced Behavioral Health has an assessment tool called the DESSA System. I would at least familiarize yourself with the 8 concepts of SEL defined in their system.

The competencies defined in DESSA.

A friendly reminder that no IEP student should be held to higher/stricter standards than their typical peers. None of us is level-headed and makes perfect decisions 100% of the time, so these kids shouldn't be held to that either.

IEP Goals for Social Skills

Keep in mind you may have to alter some of these to make them measurable. But all can be quantified and measured.

1. During unstructured play times, ______ will interact with peers in an appropriate manner through maintaining personal space and a respectful voice for an average 80% of intervals, measured over a 2 week period.

2. _______ will decrease inappropriate verbal comments (such as "you are weird" or "you are a loser") to 1 time per week or less by responding appropriately when his/her feelings are hurt (use words, talk to a teacher, walk away, stay calm) and seeking attention in appropriate ways (asking a friend to play, initiating conversation, giving a compliment) in 4 out of 5 trials as measured by teacher charted data.

3. During unstructured play (recess, choice time), _______will play (participate, share, follow directions/rules, take turns) with 1-2 peers for 10 minutes with no more then 1 adult prompt in 4 out of 5 opportunities as measured by teacher/staff data and observation.

4. When given scenarios of social conflicts, ______ will demonstrate problem solving skills by identifying the problem and generating two solutions appropriate to the situation in 4/5 trials, as measured by data collection.

5. Given a pre-recess check-in with an adult, the student will identify the classmates she would like to get to know and greet them independently with 80% success across 3 consecutive weeks during recess.

6. During recess, the student will initiate and begin a back and forth conversation exchange (for example, greeting and asking about a shared interest, such as a TV show, or asking if the peer enjoys crafts/art) with one of the previously identified classmates independently with 80% success across 3 consecutive weeks.

Social Emotional IEP Goals

1. Given a preferred activity, the student will invite one of her new "friends" to join her in a shared favorite activity during recess. (For example, the student will invite the friend to join her in making rainbow band bracelets or in drawing with sidewalk chalk in the designated area of the playground). The student will participate in this activity with a peer for at least five minutes during recess with 80% success across 3 consecutive weeks.

2. While engaged in a shared activity, the student will comment, ask questions appropriate to the activity, and respond to questions or comments provided by the peer for 5 conversational turns with 80% success during recess across 3 consecutive weeks during recess.

3. Making friends - Attend one event a week where I'll have a chance to meet new people.

4. Facing a fear of big events - Practice relaxation techniques for fifteen minutes every day. (more of accommodation, can also add in the ability to recognize and troubleshoot situations)

5. Feeling less awkward around people - After certain social interactions, inspect (troubleshoot, self identify) the thoughts that came up during and after it. Troubleshoot the ones that are negative and maladaptive and list 3 alternatives.

6. Improving conversation skills - Strike up a quick conversation with three people a day.

7. Identify signs of frustration, anxiety and stress in self and others.

8. Engage in cooperative play with at least one other peer.

9. Learn and follow the rules when playing an organized game.

10. Offer to help a teacher or peer at an appropriate time.

11. Refrain from interrupting others in conversation.

12. Cooperate with peers without prompting.

13. Maintain appropriate space and boundaries.

14. Making friends - Meet two potential new friends and start spending time with them at least once every two weeks.

15. Facing a fear of big events - By the end of three months, be able to attend a house party and stay for at least two hours.

16. Feeling less awkward around people - Come up with a 1-10 scale for how uncomfortable and nervous you feel in social interactions. Over the next three months record how you felt during certain interactions and move the average rating down from an 8 to a 4.

17. Improving conversation skills - Be able to have a half-hour conversation with someone you haven't talked to much before, and subjectively rate yourself as feeling confident throughout it. Express anger appropriately by using words to state feelings

18. Resolve conflicts without physical contact or abrasive language (e.g., stating emotions/desire, or walking away)

19. Respond to teasing from peers appropriately

20. Name ways people show approval/disapproval in various situations (based on needs).

21. Describe steps in making a decision.

22. Set realistic goals for personal growth; identify areas of need in personal growth.

23. State own strengths and areas of need in general school behavior, or home.

24. Gather necessary information to make decisions; identify where to find that information.

25. Appropriately seek help from an adult, when appropriate.

26. Describe situations in which student experiences a given emotion

27. Correctly identify emotions (happy, scared, angry, sad) from a set of pictures or tv show (on mute).

28. Continue to maintain appropriate behavior even when {name common antecedent situations}.

29. Follow through on making commitments involved in a decision.

I found this printable list of social emotional IEP goals on Pinterest. It wasn't attached to anything except a spammy pinterest account, so I have no idea who wrote them. Not bad, they need a little bit of tinkering. But, it's something to get your wheels turning on ideas.

social-emotional-goals

Social Skills IEP Goals with Objectives

If you need some IEP goals with supporting objectives, here you go.

________ will develop social understanding skills as measured by the benchmarks listed below.

_____ will raise their hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so.

_____will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so.

_____ will develop an understanding of the relationship between his/her verbalizations and actions/effect on others 4/5 opportunities to do so.

_____ will engage in appropriate cooperative social play interactions initiated by others 4/5 opportunities to do so.

_____ will engage in cooperative social play interactions by allowing others to make changes or alter the play routine 4/5 opportunities to do so.

_____ will engage in appropriate turn-taking skills by attending to peer's turn and waiting for own turn 4/5 opportunities to do so.

_____will appropriately acknowledge an interaction initiated by others by giving an appropriate response, either verbal or non-verbal.

_____ will develop an understanding of the rationale for various social skills by stating the reason when asked (ie. Why do we say excuse me?)

_____ will increase social awareness of the environment by stating what is taking place in the environment or imitating actions of others 4/5 opportunities to do so.

_____ will increase safety awareness by stating the effect of various situations 4/5 opportunities to do so.

_____ will identify appropriate social rules and codes of conduct for various social situations 4/5 opportunities to do so.

_____ will refrain from interrupting others by exhibiting appropriate social interaction skills 4/5 opportunities.

________ will increase social-emotional skills as measured by the benchmarks listed below.

_____ will identify various emotional states in others 4/5 opportunities to do so.

_____ will state why a person might be feeling a particular emotion 4/5 opportunities to do so.

_____ will identify various simple emotional states in self 4/5 opportunities to do so.

_____ will state why he/she might be feeling a particular emotion 4/5 opportunities to do so.

_____ will state what would be an appropriate response to a particular emotional state 4/5 opportunities to do so.

3.____ will increase social communication skills as measured by the benchmarks listed below.

_____ will initiate communicative interactions with others 4/5 opportunities to do so.

_____ will initiate varied appropriate topics with others 4/5 opportunities to do so.

_____ will initiate communicative interactions with others by asking questions 4/5 opportunities to do so.

_____ will engage in conversational turn-taking with others across 3-4 conversational turns, 4/5 opportunities to do so (topics initiated by self /others).

_____ will call attention to communicative partner prior to communicating 4/5 opportunities to do so.

_____ will ask questions of others regarding topics initiated by self or others to sustain a conversation for conversational turn-taking 4/5 opportunities to do so.

_____ will identify and understand various non-verbal social communication behaviors (ie. Tone of voice, personal space, vocal volume, body orientation, facial expressions) by stating their implied meaning 4/5 opportunities to do so.

_____ will spontaneously seek assistance/ ask for help/ seek additional information given visual prompts 4/5 opportunities to do so.

_____ will spontaneously use a verbal or non-verbal message to indicate to the speaker that he needs additional "wait" time to process information editorially 4/5 opportunities to do so.

_____ will identify breakdowns in communication and make appropriate adjustments 4/5 opportunities to do so.

____ will increase conversation skills to stick to the topic at hand; and what others are interested in.

_____ will state the main idea of the story, video or situation 4/5 opportunities to do so.

_____ will relate information (ie. Past events, stories, situations, etc...) sequentially 4/5 opportunities to do so.

_____ will identify what happened first, in the middle, and last regarding a previous read story, past event, or situation.

When relating information_____ will provide an initial background statement, include referents, include important pieces of relational information and leave out irrelevant details.

5.____ will increase their ability to function appropriately within the school environment as measured by the benchmarks listed below.

Given visual and verbal prompts, _____ will participate in tasks/ activities to completion by exhibiting appropriate behaviors, _% of the time.

_____ will transition appropriately from tasks and activities and school environments _% of the time given visual and verbal prompts.

_____ will accept changes in the routine/schedule by exhibiting appropriate behaviors given visual and verbal cues _ % of the time.

_____ will follow classroom rules and directives given visual and verbal prompts _% of the time.

_____ will independently take a break given visual prompts _ % of the time. (goal #5: objectives contd.)

_____ will independently ask to take a break given visual and verbal prompts _% of the time.

SEL Social Emotional Learning

social-emotional-skills

As promised, here are some resources for Social Emotional Learning.

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20 IEP Goals| Social Skills | Social Emotional | SEL

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It's no secret that many kids with disabilities struggle socially and struggle to build and maintain friendships. When Brian tells me stories of kids at school who sound like they have a disability of some kind, I always encourage (read: nag!) him to go the extra step.

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40 Sample IEP Counseling Goals (Counseling as a Related Service)

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Student counseling is listed as a Related Service in IDEA. Actually, Parent Counseling and Training is too. But that’s another post for another day. I

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Self-Advocacy IEP Goals

We do so much for our kids, and we mean well. But time marches on whether we want it to or not. We have to prepare our kids for independence and life on their own. As scary a thought as that is sometimes. Every person, not just IEP students, should have self advocacy goals.

The best thing we can do for our kids is to maximize their independence and self advocacy. As parents, we can't live forever...or follow them around forever.

What is self advocacy? A child or student who has sufficient self-advocacy and self-determination skills should be able to exhibit the following skills.

Self Advocacy Skills List

Choice-making

Decision-making

Problem-solving

Goal setting and attainment

Self-regulation

Self-advocacy

Self-awareness

Asking for Help or Assistance when needed

Self-efficacy

What is Self Advocacy?

This is how Google defines Self Determination:

"the process by which a person controls their own life."
Google

I can only imagine how exhausting and disheartening and deflating it must be to be some of our kids. People always talking about you, your faults, your disabilities, your shortcomings, your negative behaviors. Telling you what you need to do.

And how often do we let them participate in the process? A child should participate in their IEP process from the earliest age possible that it is appropriate.

What is Self Determination?
" the process by which a person controls their own life. "
Self-determination is often talked about at transition time, but not much outside of that. What a huge mistake! When our kids leave the school system or leave the home, they don't miraculously develop the ability to self-advocate. This is something that should be worked on and weaved in everything. There is a list of skills in bullet-points at the beginning of this post.

It's also essential that you and your child have a vision and that it is the same vision and that they have participated in developing the vision. If you don't know where you are going, how do you know what to advocate for? Check out the free IEP Vision Statement workbook for future planning below.

Both parents and educators can be intimidated by adding goals like these because they seem to be challenging to measure. Or at least that is the perception. It can be quite simple to measure, just add a quantity. I have a formula chart at the end of the post.

Self Advocacy and Behavior

If a child has a behavior plan as part of their IEP, then it is absolutely necessary that they have self-advocacy goals.

A student cannot stay on a behavior plan forever, or have adults intervening and removing your antecedents when they can. A student needs to be able to self-identify their antecedents, predict them and have an action plan of acceptable coping skills.

But do not shy away from doing these types of goals because you are afraid they are not measurable. For example:

Given the school lunch menu, I will select between the two options available that day in 4 out of 5 trials.

If I have five elective class options, I will select one class per semester for my schedule.

Given a challenging situation to solve, I will define the problem and come up with at least two possible solutions to the problem in four out of five trials.

Self Advocacy IEP Goals

1. Co-lead annual review and help develop IEP goals.

2. Communicate academic strategies or compensation skills that work best for him/her.

3. Demonstrate appropriate skills in asking for a curriculum modification and will negotiate the modification with some adult cuing.

4. Student will demonstrate appropriate skills in asking for help at appropriate times.

5. Demonstrate appropriate skills in asking for modification independently.

6. Student demonstrates skills that they know when or how to ask for help.

7. Demonstrate a knowledge of community resources.

8. Student can communicate an understanding of the goals on the IEP. (read over with them and discuss)

9. Demonstrate an understanding of what a learning disability (or other condition if appropriate) is and able to communicate to others how he/she learns best.

10. Demonstrate an understanding of what their learning disability is and communicate to others what he/she needs to learn successfully.

11. Describe personal strengths accurately

12. Evaluate the effectiveness of their learning strategies and make modifications as needed.

13. Assess the effectiveness of learning strategies and make appropriate modifications

14. Evaluate the effectiveness of learning strategies and make modifications as needed.

15. Explain the kind of help needed for a situation. (set the stage for weekly situations)

16. Identify a strategy for approaching a learning task (self-monitoring skills will not be in place at this time).

17. Communicate/Identify academic strategies or compensation skills that work best for him/her.

18. Identify one or two curriculum modifications (I need to have more time to complete work, I need to have directions written on the board)

19. Explain and communicate one or two environmental needs (I need to sit in the front of the class, I need a quiet place to work)

20. Identify one or two learning strategies that they use.

21. Student can identify specific curriculum modifications that are in the IEP and why they are needed (My listening skills are not as strong, so I will need a note taker)

22. Identify specific environmental modifications and to tell why they are needed.

23. Lead annual IEP meetings to help develop goals. (YES! I do know of some kids who do this! It can be done!)

24. Can demonstrate skills that they can communicate how and when to ask for help in the classroom.

25. Learn the appropriate skills for negotiating a curriculum modification and will practice these skills in a structured setting.

26. List possible antecedents to their own behaviors ("I get upset when.....") and list possible acceptable alternatives to their negative behavior.

27. Make decisions between two or more choices.

28. Initiate or participate in goal setting conferences and help to set own goals.

29. Participate in school meetings (parent/teacher conference or annual review) and advocate for self with the support of parent and teachers.

30. Self identifies that they need assistance and know who is appropriate to ask for help and ask for help.

31. Share with the classroom teacher that the IEP is a legal document and what kinds of information can be found on the IEP.

32. Share work and accept help from an adult (this is a good one for ODD)

Self Advocacy Goals for High School Students

1. Student will demonstrate knowledge of student strengths, areas of need, personal learning style and their applications in daily school, community life and career options.

2. Develop an understanding and verbalize what supports they need to be a good employee (address EF skills, etc).

3. Explain an understanding of Rehabilitation Act 504 (for students attending college)

4. Given five elective class options, student will select one class per semester for schedule.

5. Participate in the development of a post-secondary plan.

How to Measure Self Advocacy Goals

Use the IEP Goal Formula below to make an IEP goal measurable.

Self Advocacy Examples

Self-Advocacy-for-Students

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35 Self Advocacy IEP Goals | Self Determination | PDF | Examples

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We do so much for our kids, and we mean well. But time marches on whether we want it to or not. We have to prepare our kids for independence and life on their own. As scary a thought as that is sometimes. Every person, not just IEP students, should have self advocacy goals.

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Inside: Browse this list of over 40 IEP goals for behavior, including adaptive behavior IEP goals.

I can't believe I haven't tackled this topic before. Well, ok, I can. It's an IEP subject area that is incredibly complex. It also is one that affects our kids day-to-day the most, and in my opinion, is usually handled the worst.

I see horrible FBAs completed by well-intended staff who have no business doing one, and the results show it.

Behavior IEP Goals

But, behavior IEP goals can be a starting point. If you're having trouble defining what it is that your child is struggling with, sometimes reading over goals describing desirable behavior can help get you there.

Please note: There's a lot of overlap when it comes to various areas of need that a child has. If you are looking for Social Emotional goals, I have a list of those too. If you don't find what you need here, you made find it there. Or, check the IEP Goal Bank.

This post has a lot of lists. So grab a cup of something and poke around for a while.

Behavior is a complex topic, and you cannot talk about behavior goals without also talking about s, discipline, manifestation hearings, and so on.

As I say, "knowledge base I wish I didn't have to have" but I do.

But let's not put the cart before the horse.

Can you have Behavior Goals without an FBA?

The short answer is yes. However, doing an FBA first is the best practice. And, how do you know that you need behavior goals if you have not done any evaluations regarding behavior?

You would need the FBA to drive the Behavior Plan within the IEP.

That being said, if my child's behaviors were minimal, and adequately addressed in the IEP without an FBA, I'm not sure that would be a battle I would fight. Every situation is different.

The main thing to remember is: All behavior tells you something. What is your child trying to say?

Can you have a Behavior Plan without an IEP?

Again, the short answer is yes. I have seen it done (though I did not question the validity of doing it this way as it was not my client). For some kids, their only area of need might be behavior.

Therefore it kinda sorta makes sense that they only need a behavior plan and not a full-blown IEP.

However, I think this is a horrible practice. If a child has behaviors significant enough to warrant a behavior plan, then they should have an IEP.

And therefore the procedural protections it offers as far as discipline and manifestation hearings. You can read more about that below too. Again, this is a complex topic with lots of tangents.

In behavior, there's a whole lot of talk about "making good choices." Just make sure that the child has the skill set before the expectation is set.

It's very easy to lay out expectations of what you wish a child to do. Classroom behavior goals are never going to happen if the foundation isn't there.

If a child lacks a skill, it is never going to happen. This goes back to your FBA. Make sure that as behaviors are listed, they are defined as either "will of the child" or "lack of skill set."

There is a huge difference, but both can result in being expelled from school.

Two of my favorite experts for behavior are Ross Greene and Peter Gerhardt. Both address teaching skills, not just reward and punish.

Behavior Goals for an IEP

I didn't need to reinvent the wheel. There are lots of great sites to pull from. I have included some goals that I wasn't that crazy about. If the IEP goal you need isn't on this list, make sure you check out the IEP Goal Bank.

Some had wording like "will act mad the right way." You know what's wrong with that one, right? Who says what is the right way to be mad? Does the child even know this? And how to do it?

For numbers, use the figure that is in the child's baselines and work up from there. I have removed wording such as "calm body" and "quiet hands."

If a child needs to stim, script, flap, or rock while doing a task, what is the harm in that?

List of Behavior Goals for an IEP

This is just part of a giant list. I like that some of these behavior goals include work completion goals.

1. By the expiration date of this IEP, _______ will manage conflicts, independent of teacher support in 4 of 5 observed occurrences over a 2-month period as measured by observations and performance assessments.

2. By the expiration date of this IEP, given a self-monitoring checklist, _______ will demonstrate self-regulation during 90% of weekly sessions as measured by observations across 2 months.

3. By the expiration of this IEP, given a writing assignment, _______ will initiate his work as evidenced by beginning to write letters on his paper within 1 minute of the assignment being presented in 80% of a minimum of 20 recorded opportunities over a period of 2 months, as measured by observation and performance assessments.

4. Throughout the school environment while using a five-piece token board with a visual of his rules (follow directions and have a safe body) listed at the top, _______ will follow both of his rules (follow directions and have a safe body) to earn all five of his tokens for each half-hour period, in group and 1:1 academic sessions, in 80% of trials probed in 4/5 observations for at least a 2 month period before the expiration of this IEP, as measured by observations and performance assessments.

5. _______ will request (using his/her communication method) and take a break when he needs one, and return back to a task after a break independently in 8 out 10 opportunities over a minimum of two months, as measured by observations and performance assessment by the expiration date of this IEP.

IEP Behavior Goals by category

Thank you to a reader for emailing me the list (below) that was shared with her at school.

Some of them, as written, are not really measurable.

Remember you can always insert the desired behavior into the IEP goal formula to make it concrete and measurable.

Please note, since it was so popular, 19 Work Completion IEP Goals and Examples now has its own post.

Adaptive Behavior IEP Goals

Here are some examples of IEP goals for adaptive behavior:

1. Goal: Improve self-care skills.

Objective 1: The student will independently perform personal hygiene routines, such as brushing teeth and combing hair, with minimal verbal prompts.

Objective 2: The student will develop the ability to dress and undress independently, including fastening buttons, zippers, and shoelaces.

2. Goal: Enhance social skills and peer interactions.

Objective 1: The student will initiate and maintain simple conversations with peers, using appropriate greetings and turn-taking, in at least two different social situations.

Objective 2: The student will demonstrate an understanding of personal space by maintaining an appropriate distance when interacting with others.

3. Goal: Develop functional communication skills.

Objective 1: The student will use augmentative and alternative communication (AAC) system effectively to make basic requests (e.g., asking for a drink, indicating discomfort) across different settings.

Objective 2: The student will expand their vocabulary and expressive language skills by learning and using new words and phrases in daily conversations.

4. Goal: Improve independent living skills.

Objective 1: The student will demonstrate the ability to follow a daily routine independently, including organizing personal belongings, preparing a simple meal, and cleaning up afterward.

Objective 2: The student will learn and practice basic money skills, such as counting and making simple purchases, in real-life situations like a grocery store.

5. Goal: Develop problem-solving and decision-making skills.

Objective 1: The student will identify problems in their environment and generate at least two appropriate solutions for each problem, with minimal prompts from a teacher or caregiver.

Objective 2: The student will use a decision-making process (e.g., gathering information, considering options, weighing pros and cons) to make choices in different contexts, such as selecting a preferred leisure activity or deciding on a meal option.

On-Task/ Work Completion Goals

Also read:

1. When given a task or direction ______ will begin the task within 1 minute and remain on task for a minimum of 10 minutes independently with no more than 2 prompts on 8 out of 10 independent tasks, as measured by staff data.

2. Given a maximum of one verbal cue, _______will attend to a non-preferred, small-group activity and/or independent assignment, without protest, and remain on task with no task avoidance (bathroom, getting a jacket, tying shoes, sharpening a pencil, etc.) for 20 minutes, in 3 out of 4 trials, as measured by observations and staff documentation.

3. _______ will demonstrate on task-behavior in the general education setting for 75% of intervals during a 10-minute period, with the use of an appropriate fidget and one adult reminder, in 4/5 trials, as measured by observation and data.

4. ________ will attend to a task during large and small group instruction across settings for a 10-minute period with no more than 1 teacher prompt in 4 out of 5 trials as measured by teacher charted data.

5. With movement breaks and the use of self-regulation strategies, _____ will demonstrate the ability to attend to a task for an average 75% of intervals in a 20-minute class period.

6. With the use of taught self-regulation strategies and self-monitoring checklists, ______ will independently begin a task (including non-preferred tasks) within 2 minutes of direction for an average of 80% of opportunities, across environments.

7. With the use of taught self-regulation strategies and self-monitoring checklists, once ______ has begun an independent task, he will then remain focused on the task for at least 10 (use baseline number) minutes, free from adult prompts, for an average of 80% of opportunities, across environments.

8. When given an assigned task, ____ will independently complete an assignment/task, and ask for assistance, if needed, with 80% accuracy in 5 out of 5 consecutive trials, in a small group setting, as measured by teacher-charted observations.

9. When given a non-preferred task paired with the use of self-regulation strategies and rewards systems, ______ will begin the task within 1 minute and complete the appropriately modified version of the task within a predesignated appropriate amount of time (with the use of a timer) on 8 out of 10 opportunities, as measured by staff data.

Class Participation Goals

_______ will demonstrate raising her hand to participate in whole class and/or small group instruction, 80% of the time in 5 out of 5 intervals, as measured by teacher observations.

Coping Skills IEP Goals

1. In the classroom environment, ______ will utilize positive self-talk and coping strategies to handle stressful situations or work demands in which he/she manifests anxious or withdrawn behavior (i.e. putting head down, saying he/she can't do something), demonstrating by engaging in the 30-minute activity or situation in a calm and positive manner with one prompt on 2/3 occasions.

2. In counseling sessions, _______ will accurately identify feelings and appropriate coping strategies when presented with real or imagined situations with 80% accuracy on 4 out of 5 trials.

3. When _____ becomes upset, frustrated, or angry, he will use a self-regulation/coping strategy (movement break, deep breathing, quiet space break, deep pressure/heavy work activity, etc.) to avoid engaging in unexpected behavior, with one reminder, on 4 out of 5 opportunities, as measured by observations and documentation.

4. __________ will improve his self-regulation skills as demonstrated through utilizing a tool (e.g. inner coach, sensory support, calming break) to aid in regulating to an expected emotional state (e.g. green zone - which is when we feel calm, happy, content, and focused) with one adult reminder on 8 out of 10 instances in a small group setting, as measured over two week period

5. ______ will improve insight on regulation as demonstrated by identifying the instances where he/she could have benefited from utilizing a tool to aid in regulation and determine what tool would have been beneficial for each instance with 80% accuracy.

6. When presented with a problem (non-preferred task, frustrating situation, criticism/correction), ______ will accurately determine the size of the problem (big problem, little problem) and determine the appropriate emotional response (take a break, talk with a teacher, take a deep breath, replace frustration with good thoughts, etc.) and return to the task at hand in 4 out of 5 trials as measured by teacher charted data.

7. When given a frustrating situation (i.e. undesired task, demand, and/or undesired peer behavior), with one prompt ________ will utilize coping strategies (i.e. take a break, deep breaths, etc.) and return to and remain on task for a minimum of 10 (use baseline number + improvement) minutes with an average of 95% over 8 consecutive school weeks, across all classroom environments.

8. When presented with a situation known by ______ to be anxiety or frustration-producing for him (i.e. non-preferred task, an unexpected obstacle such as ______, tasks perceived as too difficult, unfamiliar adult, and non-preferred adult), he will independently demonstrate an appropriate emotional response through finding a solution to his problem or using a strategy to regulate back to an expected emotional state (take a break, talk with a teacher, etc.) and return to the task at hand within 2 minutes, for an average of 80% of instances both throughout all environments and within each environment.

Self-Control IEP Goals

1. _______ will show self-control of his/her body and voice (good personal space, keeping hands/arms/legs near the body, and appropriate voice level) in relation to the expected levels of the classroom and peers around him for 80% of a 20-minute period.

2. ________ will demonstrate self-control in the classroom by raising his/her hand and waiting to be called on by the teacher when he/she has a question in class, with 80% accuracy in 5 out of 5 trials, as measured by teacher observation and data collection.

Self-Monitoring IEP Goals

1. _______ will demonstrate the ability to recognize expected and unexpected behaviors as well as rate his own behavior as part of his self-monitoring system with 80% accuracy as compared to teacher ratings of behavior.

2. ______ will demonstrate the ability to accurately recognize her level of anxiety through the use of a visual self-rating system (e.g. feelings thermometer) with 80% accuracy, as compared to teacher observations and data.

IEP Goals for addressing Aggression

1. _________ will refrain from physical aggression (i.e. kicking, hitting, pushing, tripping) across all environments in school, for 4 consecutive weeks, with all adults and children as measured by event data.

2. _________ will refrain from aggression (i.e. hitting, kicking, pushing) 100% of the day, across all environments, with all adults and children as measured by special education event data, over 8 consecutive weeks.

Anxiety IEP Goals

1. In counseling sessions, _____ will accurately identify situations that can be anxiety-producing and appropriate coping strategies or relaxation techniques when presented with real or imagined situations with 80% accuracy on 4 out of 5 trials.

2. ______ will demonstrate the ability to accurately recognize her level of anxiety through the use of a visual self-rating system (e.g. feelings thermometer) with 80% accuracy, as compared to teacher observations and data.

With the use of Cognitive Behavioral Intervention (strategy of learning to regulate thoughts and beliefs in counseling paired with daily reinforcement as tools are utilized), _____ will reduce instances of negative comments and gestures to an average of 1 instance per hour, across all classroom settings, as measured over 6 trial days.

Non-Compliance/ Following Directions

1. When given a frustrating situation (i.e. non-preferred task, not being able to choose a preferred activity such as computers, etc) _______ will engage in no more than 20 minutes of non-compliance over a week period as measured through time sampling data.

2. Given a three-step functional direction from an adult, _____ will complete all three steps with a maximum of 1 additional prompt in 4 out of 5 trials as measured by teacher observation and data.

3. Through the use of Self-Monitoring checklists, _______ will reduce instances of Passive Non-Compliance (becomes purposely and increasingly distracted through ignoring tasks, demands, or staff directives) to an average of 20% of intervals or less, both across all educational environments and within each educational environment, as measured across a one week period.

4. During a 20 academic task, ____ will respond to staff directives in an expected manner within 1 minute and with one reminder on 4 out of 5 trials, as measured by teacher observation and data.

Social/Emotional Problem-Solving Goals

When given scenarios of social conflicts, ______ will demonstrate problem-solving skills by identifying the problem and generating two solutions appropriate to the situation in 4/5 trials, as measured by data collection.

Printable List of Behavior Goals

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39 Behavior Goals for an IEP including Adaptive Behavior

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If your child has negative behaviors at school, they should receive an FBA and a Behavior Plan. Here are behavior goal ideas for your IEP.

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Disabled students often encounter unique challenges that need individualized support. When that support is not received, you may encounter school avoidance or school refusal. As

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18 IEP Goals for Self-Regulation Skills (examples)

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Emotional self-regulation is a necessary executive functioning skill that all kids need to develop. Some will require direct instruction.

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Autism and Elopement

One concept or behavior that you may be exposed to as an IEP parent is elopement. Unfortunately, I am not talking about the fun kind of elopement. The kind where you run off to Vegas or some tropical island and marry your love.

This is the type where your child is so incredibly stressed out that they remove themselves from the situation. To add insult to injury, many schools treat this punitively and punish after the fact rather than look for reasons to prevent it in the first place.

Definition of Elopement

What is elopement? Here are a few things to know, if you are talking with your team about this.

1. Elopement is not a defined term per IDEA. IDEA does not regulate it nor even mention it. It is a specific behavior that can be defined as "leaving a specific area without permission." It basically means escaping a situation.

2. Elopement is not limited to school. Many parents report this happening in other places with their child.

3. Elopement is not limited to autistic people. For the purposes of this article, we're mostly going to be talking about autistic students and school. But, any child can elope from a situation at school.

You've heard of "fight or flight" syndrome, right?

Well, elopement is FLIGHT.

Why do some autistic students elope?

Sensory issues and sensory processing often play a large role. Elopement is a behavior. But, remember the mantra "All behavior tells you something." It is our duty as IEP team members and caregivers to ask ourselves "What is this child trying to communicate to us?

Some answers might be:

1. Child has had demands put on them that they cannot meet, and they do not know how to appropriately process and respond to the situation. In their head, they quickly went to "fight or flight" and chose flight.

2. Their interoception may be overloaded. Many child have different interoception than we do. The situation they were in may be too hot, too cold, too noisy, a smell they cannot tolerate, a sound that we may not even hear but it overwhelming to them and so on.

3. They may be on sensory underload. In other words, they need a sensory or movement break. Running out of a classroom and down a hall may provide them with the gross motor movement their body is craving. I always say-If a child needs a sensory break, they're going to take a sensory break; whether or not it's in the IEP.

4. There may be processing issues or something else going on that we do not see, understand or perceive. Fatigue and exhaustion, stress, bullying that we are not detecting, an upset stomach...it could be anything.

But whatever it is, the child has chosen "flight" in fight or flight, so we need to get to the bottom of it.

Fight or Flight Response has been defined by psychologists as:
The fight or flight response is an automatic physiological reaction to an event that is perceived as stressful or frightening. The perception of threat activates the sympathetic nervous system and triggers an acute stress response that prepares the body to fight or flee.
Because let me tell you this-you cannot override your sympathetic nervous system if you don't have the skills to do so.

Can I get a 1:1 Aide for Elopement?

Many parents (mistakenly) think that eloping is a slam dunk for getting a 1:1 aide. And, I have heard over the years that many schools tell parents "Only kids who elope get a 1:1 aide."

Both are incorrect.

The main principle of IDEA is Individualization. IDEA does not define who gets a 1:1 para and who does not. Nor do any state regs, to my knowledge. A school may have this policy, but again, that would go against the main principle of IDEA-Individualization. There are no hard and fast rules as to who gets what services.

All supports and services are based on the child's needs which should be identified in IEP Present Levels.

Should a Child get a 1:1 Aide for eloping?

If I had to choose... and I mean, there is no gray area, you have to pick one answer-my answer would be no.

And here's why.

First, I get it. Elopement is scary, particularly if a child makes it out of the building or out of the playground. I get it-I really do.

But, it has been my experience that getting an aide for this is a band-aid solution.

Because usually all the aide does is verbally or physically prompt the child and prevent them from leaving. This does not address the core issue- why does the child want to escape the situation?

The aide ends up being a bodyguard or babysitter of some kind and prevents the child from eloping. However, the child is still fully immersed in the stressful situation-the situation that was so stressful they want to leave.

This "solution" often forces kids through their perceptions and interoception.

Forced to Endure Intolerable Situations

Let me give you an example. (and please know that I am not a horrible parent, I truly was listening to my child and this whole thing transpired very quickly)

We recently received tickets to a Sixers game for Autism Acceptance Day. We love basketball, so we went. We had our reservations about taking K, as he does not like loud noises and some crowds.

So, I investigated the accommodations beforehand.

We would be in Club Box seats, so not in a crowded row of seats. A Club Box is sort of like a lobby or small restaurant. It has tables, chairs, a bar, sofas and place to roam. They overlook the court.

He could sit in his wheelchair the entire time if he so chose, we would not have to sit in a stadium seat.

There were noise cancelling headphones available to us, among other accommodations.

But, guess what? None of that was enough and we did not even last the first quarter of the game. In fact, he was so upset at the noise, that he began to cough and gag.

At the first sign of significant distress, he and I left. We spent half the game in the sensory room (a completely quiet room with sofas and a large TV) and the rest sitting in the car.

My husband and other son stayed. It was amazing to see K's transformation the minute we entered the sensory room. He was instantly fine. He got comfortable with the toys and beanbags they had on the floor and immediately began interacting with the other kids in there.

If you transfer this situation to a similar one in a classroom, what would an aide do? She likely would verbally remind him to not leave. She would perhaps tap his arm, put her hand on his shoulder or back and other prompts to tell him that he does not have permission to leave.

But the child could still be sitting in a situation that is literally making them ill because it is so distressing. The "solution" is forcing them to endure an intolerable situation.

How is this helpful?

If you are going to get an aide for your eloping autistic child, make sure it is one who is trained in your child's issues. And, one who can not just verbally prompt him, but offer the teaching repetition that the child needs to manage the skill deficiencies.

Elopement Strategies at School

If a child is eloping, it is essential that a thorough FBA is done. Most FBAs are not thorough.

Most of the FBAs and Behavior Plans that I see for this issue are all the same ineffective garbage. Stuff like "child wanted to escape situation" and the remedy is verbal prompts to remind them not to leave.

The team must get to the root of the issue.

What is so distressing to this child that they physically are unable to remain in the situation for another moment? Fight or Flight-what is causing the Fight or Flight response?

Again, you cannot override your sympathetic nervous system if you do not have the tools and skills to do so.

We've all left work meetings and situations where we've walked away saying...."omigosh! I could not take it one more minute!"

But guess what? You could take it another minute. And you did. Because even though you were in an uncomfortable or stressful situation, you were able to override the fight or flight response.

Many kids cannot do this. Particularly those with learning disabilities.

School Elopement as a Behavior

So, you may have gotten this far. And, you're thinking, "Ok, great. But honestly, isn't some student eloping due to behaviors?"

Well, sure. And no.

First, autism eloping as a behavior should be considered last. Consider all the other things first-skill sets, sensory, interoception, etc.

Then, ok, sure. You're thinking of the student who is supposed to be doing class work and instead just dashes out to the playground. Surely that's behavioral, right?

I'd argue that child lacks a skill set- impulse control. Impulse control can be very difficult to teach. Especially for students who are unaffected by social norms and peer pressure.

Do you remember a few years ago, when there was that social media trend called "the toddler challenge?" Basically parents set their toddlers and preschoolers up with a camera and candy. They put candy right in front of them, told them not to touch it or eat it, and left the room with a phone camera catching all the action.

It's also a case study in preschoolers and impulse control. The children who chose to disobey their parents and eat the candy are not bad, misbehaving kids. They simply lacked the impulse control to leave the candy on the counter.

Think of autistic students eloping from the same perspective. Their instinct, their impulse, is telling them to leave the room.

Elopement and Your IEP

All of this to say.... my advice and guidance on this is going to remain the same, what I say for most issues.

IEP Goals for Eloping

If the team is suggesting goals like "Child will reduce eloping incidents by X number in X days..." to me, that is a huge red flag.

The reduced incidents will be the data that the plan is working, but should not be the goal.

The goal should be something like, "When given a challenging task or new skill to perform, Child will appropriately voice concerns by..."

Or, "When encountering an uncomfortable situation (define, based upon the child), Child will raise hand to indicate they are going to XYZ and take a sensory break."

When you put the reduced incidents as the goal, that will encourage staff to focus on the wrong thing in my opinion-just stopping the behavior, and not teaching the skills needed to reduce the behavior.

Get the autism elopement in present levels.

1. Document the situations. Look for common themes and antecedents. Get a thorough FBA that gets to the root cause.

2. The child will need accommodations and teaching. They are going to need to be taught the skills that are lacking; the lacking skills that are triggering the fight or flight response. No, this is not a fast and easy solution. There is no fast and easy solution to this.

3. IEP goals for elopement should focus on self regulation, self advocacy and the child being able to self identify these stressful situations and communicate them appropriately.

4. Talk with an OT about a Sensory Diet.

5. Accommodations should include the child's surroundings-get their input as much as possible. Is it too noisy (headphones maybe?), too bright (move seat away from window?), too drafty (move away from draft?) or whatever it is that is making them uncomfortable. I'm not asking any team to demo and rebuild a classroom-but there are many reasonable options out there.

I have a separate post about using GPS trackers like AngelSense for your child at school. This is not something you should just buy and attach to your child without understanding it first. Many of them record, and that may go against recording laws in your state.

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Elopement at School is just "flight" in fight or flight. You cannot override your sympathetic nervous system if you do not have the tools and skills to do so.

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Fine Motor IEP Goals: 50 Fine Motor Skills Goals for All Ages

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Remember this? Did you know that way back when...when Tupperware invented this toy, that you were using fine motor skills to play with it? And

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15 IEP Goals for Severe and Profound Students: Supporting Students with High Needs

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Writing IEP goals for students with severe-profound or multiple disabilities can be challenging, but it is an essential part of a special education teacher’s job.

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Auditory Processing Disorder | APD | IEP Goals | Accommodations

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Auditory Processing Disorder The other day, my younger son and I were on my tablet. We were choosing team gear to purchase for his new

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20 Measurable Pragmatic Language IEP Goals (samples and examples)

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Pragmatic language is a crucial aspect of social communication skills that involves the use of language in social contexts. Incorporating pragmatic language IEP goals can

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20 IEP Goals for Low Functioning Students

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So, I’ll just address this right from the get-go. The title says ‘IEP goals for low functioning students.’ I said it--low functioning. Yes, I used

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Social Skills IEP Goals

It's no secret that many kids with disabilities struggle socially and struggle to build and maintain friendships. When Brian tells me stories of kids at school who sound like they have a disability of some kind, I always encourage (read: nag!) him to go the extra step. I encourage him to be extra patient and help that classmate, reach out to that classmate, invite them to eat with you, invite them to play on the playground.

Kevin doesn't have any friends. That's hard for me to say out loud. He's 11. He's never been invited to a sleepover, never invited to a birthday party on his own accord or invited to come over and play at someone's house.

My kids don't have school today and Brian asked if he could go out in the neighborhood. Kevin? He stays here with me. We play some games, read, toys, TV, movies, but this is his every day off. Just hanging out with mom.

Social Emotional Learning

What hurts me the most is how much he loves to be around other kids. When Brian has friends over, he loves to be with them. He just sits on the sidelines, watching, smiling, enjoying the company. It's been very difficult to move him past that passive stage.

Educators are realizing that you cannot demand certain skills of kids if they lack the foundation skills. The term "Social Emotional Learning" is a new(ish) buzzword in special education. This blog post is pretty old, so rather than scrap it and start over, adding SEL to it.

I guess what I'm saying here is this. Just putting "social skills goals" on an IEP is outdated thinking, and futile at best. It's an antiquated way of addressing the issue. The new term being used more frequently is SEL or Social Emotional Learning.

I have included resources for SEL at the end of this post.

We've watched our Kids struggle to make friends.

Because I know. I know how that mom feels. She knows that she is sending her baby off into the world where the only people welcoming him will likely be the adults. The ones who "have to" include him. And sometimes even that doesn't happen.

So it's on us, as parents. We can get it put into their IEP, but we must spend an extraordinary amount of time and energy helping our kids develop social skills. Often when a child lacks social skills or social cognition, it is perceived to be cognitive and academic deficits. Moms, stick with your gut instincts and keep advocating. It may be as simple as a social story about making friends.

Yesterday I attended a presentation from Tara of When I first published this post, I felt uncomfortable with it. I have a real problem with society not accepting our kids. Why is it always the disabled kids' fault that they have no friends? Why don't we teach others to work harder at being friends with people who are different from us? Disabled kids already have enough on their plate. I brought this up yesterday.

"You're right," she said.

"We need a paradigm shift. But that takes a long time, so until we get there, these are the skills that kids need in order to be successful socially."

Good point. I'll do both.

But, still, as she pointed out, most kids are just being told "what to do" as far as social skills goals, and they do not have the base knowledge. I hadn't seen this for a long time, and I liked it in Tara's context.

Social Thinking and the Social Learning Tree

You need roots before you can have leaves.

When you look at the social skills below, look at the roots of the tree. Match up each goal (that you are considering) to a tree root. Does the child have that skill? Then why are they being told to do something?

We have to go back. It doesn't matter what age the child is. If he doesn't have the roots, he cannot do the other things.

The Algorithm for Making Friends.

There is no algorithm for making friends, despite what Sheldon says.

Social Emotional-not just at school!

Yes, social skills should be worked on at school. There is no "oh that's social skills, we only do academics here." If it's an area of need, it's an area of need. Use the IEP process and the PWN to get it on the IEP.

But it is something that should be on your radar all the time, practicing and giving your child opportunities. The schools only have our kids 6 hours a day, 180 days a year. They are with us much more than that. And, social emotional skills are not usually learned easily.

Evaluations for Social Emotional Skills

There are many out there. As a general rule, I don't recommend asking for specific evaluations (as a parent). What you want is for the area of need to be identified. And, as always, the school is required to evaluate in all areas of suspected disability. If they don't suspect it, ask for it.

Devereux Advanced Behavioral Health has an assessment tool called the DESSA System. I would at least familiarize yourself with the 8 concepts of SEL defined in their system.

The competencies defined in DESSA.

A friendly reminder that no IEP student should be held to higher/stricter standards than their typical peers. None of us is level-headed and makes perfect decisions 100% of the time, so these kids shouldn't be held to that either.

IEP Goals for Social Skills

Keep in mind you may have to alter some of these to make them measurable. But all can be quantified and measured.

1. During unstructured play times, ______ will interact with peers in an appropriate manner through maintaining personal space and a respectful voice for an average 80% of intervals, measured over a 2 week period.

2. _______ will decrease inappropriate verbal comments (such as "you are weird" or "you are a loser") to 1 time per week or less by responding appropriately when his/her feelings are hurt (use words, talk to a teacher, walk away, stay calm) and seeking attention in appropriate ways (asking a friend to play, initiating conversation, giving a compliment) in 4 out of 5 trials as measured by teacher charted data.

3. During unstructured play (recess, choice time), _______will play (participate, share, follow directions/rules, take turns) with 1-2 peers for 10 minutes with no more then 1 adult prompt in 4 out of 5 opportunities as measured by teacher/staff data and observation.

4. When given scenarios of social conflicts, ______ will demonstrate problem solving skills by identifying the problem and generating two solutions appropriate to the situation in 4/5 trials, as measured by data collection.

5. Given a pre-recess check-in with an adult, the student will identify the classmates she would like to get to know and greet them independently with 80% success across 3 consecutive weeks during recess.

6. During recess, the student will initiate and begin a back and forth conversation exchange (for example, greeting and asking about a shared interest, such as a TV show, or asking if the peer enjoys crafts/art) with one of the previously identified classmates independently with 80% success across 3 consecutive weeks.

Social Emotional IEP Goals

1. Given a preferred activity, the student will invite one of her new "friends" to join her in a shared favorite activity during recess. (For example, the student will invite the friend to join her in making rainbow band bracelets or in drawing with sidewalk chalk in the designated area of the playground). The student will participate in this activity with a peer for at least five minutes during recess with 80% success across 3 consecutive weeks.

2. While engaged in a shared activity, the student will comment, ask questions appropriate to the activity, and respond to questions or comments provided by the peer for 5 conversational turns with 80% success during recess across 3 consecutive weeks during recess.

3. Making friends - Attend one event a week where I'll have a chance to meet new people.

4. Facing a fear of big events - Practice relaxation techniques for fifteen minutes every day. (more of accommodation, can also add in the ability to recognize and troubleshoot situations)

5. Feeling less awkward around people - After certain social interactions, inspect (troubleshoot, self identify) the thoughts that came up during and after it. Troubleshoot the ones that are negative and maladaptive and list 3 alternatives.

6. Improving conversation skills - Strike up a quick conversation with three people a day.

7. Identify signs of frustration, anxiety and stress in self and others.

8. Engage in cooperative play with at least one other peer.

9. Learn and follow the rules when playing an organized game.

10. Offer to help a teacher or peer at an appropriate time.

11. Refrain from interrupting others in conversation.

12. Cooperate with peers without prompting.

13. Maintain appropriate space and boundaries.

14. Making friends - Meet two potential new friends and start spending time with them at least once every two weeks.

15. Facing a fear of big events - By the end of three months, be able to attend a house party and stay for at least two hours.

16. Feeling less awkward around people - Come up with a 1-10 scale for how uncomfortable and nervous you feel in social interactions. Over the next three months record how you felt during certain interactions and move the average rating down from an 8 to a 4.

17. Improving conversation skills - Be able to have a half-hour conversation with someone you haven't talked to much before, and subjectively rate yourself as feeling confident throughout it. Express anger appropriately by using words to state feelings

18. Resolve conflicts without physical contact or abrasive language (e.g., stating emotions/desire, or walking away)

19. Respond to teasing from peers appropriately

20. Name ways people show approval/disapproval in various situations (based on needs).

21. Describe steps in making a decision.

22. Set realistic goals for personal growth; identify areas of need in personal growth.

23. State own strengths and areas of need in general school behavior, or home.

24. Gather necessary information to make decisions; identify where to find that information.

25. Appropriately seek help from an adult, when appropriate.

26. Describe situations in which student experiences a given emotion

27. Correctly identify emotions (happy, scared, angry, sad) from a set of pictures or tv show (on mute).

28. Continue to maintain appropriate behavior even when {name common antecedent situations}.

29. Follow through on making commitments involved in a decision.

I found this printable list of social emotional IEP goals on Pinterest. It wasn't attached to anything except a spammy pinterest account, so I have no idea who wrote them. Not bad, they need a little bit of tinkering. But, it's something to get your wheels turning on ideas.

social-emotional-goals

Social Skills IEP Goals with Objectives

If you need some IEP goals with supporting objectives, here you go.

________ will develop social understanding skills as measured by the benchmarks listed below.

_____ will raise their hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so.

_____will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so.

_____ will develop an understanding of the relationship between his/her verbalizations and actions/effect on others 4/5 opportunities to do so.

_____ will engage in appropriate cooperative social play interactions initiated by others 4/5 opportunities to do so.

_____ will engage in cooperative social play interactions by allowing others to make changes or alter the play routine 4/5 opportunities to do so.

_____ will engage in appropriate turn-taking skills by attending to peer's turn and waiting for own turn 4/5 opportunities to do so.

_____will appropriately acknowledge an interaction initiated by others by giving an appropriate response, either verbal or non-verbal.

_____ will develop an understanding of the rationale for various social skills by stating the reason when asked (ie. Why do we say excuse me?)

_____ will increase social awareness of the environment by stating what is taking place in the environment or imitating actions of others 4/5 opportunities to do so.

_____ will increase safety awareness by stating the effect of various situations 4/5 opportunities to do so.

_____ will identify appropriate social rules and codes of conduct for various social situations 4/5 opportunities to do so.

_____ will refrain from interrupting others by exhibiting appropriate social interaction skills 4/5 opportunities.

________ will increase social-emotional skills as measured by the benchmarks listed below.

_____ will identify various emotional states in others 4/5 opportunities to do so.

_____ will state why a person might be feeling a particular emotion 4/5 opportunities to do so.

_____ will identify various simple emotional states in self 4/5 opportunities to do so.

_____ will state why he/she might be feeling a particular emotion 4/5 opportunities to do so.

_____ will state what would be an appropriate response to a particular emotional state 4/5 opportunities to do so.

3.____ will increase social communication skills as measured by the benchmarks listed below.

_____ will initiate communicative interactions with others 4/5 opportunities to do so.

_____ will initiate varied appropriate topics with others 4/5 opportunities to do so.

_____ will initiate communicative interactions with others by asking questions 4/5 opportunities to do so.

_____ will engage in conversational turn-taking with others across 3-4 conversational turns, 4/5 opportunities to do so (topics initiated by self /others).

_____ will call attention to communicative partner prior to communicating 4/5 opportunities to do so.

_____ will ask questions of others regarding topics initiated by self or others to sustain a conversation for conversational turn-taking 4/5 opportunities to do so.

_____ will identify and understand various non-verbal social communication behaviors (ie. Tone of voice, personal space, vocal volume, body orientation, facial expressions) by stating their implied meaning 4/5 opportunities to do so.

_____ will spontaneously seek assistance/ ask for help/ seek additional information given visual prompts 4/5 opportunities to do so.

_____ will spontaneously use a verbal or non-verbal message to indicate to the speaker that he needs additional "wait" time to process information editorially 4/5 opportunities to do so.

_____ will identify breakdowns in communication and make appropriate adjustments 4/5 opportunities to do so.

____ will increase conversation skills to stick to the topic at hand; and what others are interested in.

_____ will state the main idea of the story, video or situation 4/5 opportunities to do so.

_____ will relate information (ie. Past events, stories, situations, etc...) sequentially 4/5 opportunities to do so.

_____ will identify what happened first, in the middle, and last regarding a previous read story, past event, or situation.

When relating information_____ will provide an initial background statement, include referents, include important pieces of relational information and leave out irrelevant details.

5.____ will increase their ability to function appropriately within the school environment as measured by the benchmarks listed below.

Given visual and verbal prompts, _____ will participate in tasks/ activities to completion by exhibiting appropriate behaviors, _% of the time.

_____ will transition appropriately from tasks and activities and school environments _% of the time given visual and verbal prompts.

_____ will accept changes in the routine/schedule by exhibiting appropriate behaviors given visual and verbal cues _ % of the time.

_____ will follow classroom rules and directives given visual and verbal prompts _% of the time.

_____ will independently take a break given visual prompts _ % of the time. (goal #5: objectives contd.)

_____ will independently ask to take a break given visual and verbal prompts _% of the time.

SEL Social Emotional Learning

social-emotional-skills

As promised, here are some resources for Social Emotional Learning.

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20 IEP Goals| Social Skills | Social Emotional | SEL

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It's no secret that many kids with disabilities struggle socially and struggle to build and maintain friendships. When Brian tells me stories of kids at school who sound like they have a disability of some kind, I always encourage (read: nag!) him to go the extra step.

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IEP for Autism

For almost 10 years, readers have been asking me questions about an IEP and autism. It's quite common in our chat forums to have a Mom pop in and say "We were just told we were getting an IEP for autism, what should I ask for?"

For 10 years, I have resisted writing about putting together IEP Goals and Strategies for Autism. Mostly because IEPs are to be needs-driven, not diagnosis-driven.

The goals and supports and services that are in an IEP should be based on what the child needs, not a diagnosis or IEP eligibility category.

Every child in the same eligibility category should not be receiving exactly the same thing. A common stereotype for autistics is that they all have hyperfixations. But, they do not.

But, now, reluctantly, I'm going to do so. The reason I have not addressed an Autism IEP specifically, before, is because, as Stephen Shore said it:

If you've seen one child with autism...

You've seen one child with autism.
Stephen Shore, Autistic Professor and Researcher.

And it's true. No two children are the same, even with the same disabilities. I love that my lists of IEP goals and other resources on here get used as frequently as they do.

But I was hesitant to put any Autism IEP Samples on here because I don't want them copied. Please let them inspire you and get your creative juices flowing, but don't copy them word for word.

But, parents should know how a meaningful IEP for autism is created and built. So I'm going to walk you through the steps.

IEP Eligibility Under Autism

A medical diagnosis of Autism does not guarantee IEP eligibility. To get started, you must request that "your child be evaluated for eligibility for special education services."

Do this request in writing. And remember, the school must evaluate in all areas of suspected disability, so if they do not suspect something, bring it to their attention.

I have written extensively on this in other posts, including sample letter templates for you to use.

Here is the IDEA definition of Autism. I have copied it directly from the IDEA website, with hyperlinks back if you want to dig deeper.

Your state may also further define criteria for autism. I have all 50 states special ed regs here.

IDEA Definition of Autism

Statute/Regs Main " Regulations " Part B " Subpart A " Section 300.8 " c " 1

(1)(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

(ii) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.

(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.
IDEA Sec. 300.8 (c) (1)

How to Get an IEP for Autism

I have outlined the specific steps of how to get an IEP in another post. The steps are the same, regardless of the disability.

Once your child has been evaluated, you will have an Evaluation Report or Eligibility Meeting. Different states call them different things.

If, your school declines to evaluate your child (and you disagree) or if you disagree with the findings of their evaluations, ask for an IEE.

Autism Eligibility-Present Levels

But, let's assume that your child is found eligible under the Autism category. You can still agree with their findings, and feel that their assessments were incomplete.

Your child's IEP (when finalized) will have a Present Levels section. This is arguably the most important part of the IEP. Why?

Because IEP Present Levels should be a complete, thorough and accurate picture of your child. Everything! The good, the bad, the ugly. All their strengths and all their areas of need. Goals are developed from Present Levels, so it's important that you get it right.

If it's not complete, then you have to ask for more or different evaluations. I also want to point out that I don't know that I've ever had a client who just had autism and nothing else.

This is why it is so important for parents to be vocal during the evaluation process. The child may be autistic-but it might be dyslexia or ADHD that is actually inhibit the child's learning.

It is very common to have comorbid conditions, so leave no stone unturned.

But once you have a solid present levels section, you're ready to begin developing goals.

IEP Goals for Autism

There is no defined number of goals for an IEP. And, not everything can be a priority. Some kids have so many needs, and there are only so many hours in a school day. (this is my own, too, so I get it!)

I've been asked if I have a specific Autism IEP Goal Bank, Preschool IEP Goals for Autism, Social Emotional IEP Goals for Autism, Reading Comprehension IEP Goals for Autism, or Self Advocacy IEP Goals for Autism. Yes and no. I have separate posts on each of those, but self advocacy is self advocacy-regardless of the disability.

Here is a list of Autism Goals for an IEP. I have mixed thoughts about including it here. I did the advocacy training program from this organization and I found them to be quite ableist.

Still, even a broken clock is right twice a day, so there are a few good things in here. I had these in a post way back in 2015 (according to the date in the URL), then I removed them, now I am adding them in again.

Examples-of-IEP-Goals-and-Objectives-for-students-with-autism

And here's another:

Examples-of-IEP-Goals-and-Objectives-Suggestions-For-Students-With-Autism-2

And another. Just please, be aware of your own personal biases and that of your team.

Examples-of-IEP-Goals-Without-Objectives-some-autism-specific

IEP Autism vs Emotional Disturbance

Ok, if I'm going to devote a whole blog post to Autism IEPs, I cannot ignore the IEP Autism vs. Emotional Disturbance issue.

If we go back and revisit the IDEA definition of Autism, it said:

Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.
IDEA Sec. 300.8 (c) (1)

Bold is mine. But basically, it's right in IDEA-if you suspect autism or ED, go with ED. And then it directs to you the definition of ED.

(4)(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.
IDEA Section 300.8

So listen, I could rant for days on this. I could speculate and pontificate as to why I think it is happening and what my ideas for solutions are.

But, the takeaway is this:

There is an all-too-common trend, seen nationwide, where schools are placing kids in the ED category when the parent feels autism is more appropriate. In many cases, the child was eligible under Autism, sometimes for years. And then parents were told we "have to" move him to Emotional Disturbance.

It has also been my experiencing in advocating for kids like this, that for many years, their autism-related needs went unmet, and the child began to exhibit behaviors consistent with ED.

Again, I'm not going to get into the "why" behind it all. But if you disagree, read and use your IEP Procedural Safeguards. It's a very unfortunate practice and it has to stop. Ask for assistance in our Facebook Group if you must.

Sample IEP for Autism PDF

Online I found a couple of good examples of IEPs for Autism that I felt were worth sharing. The first one isn't an IEP per se, but it is a best-practice model that some states are following.

If those districts are truly using this procedure, good for them! So much better than the cookie cutter IEPs that I usually see.

And this one, eh, I'm not wild about it. But I definitely would steal some of the wording they use in a letter. I like some of the phrasing they used.

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How to Build a Meaningful IEP for Autism (PDF Sample IEP for Autism with Goals)

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For almost 10 years, readers have been asking me questions about an IEP and autism. It's quite common in our chat forums to have a Mom pop in and say "We were just told we were getting an IEP for autism, what should I ask for?"

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Executive Functioning IEP Goals: 100 Practical, Measurable Goals for Special Education

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Here you will find Executive Functioning IEP Goals, executive functioning IEP goals for ADHD, and some IEP Organizational Goals. This is one of the oldest

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17 Work Completion IEP Accommodations (Preferred and Non-Preferred Tasks)

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Task completion accommodations are adjustments made to a student’s learning environment to help them complete tasks more effectively. Implementing task completion accommodations requires collaboration between

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Many students struggle with Impulse Control Disorders, secondary to other learning disabilities. Here are goal and accommodation ideas to add to an IEP or 504

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30 Task Initiation IEP Goals (Task Avoidance)

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Inside: Task Avoidance Behavior (lack of task initiation skills) is often associated with Autism and ADHD. Here are some IEP goals and strategies to assist

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Working Memory IEP goals

Does your child struggle with Working Memory issues, and you want them added to the IEP? Have you heard parents talk about working memory skills, but you're not sure what they are?

Ok, remember these?

I'm dating myself a bit, I know. But these are a great example of how we exercised our working memory. If you wanted to make a call, you looked up the number. You quickly memorized it while you walked to the telephone (which was attached to the wall!).

When you got to the phone, you dialed the number, recalling it using your working memory.

Has it ever been raining when you went to work...but not on the way home? And then you forgot to bring your umbrella home, right?

Because your working memory did not remind you! If the rain was not present to remind you to grab an umbrella, you forgot.

Functions of Working Memory:

Working memory is considered one of our Executive Functions. Here are some examples of how working memory can affect you at school or at home.

help you solve math problems

make and achieve time management goals

allow you to complete a longer reading passage and remember the beginning, and it's relevance to the rest of the story/book

ability to look in your fridge or pantry and remember what you need to buy at the grocery store

ability to remember to bring home important things (like homework, shoes, coats)

We all do this all the time! In the morning it's cool, so we wear a jacket or sweater. In the afternoon, it's warm, so we forget to bring home that jacket or sweater.

Throw in a few sensory issues, and it makes perfect sense why your kid came home only wearing one shoe. It happens!

Lack of a strong working memory can often be mistaken for cognitive and academic deficits, so interventions are definitely warranted. Working memory involves the ability to keep information active in your mind for a short time (2-3 seconds) to be able to use it for further processing.

Working memory is our temporary storage system and helps us with our day-to-day tasks (e.g. following instructions, responding in conversations, listening and reading comprehension, organization).

Can your child follow directions that are 2-3 steps? If not, they likely lack working memory skills.

Again, this is one of those invisible skills, or at least it is invisible if it's present. If a person is lacking good working memory skills, then it's very visible and often treated punitively rather than being supported.

How many times do you see an adult with a phone number or short phrase written on their hand? That is their own accommodation for working memory!

Cog-Med has some excellent charts and graphics that show working memory skills. Take a look.

Working Memory Skills for Kids

Choose the skill that your child is lacking, or what they are exhibiting that may be due to a lack of a skill set. Then, plug that skill into the IEP goal formula.

Working Memory Skills-Adult Examples

Working Memory IEP Goals

Goals should be developed using the student's baselines defined in IEP Present Levels. From there, I would take the area of need and using the baseline and the IEP goal formula, make it measurable (flow chart below).

1. The student will accurately repeat verbal instructions with 80% accuracy before beginning assignment as evidenced by teacher/staff observation and data.

2. The student will accurately follow classroom procedures for turning in assignments with 80% accuracy 4 out of 5 consecutive days.

3. The student will use mnemonics to aid in memorization of content material 4 out of 5 times as measured by teacher observations and data.

4. The student will use graphic organizers to record or recall content knowledge 8 out of 10 times as evidenced by teacher feedback.

5. The student will use an app or designated system to record questions that cannot be answered immediately.

Printable List of Working Memory Interventions

I found this online and while it overlaps a lot of the EF skills, it's a good resource.

Working Memory Skills-Fluctuations

Many students lack working memory skills, or our skills fluctuate depending on age and stage of life. When we are stressed, we forget things. When we're sick, unhealthy, distracted, the importance of the item...all of these things can affect working memory.

I can remember exactly what brands and varieties of foods Kevin will eat and which restaurants have items for him.

But I cannot buy my husband a 6-pack of beer that he likes and I continually buy him the wrong packs of sushi at Wegman's. One item is just more important for me to remember.

If you're aware of your issues, most adults compensate and find their own accommodations, such as creating a shopping list before you go to the grocery store.

But if you have other learning disabilities or problem-solving is not your strong suit, the student may need accommodations and practice. Your working memory can improve with practice.

Working Memory IEP Accommodations

Here is a great chart I found from LD Canada.

In addition to IEP goals and SDIs that address working memory, you want it to be fun. There are many categories of board games and puzzles that will exercise your working memory.

A final note: I have seen so many kids who are punished for forgetting homework. Punished for forgetting to bring something to school or home. Yes, to function in society, it's important to learn working memory skills or have our own set of supports.

I cannot stress enough to work with the child, get their input and ideas and suggestions. I have seen too many kids just get downtrodden and deflated, because they are punished or grounded, over and over for something they are having trouble learning.

Most kids want to improve these skills and are not just being defiant by not bringing in homework.

Stick with your child and get your team on board with supports and activities that help your child learn these skills....not just continually being punished for not having them.

Good luck!

Working Memory Games for Kids

Bestseller No. 4

When you purchase items from Amazon from this site, I receive a small percentage at no additional cost to you. Thank you for supporting A Day in our Shoes.

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Working Memory IEP Goals | Examples | Accommodations

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Lack of working memory is often treated punitively, rather than teaching the skill or accommodating the lack of skill. Read and adjust your child's IEP.

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Inference for Kids | Definition | IEP Goals and Objectives | Resources

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Inference-what is it and how do you teach it? Inference for Kids | Definition | IEP Goals and Objectives | Resources

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Inference for Kids | Definition | IEP Goals and Objectives | Resources

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11 Sample IEP Goals for Focus and Attention

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IEP goals for focus and attention can be tailored to address specific needs of students, such as reducing distractions or increasing sustained attention.

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Organization/Study Skills IEP Goals

I'm a good learner, but I'm terrible at studying. Always have been. Other than re-reading chapters and notes and rote memorization, I never knew what studying was. No one ever taught me study skills. It was just expected that all students knew how to study and learn.

I think many students struggle with study skills, particularly if you have an IEP and/or struggle with executive functioning skills. If a student lacks a skill, you either have to teach the skill or make accommodations for lack of skill.

That's a decision that should be made within the IEP team. It's important to involve the student to the maximum extent possible. For example, if a child struggles with working memory, there are exercises and tasks that they can do to improve it. However, at some point the team needs to decide if it is more important for a student to be able to recall the information from memory, or know where to find that information in their notes or textbook.

What's more important-the ability to have 100% retrieval from memory, or knowing where to find the information and how to apply it?

One of the more common requests I get is for IEP goals for Study Skills. So, I've compiled a list of Study Skills IEP Goals, as well as some accommodation ideas and resources where you can go to find more assistance.

Study Skills Goals

Remember that you have to add in absolutes to make these measurable. I've included the IEP Goal Formula at the bottom of this post, but these 10 items will get you started.

Also, I have an IEP Goal Bank if you need more ideas.

1. Given the content areas of study, Student will be able to anticipate and verbalize/list X number of test questions.

2. Student will be able to identify X number of concerns that lead to test anxiety and brainstorm 1-2 solutions for each.

3. Given a calendar and content materials, student will be able to plot out study sessions to follow.

4. Student will self-identify X number of concepts that he/she is struggling to master and ask for assistance.

5. At the end of a study session, student will be able to verbalize X number of concepts or facts that were reviewed.

6. Student will be able to identify X number of items that are a distraction while studying and develop a remedy for each.

7. Given a list of options, student will identify which methods work best for learning material and concepts. (IE- graphic organizers, having someone read material, watching video, discussion)

8. When given an already graded/corrected test, student will review with tutor/teacher the incorrect answers and where correct information can be found. (can also include identifying strategies for next time)

9. Student will self-identify their most successful method of reading and note-taking and develop a strategy for each.

10. Student will be able to self-identify their best environment for test-taking. (quiet room, being able to talk out loud, verbal test, sensory break beforehand, etc.)

Note Taking | IEP Goals | Accommodations

Many students are expected to take notes during a class or lecture, but have no idea what to write down. To be an effective note-taker, you must have competent receptive language. This includes voice, body language, expressions, volume, etc.

Once the student can do that, they must be able to extract what is (seemingly) important and write it down. And, write it down in a manner that it can be referred to later.

This is a pretty high level executive functioning skill. And, why it is such a struggle for so many kids with learning disabilities. It would be irresponsible of me to list IEP goals for note-taking, when those goals are the ultimate. So much foundational content must be mastered first. I would recommend you do a deep dive with the student to pinpoint their issues, and accommodate the lack of the skill until the student learns how to take notes. Here are some note taking resources and AT.

1. Open Text Summarizer summarizes text ~ 40 different languages, identifying key words and allowing you to determine the summarization ratio.

2. OneNote is part of the Microsoft Office Suite and provides versatility in note-taking, sharing, searching, and collaborating.

3. MindMeister is a free-to-fee web-based application to support mind-mapping as a means of brainstorming, organizing ideas, note-taking, and project-planning.

4. Diigo is a free to fee based online program that allows you to collect, organize, highlight, and annotate your web-based research information into your cloud library. You can highlight text, screen capture, or save archived web material to review any time.

5. SMMRY: A free, quick and easy-to-use summarizing website is SMMRY. Its main purpose is to provide an efficient and understandable summary to a text, and it does so by providing numerous options to customize the summary.

6. Summarizer is a web-based text summarization tool. You can upload url links and the tool will extract main ideas/details. A helpful way to quickly review resources during the research process.

7. Online Summarize Tool : Under the website, Tools4Noobs is a good summarizing tool called- Online Summarize Tool, which is similar to other online tools but allows options in customizing the resulting summary that is not available in others such as maximum sentence length and number of lines.

8. AutoSummarizer: "is another quick and easy summarizing website. This tool is still on its beta stage and is still on its way to being fully developed, but it is a very usable site despite this. It ranks sentences based on their value, and uses the extraction-based summarization algorithm."

9. Free Summarizer: "A website for summarizing very simple but long texts is Free Summarizer. It is very quick and easy to use and allows you the option of determining the number of sentences you want the resulting summary to be."

Test Taking IEP Accommodations

1. Quiet room

2. Exercise or sensory break before test

3. Snack or bathroom break before test

4. Ability to read out loud to self during test

5. Have test read to them

6. Able to answer verbally (either directly to teacher or recorded)

7. Fidget toy during exam

8. Extended test taking time

9. Alternative assessment method (IE book report or project instead of a test)

10. Notes or graphic organizers during test

11. Open book and open note test

12. Group/Partner test

13. Teacher/para/tutor develop real-world applications for concept and discussion

14. monthly, weekly or bi-weekly phone or in person conferences with parents (progress monitoring)

15. homework assignments chunked down by the teacher to define each task

16. have the child write down verbal questions to aid in processing

17. breaking down tests into segments

18. pre-teaching information, then post-teaching afterward

19. alternatives for completing assignments (typed instead of written, or verbal)

20. provide facilitated experiences (opportunities to apply information)

21. frequent test breaks with opportunities to move

22. testing in a study carrel

23. testing in the morning only (or best time for student)

24. masking test items so only single questions are visible

25. permission to hand in all assignments late, as pre-determined

26. modify assignments to only include essential content

27. intersperse easy and difficult demands on an 80/20 basis (and work to increase)

28. longer assignments are broken down and scheduled out in pictures or words

Study Skills Websites

These websites are free and offer more information on how to develop good study skills. They also can help parents and students identify and define what good study skills look like.

Hopefully this is enough to get you started on a path to success.

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{Study Skills} IEP Goals | Accommodations | Note Taking

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I'm a good learner, but I'm terrible at studying. Always have been. Other than re-reading chapters and notes and rote memorization, I never knew what studying was. No one ever taught me study skills. It was just expected that all students knew how to study and learn.

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18 IEP Goals for Self-Regulation Skills (examples)

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Emotional self-regulation is a necessary executive functioning skill that all kids need to develop. Some will require direct instruction.

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68 Money IEP Goals including Functional Math, Budgeting and Banking

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Inside: A list of Functional Money and Functional Math IEP goals, including modern money skills like apps and debit cards. Remember when we were little,

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Telling time is an essential executive function that our kids need to live independently. Of course supports and accommodations can be put in place, but

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For a long time, I purposely did not include lists like this on my site-lists of things like math word problem IEP goals. I refrained from putting math goals because struggling in math is usually indicative of other issues. I still stand by that, and encourage you to pursue other areas of need for a student.

For example, look at executive functioning, reading, decoding and other pre-skills necessary for math skills.

For many of us, reminiscing about our school days and doing word problems does not bring happy memories. Finally, we learned some math calculations, and then a story was added to it. I'm a visual learner, so reading a few sentences and having to create a math problem from it was a nightmare.

Of course, in the 1970s and 1980s, it wasn't common to say, "Hey, this child could use some visual support. Let's give her a graphic organizer so she can plan out her thoughts."

That may be an accommodation that is appropriate for your child or student.

IEP Goals for Math Word Problems

What is a math word problem? What is a multi-step word problem? Why are word problem goals important? Is there a better term for these?

On the IEPs that I write, I call them life skills mathematics. Because that is what a math word problem is-applying real-life scenarios to math.

Some schools refer to math word problems as math story problems. And that's just what we're doing-telling a story and applying math.

Math Word Problem Assessments

Many teachers can tell you in their gut if a child is struggling in math. However, IEPs are data driven, so the student will need evaluations to determine baselines.

Several assessments can be used to determine a child's ability to solve math word problems. Here are a few options:

1. Standardized Tests: Assessments like the Wechsler Individual Achievement Test (WIAT), Woodcock-Johnson Tests of Achievement (WJ-III), or the KeyMath-3 Diagnostic Assessment can provide standardized measures of a child's math problem-solving abilities, including word problems.

2. Curriculum-Based Measures (CBM): CBM assessments focus on monitoring a student's progress in key academic areas. Teachers can create their own CBM for math word problems, evaluating a student's ability to solve problems at their instructional level.

3. Diagnostic Assessments: These assessments are designed to identify specific areas of strength and weakness. For math word problems, diagnostic assessments can evaluate a student's understanding of mathematical concepts, problem-solving strategies, and ability to apply these skills to word problems.

4. Observational Assessments: Teachers can observe students as they work on math word problems, noting their approach, strategies used, and errors made. This provides valuable insight into a student's problem-solving process and can inform instructional planning.

5. Portfolio Assessment: A portfolio of a student's work on math word problems can provide evidence of their progress over time. It may include samples of completed word problems, self-assessments, and reflections on problem-solving strategies.

6. Informal Assessments: These can include informal interviews, questioning techniques, or small-group discussions focused on solving word problems. Informal assessments provide a more flexible and interactive approach to understanding a student's problem-solving skills.

The choice of assessment depends on factors such as the student's age, grade level, individual needs, and the specific goals of assessment. It's often beneficial to use a combination of assessment methods to gather a comprehensive understanding of a student's abilities in solving math word problems.

Math Word Problems

We start out by showing pictures of objects being put together or taken away, but really we are teaching our kids how to navigate life. These skills are equal in importance to their reading goals.

Our kids need to know when to add, subtract, multiply, or divide in real-life situations. So, yes, first they need to be reaching not only decoding but comprehension goals.

Equally important is finding evidence-based strategies for reaching word problem IEP goals, or as I like to say, life skills mathematics goals. Also, in this day and age, our kids need to be adept with a calculator as well.

Needless to say, the child's present levels will factor into the selection of these goals.

It begins with ensuring that our little ones are grasping that putting things together is adding it all up and when things are removed, they are being taken away. I teach high schoolers with Intellectual Disabilities and we actually have a song or mnemonic device to remember, "put it all together and add it all up" as we take our left and right hand and make a + sign.

For subtraction, we have another one that goes " when things are taken away we subtract, " and we make a sweeping motion with our hands to indicate the - sign.

In a school setting, you may see a worksheet with cookies or oranges on it. In real life, this story problem would be putting items in a shopping cart. And, maybe remove them if you don't have enough money.

For my students, I want them to be able to go into a store and purchase something and know they are receiving the correct change. While we work on doing this manually, my goal is for them to be adept with a calculator.

The crucial part of writing a word problem, (or life skills mathematics, sorry I can't help it!) IEP goal is that they are mastering which operation to use. We need to find evidence-based multisensory, hands-on strategies for mirroring real-life situations to reach word problem IEP goals.

In our class, we have real money along with our calculators to buy and return items in our mock situations. This gets more difficult to do as they get older and situations cannot be recreated but we can still tell stories and teach them to put themselves in those situations.

Here we begin to talk about the multi-step word problem! Once we have mastered when to use which operation, we can apply it to the multi-step word problem.

A multi-step word problem requires more than one step or mathematical operation to solve it. Lest we forget the word problems that are missing a piece (ex. There were 7 people in the pool when I arrived. By the time I left there were 15. How many people came to the pool?)

Let's write IEP goals and list some teaching strategies for all types of word problems.

We will write some SMART IEP goals for word problems.

ELEMENTARY Word Problem IEP Goal

When word problems are read to Jesse and he is prompted to use strategies, Jesse can solve one-step word problems and understand which operation (addition or subtraction) to use to complete the problem with answers up to 30 with 80% accuracy in 3 out of 5 trials by June 2023.

SPECIFIC: one step; addition or subtraction; answers up to 20, knowing which operation

MEASURABLE: 80% accuracy in 3 out of 5 trials

ACHIEVABLE: Yes, I know my student can add and subtract and knows our classroom strategies for understanding which operation to use

RELEVANT: This child has the needed foundation as listed in IEP Present Levels, and the goal is related to his/her identified needs.

TIME MEASURED: 80% accuracy by June 2023

SECONDARY Word Problem IEP Goal

Sam will read a multi-step word problem independently and using learned strategies, compute with a calculator knowing which operation to use (+,-,x,/), and show the steps in the work in 8 out of 10 trials with 100% accuracy by June 2023.

These goals consistently require the student to use learned strategies.

This child has the needed foundation as listed in IEP Present Levels, and the goal is related to his/her identified needs.

First, word problems should be done regularly, even if sometimes done as a "do now", "exit ticket", or homework. Other times formal lessons go over learned concepts and possibly add new ones.

Math Word Problem IEP Goals and Objectives

Here are 10 more examples of Math Word Problem IEP Goals.

1. Objective: Student will accurately identify key information in math word problems. Goal: By the end of the IEP period, student will correctly identify relevant data in 9 out of 10 math word problems.

2. Objective: Student will apply appropriate mathematical operations to solve word problems. Goal: Student will successfully solve multi-step math word problems using correct operations in 8 out of 10 instances.

3. Objective: Student will demonstrate comprehension of mathematical vocabulary in word problems. Goal: Student will define and correctly use mathematical terms within word problems in 9 out of 10 instances.

4. Objective: Student will construct visual representations (diagrams, charts) to aid in solving word problems. Goal: By the end of the IEP period, student will create accurate visual representations for 8 out of 10 word problems.

5. Objective: Student will explain problem-solving strategies used to solve math word problems. Goal: Student will articulate problem-solving steps and strategies for solving word problems in 9 out of 10 instances.

6. Objective: Student will accurately interpret and analyze math word problems. Goal: Student will correctly interpret and analyze the meaning of 8 out of 10 math word problems presented.

7. Objective: Student will apply critical thinking skills to assess the reasonableness of solutions. Goal: By the end of the IEP period, student will accurately evaluate the reasonableness of solutions in 9 out of 10 word problems.

8. Objective: Student will demonstrate proficiency in translating word problems into mathematical equations. Goal: Student will accurately translate word problems into mathematical equations in 8 out of 10 instances.

9. Objective: Student will identify and apply relevant problem-solving strategies to various types of word problems. Goal: Student will demonstrate mastery of at least 5 different problem-solving strategies across 9 out of 10 word problems.

10. Objective: Student will increase accuracy and efficiency in solving math word problems. Goal: By the end of the IEP period, student will solve math word problems with 90% accuracy and within a reasonable time frame.

Word Problem Teaching Strategies and Accommodations

Remember that a student will need a certain level of executive functioning skills to do math word problems. If a student is repeatedly "stuck" on word problems despite many accommodations and teaching strategies, assess their EF skills to see if they have the foundation to apply math skills to the scenarios.

Teach kids to draw the items in the word problem

Use manipulatives where applicable

Ask students to tell you what the problem is asking

Tell students to visualize what is being asked and which operation will help solve it

Use play money where applicable

Read, Think, Write, Draw

Visual graphic organizers

Circle important information, or highlight it

Cross out unnecessary information

Talk through the word problem with the student

Use of a calculator as appropriate

Show link and relevance to real life

For older students, explicit instruction in the mastering of algebraic notation for solving more complicated word problems

For students with disabilities, explicit instruction is needed with evidence-based strategies.

An excellent site to jump to is What Works Clearinghouse (https://ies.ed.gov/ncee/wwc/). Type in word problems and you will get evidence-based strategies with resources including videos in addition to a wealth of information.

It is also good practice to keep our kids in the loop by giving them a receipt from the store and having them use the calculator to check the answer and ask questions in the store, at home, or anywhere that will challenge them to think of a mathematical solution.

Just as reading and writing are necessary skills to master, so are mastering word problems as they are needed in everyday life.

Once again, I want to thank Linda for helping with this post.

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Math Word Problem IEP Goals: 12 Examples and Objectives

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Examples of Math Word Problem IEP Goals: Enhance problem-solving skills, foster mathematical reasoning, and support academic growth.

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Math problem solving is a critical skill for students with learning disabilities that requires individualized support and attention.

Effective math problem solving IEP goals are specific, measurable, and achievable, and are developed through collaboration with parents, teachers, and other stakeholders.

By setting realistic goals, monitoring progress, and adjusting goals as needed, educators can help students with learning disabilities build their confidence and independence in math problem solving.

When a child has math skills and can apply them to everyday life, it can be something we take for granted.

Many of us are familiar with the moaning and groaning while doing math and saying, "But I'm never going to use this in my everyday life!" But, you might!

My teen can now do a lot of math in his head. I've noticed it while we are out shopping and he sees something he wants. He can quickly calculate in his head if he can afford it with the money in his pocket.

Or, he can calculate in his head what the sale price will be if it is a certain percentage off the full price.

Recently, he asked for a subscription to Spotify. I made him an offer to gather and take out the trash weekly in exchange for this. He quickly calculated how much he was being "paid" to take out the trash every week and decided that it was worth a Spotify subscription.

Math Problem Solving IEP Goals

In every-day conversations, math enters, and we don't even realize it. Just the other day, I said to him, "Well, I heard that about 70% of the population has the COVID vaccine." Without math skills and being able to visualize and apply them, this sentence has no meaning.

Even if you say something as mundane as "But you only ate half of your dinner!" you must have visualization and math skills for this phrase to have any impact.

Math problem solving is a crucial skill that students need to develop to succeed academically and in their future careers. Or, at least, support them if they are struggling to learn them. For students with learning disabilities, math problem solving can be a particularly challenging area that requires individualized support and attention.

This is where Individualized Education Program (IEP) goals come in.

IEP goals are specific, measurable objectives that are designed to help students with learning disabilities achieve academic success.

In the context of math problem solving, IEP goals can focus on a range of skills, including understanding mathematical concepts, applying problem-solving strategies, and monitoring progress. By setting realistic and achievable goals, educators can help students with learning disabilities build their confidence and independence in math problem solving.

To create effective math problem solving IEP goals, teachers must collaborate with the IEP team to identify the student's strengths and areas of need, assess their current level of mathematical understanding, and develop a plan for achieving their goals.

Teachers can help students with learning disabilities develop the skills they need to succeed in math and beyond. And parents can better understand what a good math IEP goal looks like.

Understanding IEP Goals in Math Problem Solving

Individualized Education Programs (IEPs) are designed to help students with disabilities receive the support they need to succeed in school. IEP goals in math problem solving are specific objectives that are tailored to meet the needs of each individual student.

These goals are designed to help students develop the skills they need to solve math problems and succeed in math class.

IEP goals in math problem solving can cover a wide range of skills, including:

Understanding math concepts

Solving math problems

Using math tools and technology

Applying math skills to real-world situations

When developing IEP goals in math problem solving, it is important to consider the individual needs of each student. IEP Goals should be specific, measurable, achievable, relevant, and time-bound (SMART).

This means that they should be clear and concise, and should include specific details about what the student is expected to achieve and when they are expected to achieve it.

To help ensure that IEP goals in math problem solving are effective, it is important to involve parents, teachers, and other members of the student's IEP team in the goal-setting process.

This can help to ensure that goals are realistic and achievable, and that they are tailored to meet the individual needs of each student.

IEP goals in math problem solving are an important tool for helping students with disabilities succeed in math class.

By setting clear, specific goals that are tailored to meet the individual needs of each student, educators can help to ensure that students are able to develop the skills they need to succeed in math and beyond.

IEP Goals for Math Problem Solving

When setting IEP goals for math problem solving, it is important to ensure that they are realistic and achievable. Unrealistic goals can lead to frustration and a lack of motivation for both the student and the teacher.

Here are some tips for setting realistic IEP goals for math problem solving.

Assess the student's current level of math problem-solving skills

Before setting goals, it is important to assess the student's current level of math problem-solving skills. This can help identify areas of student strength and weakness and guide the development of appropriate goals. Typically this information is in the child's Present Levels section of the IEP.

Teachers can use a variety of assessment tools, such as standardized tests, teacher observations, and student work samples, to gather information about the student's math problem-solving abilities.

Use SMART criteria to develop goals

When developing IEP goals for math problem solving, it is important to use the SMART criteria. SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. Goals that meet these criteria are more likely to be achievable and effective. For example, a SMART goal for a student who struggles with math problem solving might be: "By the end of the school year, the student will accurately solve 80% of math word problems at grade level."

Break down larger goals into smaller, achievable steps

Breaking down larger goals into smaller, achievable steps can help students feel more successful and motivated. Teachers can use a variety of strategies, such as scaffolding, modeling, and guided practice, to help students achieve their goals.

For example, a teacher might break down the goal of solving multi-step word problems into smaller steps, such as identifying key information, choosing an appropriate operation, and checking their work.

Involve the student in goal-setting

Involving the student in the goal-setting process can help increase motivation and ownership. Students can provide input on their strengths and weaknesses, suggest goals that are meaningful to them, and track their progress towards achieving their goals.

Teachers can use a variety of strategies, such as student-led conferences, goal-setting worksheets, and progress monitoring tools, to involve students in the goal-setting process.

By following these tips, teachers can develop realistic and effective IEP goals for math problem solving that help students achieve success and build confidence in their math abilities.

Examples of Math Problem Solving IEP Goals

Math problem solving is a crucial skill for students with learning disabilities. It helps them to understand mathematical concepts and apply them to real-world situations.

In this section, we will explore some examples of math problem solving IEP goals for students at different levels.

Keep in mind that many IEP goals are aligned with state standards. If a child has a modified curriculum, then the IEP goals should reflect that.

Math Problem Solving Goals

Here are five potential IEP goals for math problem-solving skills:

Goal: Understanding and Applying Problem-Solving Strategies

Objective: By the end of the IEP period, the student will demonstrate proficiency in identifying and applying appropriate problem-solving strategies, such as drawing diagrams, making tables, or working backwards, to solve a variety of math problems across different mathematical domains, achieving at least 80% accuracy on problem-solving tasks administered biweekly.

These goals aim to enhance the student's ability to effectively solve math problems by developing strategies, critical thinking skills, and the capacity to apply mathematical concepts in practical situations.

Math Reasoning IEP Goals

Here are five IEP goals focused on developing math reasoning skills:

These goals are designed to help students develop strong mathematical reasoning abilities, including the capacity to justify their thinking, recognize patterns, apply logical reasoning, and analyze mathematical arguments.

Elementary Math Goals

Goal: Given a word problem, the student will identify the operation needed to solve the problem with 80% accuracy on 4 out of 5 trials, as measured by teacher observation.

Goal: Given a real-world problem, the student will use a visual aid (such as a picture or manipulative) to represent the problem and solve it with 80% accuracy on 4 out of 5 trials as measured by teacher observation.

Goal: Given a multi-step problem, the student will break down the problem into simpler steps and solve it with 80% accuracy on 4 out of 5 trials as measured by teacher observation.

Middle School Math Goals

Goal: Given a real-world problem, the student will create a mathematical model to represent the problem and solve it with 80% accuracy on 4 out of 5 trials as measured by teacher observation.

Goal: Given a multi-step problem, the student will use a problem-solving strategy (such as guess and check or work backwards) to solve it with 80% accuracy on 4 out of 5 trials as measured by teacher observation.

Goal: Given a word problem, the student will use mathematical language and symbols to represent the problem and solve it with 80% accuracy on 4 out of 5 trials as measured by teacher observation.

High School Math Goals

Goal: Given a real-world problem, the student will analyze the problem, identify the mathematical concepts involved, and formulate a plan to solve it with 80% accuracy on 4 out of 5 trials as measured by teacher observation.

Goal: Given a multi-step problem, the student will use critical thinking skills to evaluate the reasonableness of their solution and revise it if necessary with 80% accuracy on 4 out of 5 trials as measured by teacher observation.

Goal: Given a word problem, the student will apply mathematical concepts and skills to solve the problem and explain their reasoning in writing with 80% accuracy on 4 out of 5 trials as measured by teacher observation.

They should be tailored to the student's needs and abilities and should focus on developing their problem-solving skills in real-world contexts.

Strategies for Achieving IEP Goals

IEP goals for math problem solving can be challenging to achieve, but with the right strategies, students can make significant progress. In this section, we will discuss three effective strategies for achieving IEP goals: Explicit Instruction, Peer Tutoring, and Self-Monitoring.

Explicit Instruction in Math

Explicit instruction involves breaking down complex skills into smaller, more manageable steps. Teachers can use this strategy to teach math problem-solving skills by providing students with clear, step-by-step instructions and modeling the problem-solving process.

Explicit instruction can be particularly helpful for students who struggle with executive functioning skills, such as planning and organization.

By breaking down the problem-solving process into smaller steps, students can better understand the process and develop the skills they need to solve math problems independently.

Peer Tutoring

Peer tutoring is another effective strategy for achieving IEP goals. Peer tutoring involves pairing students with a peer who has stronger math problem-solving skills.

The peer tutor can help the student with the IEP goal by modeling problem-solving strategies, providing feedback, and offering support.

Peer tutoring can be particularly helpful for students who struggle with social skills or who are hesitant to ask for help from adults. By working with a peer, students can build confidence and develop the skills they need to solve math problems independently.

Due to a litany of concerns (privacy, bullying), many schools are leaning away from the concept of peer tutors. If you think your child will benefit from it, try to arrange this privately with someone you can trust-a neighbor, cousin, etc.

Self-Monitoring

Self-monitoring is a strategy that involves teaching students to monitor their own progress toward their IEP goals.

Teachers can use this strategy by providing students with clear criteria for success and teaching them to track their progress toward their goals.

Self-monitoring can be particularly helpful for students who struggle with motivation or who have difficulty staying on task. By monitoring their own progress, students can take ownership of their learning and develop the skills they need to achieve their IEP goals.

Explicit instruction, peer tutoring, and self-monitoring are effective strategies for achieving IEP goals in math problem solving.

By using these strategies, teachers can help students develop the skills they need to solve math problems independently and achieve their IEP goals.

Monitoring Progress and Adjusting Goals

Once IEP goals have been established for a student's math problem-solving skills, it is important to monitor their progress regularly.

Progress monitoring allows teachers to determine whether the student is making adequate progress towards their goals, and to make necessary adjustments to the goals or instructional strategies if progress is not being made.

There are several ways to monitor progress, including:

Observation: Teachers can observe the student's problem-solving skills during classwork, homework, and assessments to determine whether they are making progress towards their goals.

Data Collection: Teachers can collect data on the student's performance on specific problem-solving tasks or assessments to track progress over time.

Checklists: Teachers can use checklists to track the student's progress on specific skills or tasks related to their problem-solving goals.

Once progress has been monitored, teachers can adjust the student's goals or instructional strategies as necessary. This may involve modifying the goals themselves, changing the teaching methods used to support the student, or providing additional support or resources to help the student achieve their goals.

It is important to involve the student and their family in the goal-setting and progress monitoring process, as they can provide valuable insights into the student's strengths, challenges, and learning preferences. By working together, teachers, students, and families can ensure that the student's math problem-solving goals are challenging, achievable, and tailored to their individual needs.

Collaboration with Parents and Teachers

Collaboration between parents and teachers is essential for the success of students with math problem-solving IEP goals. Parents can provide valuable information about their child's strengths and weaknesses, which can help teachers create more effective IEP goals.

Teachers, in turn, can provide parents with feedback on their child's progress and offer suggestions for how they can support their child's learning at home.

One way to facilitate collaboration is to hold regular meetings between parents and teachers. These meetings can be used to discuss the student's progress, set goals, and identify areas where additional support may be needed.

It's important that both parties come prepared to these meetings with specific examples of what's been working and what hasn't, as well as any questions or concerns they may have.

Another way to foster collaboration is to provide parents with resources and strategies they can use to support their child's learning at home. This might include providing access to online math resources, suggesting math games and activities, or offering tips on how to help their child with homework.

Finally, it's important to keep lines of communication open between parents and teachers throughout the school year. This can be done through regular progress reports, email updates, or phone calls.

By working together, parents and teachers can help ensure that students with math problem-solving IEP goals are receiving the support they need to succeed.

Frequently Asked Questions

What are some examples of IEP goals for math problem solving in 6th grade?

Some examples of IEP goals for math problem solving in 6th grade include setting goals for solving multi-step word problems, identifying relevant information, and using different strategies to solve problems. Additionally, students may be expected to demonstrate their understanding of mathematical concepts by explaining their problem-solving strategies.

What are the goals of problem solving in mathematics for elementary students?

The goals of problem solving in mathematics for elementary students are to develop critical thinking skills, promote logical reasoning, and enhance problem-solving abilities. Students should be able to identify and understand the problem, develop a plan to solve it, and check their work for accuracy.

What is an example of a problem solving IEP goal for math?

An example of a problem solving IEP goal for math is for a student to solve real-world problems using appropriate mathematical strategies. This may include setting goals for identifying key information in word problems, selecting appropriate operations to solve problems, and checking their work for accuracy.

What are some IEP goals for math reasoning and word problems?

Some IEP goals for math reasoning and word problems include setting goals for identifying key information, using appropriate mathematical operations to solve problems, and checking their work for accuracy. Additionally, students may be expected to explain their problem-solving strategies and demonstrate their understanding of mathematical concepts.

What are the typical IEP goals for math problem solving in 7th grade?

Typical IEP goals for math problem solving in 7th grade include setting goals for solving multi-step word problems, using appropriate mathematical operations to solve problems, and checking their work for accuracy. Additionally, students may be expected to explain their problem-solving strategies and demonstrate their understanding of mathematical concepts.

What is the IEP goal for math problem solving in 1st grade?

The IEP goal for math problem solving in 1st grade is to develop basic problem-solving skills and to promote logical reasoning. Students should be able to identify and understand the problem, develop a plan to solve it, and check their work for accuracy. Additionally, students may be expected to demonstrate their understanding of basic mathematical concepts.

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29 Math Problem Solving IEP Goals (Including Math Reasoning)

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List of 19 Math Problem Solving IEP goals for all ages and grades.

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Math IEP Goals

I will never forget this one day when Kevin was a preschooler. We had an IEP meeting, and one of his proposed goals was to be able to visualize and identify what 2 of something looks like, or what 3 of something looks like.

That same day, my younger son came up to me with two baby blankets, one in each hand, and said, "Look, mommy! TWO blankies!" Ouch. He's two and a half years younger and he already had the skills that his brother lacked; a beginning math skill.

Math IEP goals are one of my nemeses as an advocate. Because here's the thing. Very few math skills are stand-alone skills. To perform even the most basic skill, a student needs other foundation skills. I find that when you dig deep underneath the skill deficits behind the math deficits, you often find a whole host of other issues.

Math and Memorization.

We often forget that math skills often begin with memorization. Parents and teachers sing songs about counting to ten. So is a child actually counting to ten? Or are they just singing a memorized song? A child can tell you 2+2=4. But is that a memorized phrase? Can that child actually visualize what two of something looks like?

Being able to memorize your home address and knowing where you live are two different skills. See my point?

If a child has unaddressed reading issues, they cannot do word problems. Math learning cannot occur without either working memory or accommodations for lack of working memory. And there are many other subsets that our kids lack.

The child also has to be able to assign symbols to an idea. Three, III, and 3 all mean the same thing. As an exercise, let's say we put 3 donut holes in front of a child. Ask them to count them. They get to 3. But could they assign the number 3 in a matching exercise?

Furthermore, can look at a plate with 5 donut holes and tell you which plate has more donut holes?

Foundations of Math Skills

Understanding size, measurements

Number sense

Ability to count verbally (first forward, then backward)

Recognizing numerals

Spatial awareness, visualizing what "3" of something looks like.

More than, less than

Understanding one-to-one correspondence (i.e., matching sets, or knowing which group has four and which has five)

patterns

estimating

sequences

problem-solving

comparison

sorting

language

working memory

What happens is that some kids are great at either memorizing or masking, until they can't. So it is assumed that they have sort of stalled out on math skills, when the fact is that they likely always lacked the basics but it wasn't evident.

Too many people who write math goals approach it from the point of view of a mathemetician. Look at the goal above for 1st grade, the part where it says "calculate and compare the values of combinations and coins."

It makes me cringe. We all know that a nickel is bigger than a dime, but worth less. To know and memorize this also requires flexible thinking, as in "bigger is not always more."

I get that this is a standards-based list, but I just cannot stress enough how important it is to address what lies underneath successful math skills.

Present Levels-Math Skills

Ok, so my point is...or I am pleading with you, if you have found this blog post, to make sure that the underlying skills have been evaluated and addressed. I know that many parents and educators come to lists of IEP math goals, choose what fits, and that's it.

If the foundation skill isn't there, the math skill will never be achieved. And this can be harmful to a child's mental health, to be constantly given goals you cannot achieve nor be able to define why you cannot do it.

Please promise me that you won't come here, grab your needed goal ideas to complete the IEP and just bounce, ok?

Math Goals for an IEP

Here you go, the printable list of Math IEP Goals.

I have Money Goals for an IEP in a related post.

I have a love/hate relationship with this list. I liked that it does list the skills incremental skill sets by age/grade. But, it is just that-a list. It does not go into any of the pre- skills that are necessary. "Do mental arithmetic" is a useless command if you lack working memory of the ability visualize quantity.

printable-list-of-Math-IEP-goals

I hope this helps. In some cases, the child will need a good neuropsychological evaluation to determine what the root of the issues are.

Don't miss my other lists of IEP goal ideas in the IEP goal bank.

And, here are some other articles that may help you.

https://adayinourshoes.com/helping-with-math-homework/

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Math IEP Goals and Objectives | Printable List | PDF

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I will never forget this one day when Kevin was a preschooler. We had an IEP meeting, and one of his proposed goals was to be able to visualize and identify what 2 of something looks like, or what 3 of something looks like.

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60 Kindergarten IEP Goals including Reading, Writing and Math.

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Inside: Our list of kindergarten IEP goals including kindergarten math IEP goals, kindergarten reading and writing goals and more. So, there’s a reason why I

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Vocational Goals: 65 IEP Goals Including Work Habits and Jobs

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As an advocate who has attended hundreds of IEP meetings, IEP transition time is one of the most frustrating times for me. I find a

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100 Functional Life Skills IEP Goals | Independent Functioning

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Before I get started with this list of Life Skills Goals for an IEP, I want to make one thing clear. That is, remember, IEPs

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36 Measurable Postsecondary Goals for an IEP

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I was leery of how I could use the word ‘postsecondary’ and not create any confusion. To be clear, there are no IEPs in college.

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IEP Transition Goals for Postsecondary or Job

I was leery of how I could use the word "postsecondary" and not create any confusion. To be clear, there are no IEPs in college. A student can get a 504 plan, but is not entitled to special education in college.

But, it certainly is a realistic goal for many IEP students, that they attend college. And their IEP transition plan should reflect this.

But, it's also important to students to not only have goals, but understand what it will take to get there. After all, lots of kids want to go to a D1 school for sports, but getting there is a different story.

Many are unaware of how much work it really is to get there. But for those who want to put in the work, it can be attainable.

Any skill can become an IEP goal, if you put it in the IEP goal formula. You can also use multiple items here, and use some as objectives toward a goal.

Educational Transition IEP Goals- Postsecondary

1. Has a realistic view of his/her chances for completing high school.

2. If high school graduation is not realistic, understands what a GED is and how to obtain one.

3. Can fill out forms to enroll in an educational program.

4. Has a general idea of what education is needed for the job he/she wants.

5. Can discuss educational/vocational plans with teachers/counselors.

6. Is aware of educational resources available in the community.

7. Knows how to obtain school transcripts.

8. Is aware of current educational credits and standing.

9. Has an appropriate educational plan for the job selected.

10. Understands educational/skill requirements for job selected. Is aware of the cost of higher education/vocational training.

11. Knows the difference between a loan and a grant.

12. "Shops around" to find the best educational resources.

13. Knows where to find and how to access adult education or vocational training in the community.

14. Knows how to obtain financial aid/scholarships for additional education.

15. Understands future prospects and probable living standards relative to levels of education and specialized skills.

16. Is able to identify the connection between course work and vocational goals.

The same applies for a job or career. I never want to squash anyone's dreams. But in this day and age of social media and everyone just sharing their "highlight reel," it can be deceiving as far as what it really takes to get there.

Getting and Keeping a Job- IEP Transition Goals

1. Can make an appointment for a job interview.

2. Knows appropriate clothing to wear for the interview.

3. Can write a resume.

4. Has a completed job application/fact sheet to take on a job interview.

5. Knows to prepare for a job interview.

6. Can complete a job interview.

7. Knows the function of and can contact the public employment agency.

8. Knows the function of and understands that private employment agencies charge fees.

9. Can identify ads placed by private employment agencies.

10. Can contact temporary employment services.

11. Has a resume.

12. Can follow up an interview with a letter.

13. Is able to maturely weigh the advantages of one job over another.

14. Understands legal discrimination and where to seek help if discriminated against illegally.

15. Dresses for work appropriately.

16. Reports to work on time.

17. Knows job responsibilities and how to complete job tasks.

18. Knows to contact employer when not able to go to work.

19. Know how to read a pay stub.

20. Knows appropriate way to talk to a supervisor.

21. Knows what behaviors will get a person fired immediately.

22. Knows how to ask for help with a problem on the job.

23. Knows if eligible for sick time, vacation time, or personal time.

24. Knows what a grievance procedure is.

25. Know what to do to get a raise.

26. Knows where and when not to talk with co-workers.

27. Has a plan for handling anger when angry at supervisor, co-workers, or customers.

28. Can implement anger management plan in majority of cases.

29. Knows how to use company grievance procedure to resolve disagreements.

30. Knows companies "unwritten policies" and can function within them.

31. Knows how to ask for a raise.

32. Knows what to do to be eligible for promotion.

33. Knows legal rights as an employee.

And as always, presume competence! Good Luck!

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40 IEP Transition Goals for Students on the Path to Postsecondary | Jobs

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I was leery of how I could use the word "postsecondary" and not create any confusion. To be clear, there are no IEPs in college . A student can get a 504 plan, but is not entitled to special education in college. But, it certainly is a realistic goal for many IEP students, that they attend college.

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99 Community Safety and Transportation IEP Goals

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We want our kids to live as independently as possible. IEP transition is the time for the IEP team to begin to make that happen.

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75 Personal Hygiene IEP Goal Ideas (effective and measurable!)

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Personal hygiene skills is something that many of us take for granted. If you do not pick up on social cues, and your interoception is

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68 Money IEP Goals including Functional Math, Budgeting and Banking

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Inside: A list of Functional Money and Functional Math IEP goals, including modern money skills like apps and debit cards. Remember when we were little,

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Self-Advocacy IEP Goals

We do so much for our kids, and we mean well. But time marches on whether we want it to or not. We have to prepare our kids for independence and life on their own. As scary a thought as that is sometimes. Every person, not just IEP students, should have self advocacy goals.

The best thing we can do for our kids is to maximize their independence and self advocacy. As parents, we can't live forever...or follow them around forever.

What is self advocacy? A child or student who has sufficient self-advocacy and self-determination skills should be able to exhibit the following skills.

Self Advocacy Skills List

Choice-making

Decision-making

Problem-solving

Goal setting and attainment

Self-regulation

Self-advocacy

Self-awareness

Asking for Help or Assistance when needed

Self-efficacy

What is Self Advocacy?

This is how Google defines Self Determination:

"the process by which a person controls their own life."
Google

I can only imagine how exhausting and disheartening and deflating it must be to be some of our kids. People always talking about you, your faults, your disabilities, your shortcomings, your negative behaviors. Telling you what you need to do.

And how often do we let them participate in the process? A child should participate in their IEP process from the earliest age possible that it is appropriate.

What is Self Determination?
" the process by which a person controls their own life. "
Self-determination is often talked about at transition time, but not much outside of that. What a huge mistake! When our kids leave the school system or leave the home, they don't miraculously develop the ability to self-advocate. This is something that should be worked on and weaved in everything. There is a list of skills in bullet-points at the beginning of this post.

It's also essential that you and your child have a vision and that it is the same vision and that they have participated in developing the vision. If you don't know where you are going, how do you know what to advocate for? Check out the free IEP Vision Statement workbook for future planning below.

Both parents and educators can be intimidated by adding goals like these because they seem to be challenging to measure. Or at least that is the perception. It can be quite simple to measure, just add a quantity. I have a formula chart at the end of the post.

Self Advocacy and Behavior

If a child has a behavior plan as part of their IEP, then it is absolutely necessary that they have self-advocacy goals.

A student cannot stay on a behavior plan forever, or have adults intervening and removing your antecedents when they can. A student needs to be able to self-identify their antecedents, predict them and have an action plan of acceptable coping skills.

But do not shy away from doing these types of goals because you are afraid they are not measurable. For example:

Given the school lunch menu, I will select between the two options available that day in 4 out of 5 trials.

If I have five elective class options, I will select one class per semester for my schedule.

Given a challenging situation to solve, I will define the problem and come up with at least two possible solutions to the problem in four out of five trials.

Self Advocacy IEP Goals

1. Co-lead annual review and help develop IEP goals.

2. Communicate academic strategies or compensation skills that work best for him/her.

3. Demonstrate appropriate skills in asking for a curriculum modification and will negotiate the modification with some adult cuing.

4. Student will demonstrate appropriate skills in asking for help at appropriate times.

5. Demonstrate appropriate skills in asking for modification independently.

6. Student demonstrates skills that they know when or how to ask for help.

7. Demonstrate a knowledge of community resources.

8. Student can communicate an understanding of the goals on the IEP. (read over with them and discuss)

9. Demonstrate an understanding of what a learning disability (or other condition if appropriate) is and able to communicate to others how he/she learns best.

10. Demonstrate an understanding of what their learning disability is and communicate to others what he/she needs to learn successfully.

11. Describe personal strengths accurately

12. Evaluate the effectiveness of their learning strategies and make modifications as needed.

13. Assess the effectiveness of learning strategies and make appropriate modifications

14. Evaluate the effectiveness of learning strategies and make modifications as needed.

15. Explain the kind of help needed for a situation. (set the stage for weekly situations)

16. Identify a strategy for approaching a learning task (self-monitoring skills will not be in place at this time).

17. Communicate/Identify academic strategies or compensation skills that work best for him/her.

18. Identify one or two curriculum modifications (I need to have more time to complete work, I need to have directions written on the board)

19. Explain and communicate one or two environmental needs (I need to sit in the front of the class, I need a quiet place to work)

20. Identify one or two learning strategies that they use.

21. Student can identify specific curriculum modifications that are in the IEP and why they are needed (My listening skills are not as strong, so I will need a note taker)

22. Identify specific environmental modifications and to tell why they are needed.

23. Lead annual IEP meetings to help develop goals. (YES! I do know of some kids who do this! It can be done!)

24. Can demonstrate skills that they can communicate how and when to ask for help in the classroom.

25. Learn the appropriate skills for negotiating a curriculum modification and will practice these skills in a structured setting.

26. List possible antecedents to their own behaviors ("I get upset when.....") and list possible acceptable alternatives to their negative behavior.

27. Make decisions between two or more choices.

28. Initiate or participate in goal setting conferences and help to set own goals.

29. Participate in school meetings (parent/teacher conference or annual review) and advocate for self with the support of parent and teachers.

30. Self identifies that they need assistance and know who is appropriate to ask for help and ask for help.

31. Share with the classroom teacher that the IEP is a legal document and what kinds of information can be found on the IEP.

32. Share work and accept help from an adult (this is a good one for ODD)

Self Advocacy Goals for High School Students

1. Student will demonstrate knowledge of student strengths, areas of need, personal learning style and their applications in daily school, community life and career options.

2. Develop an understanding and verbalize what supports they need to be a good employee (address EF skills, etc).

3. Explain an understanding of Rehabilitation Act 504 (for students attending college)

4. Given five elective class options, student will select one class per semester for schedule.

5. Participate in the development of a post-secondary plan.

How to Measure Self Advocacy Goals

Use the IEP Goal Formula below to make an IEP goal measurable.

Self Advocacy Examples

Self-Advocacy-for-Students

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35 Self Advocacy IEP Goals | Self Determination | PDF | Examples

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We do so much for our kids, and we mean well. But time marches on whether we want it to or not. We have to prepare our kids for independence and life on their own. As scary a thought as that is sometimes. Every person, not just IEP students, should have self advocacy goals.

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Developing a Meaningful IEP Transition Plan beyond “Food, Filth and Flowers.”

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Parents, you need to take ownership of the IEP transition goals and process for your child. Here’s how to start.

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20 Measurable Pragmatic Language IEP Goals (samples and examples)

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Pragmatic language is a crucial aspect of social communication skills that involves the use of language in social contexts. Incorporating pragmatic language IEP goals can

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20 Listening Comprehension IEP Goals (and Examples)

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Listening comprehension is a fundamental skill that lays the groundwork for effective communication, academic success, and social interaction. It refers to the ability to understand

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Inside: Learn what phonemic awareness is and how to assess for it. Plus some IEP goals for Phonemic Awareness. The other day, my 13-year-old sports

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77 Functional Communication Goals for an IEP

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One of the biggest obstacles that some IEP students have is lack of appropriate, functional communication. A lack of functional communication is often one of

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Assistive Technology in the Classroom

Several years ago, I compiled a series of posts that corresponded with the alphabet. This post was the "A" post. But, it recently just needed some formatting and updates and is being republished. It was originally written by Ron Steen, who is a Special Education Advocate in suburban Philadelphia. Questions about Assistive Technology are some of the most common ones that we receive as advocates. How do I get an AT device? How do I know which AAC or Assistive Technology device to choose? Who pays for assistive technology? Here's a funny story, funny to nerds like me anyway. Assistive is not a word. Seriously, every time I type it out, I get the red line. Not in the dictionary. However, when IDEA was revised, it was put in there as Assistive Technology. So there you go. IDEA actually created a new word.

What is Assistive Technology?

U.S.C. 2011§1401(1)

(A) The term "assistive technology device" means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.

(B) The term does not include a medical device that is surgically implanted or the replacement of such device.

That being said, what assistive technology is at its heart, is another tool to enable a disabled child to access the world in a more equal way than they would otherwise. It is one of the Special Factors to consider in the IEP process. In other words, the team must at least consider the question: Does this child need AAC/AT?

Types of Assistive Technology

I would like to concentrate on handheld devices as that is where the changes are happening with exponential speed. There are many ways that today's handheld devices can help a child with a disability. The list grows every day. A device can be a pencil grip which is very low tech. Or a very complex communication system, such as the one Stephen Hawking used. And everything in between.

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To mention a few:

Examples of Assistive Technology

text to speech software

speech to text software

canes, walkers

zipper pulls, therapeutic handles on things like utensils

AAC devices

note taking

scheduling

typing instead of writing

automatic page-turners

book holders

adapted pencil grips

How to get AT/AAC in your IEP.

Like anything else, you have to demonstrate need. And that starts with IEP evaluations. Submit a letter of request asking that your child receive an Assistive Technology evaluation.

How do you know whether an Assistive Technology device will be appropriate for a child? Which device? Which app? The best most comprehensive way that I have found to determine the answers to these questions is the Wisconsin Assistive Technology Initiative's "WATI-Assessing Students' Needs for Assistive Technology"

Please do not be intimidated by the size of this document (337 pages).

WATI-Assessing-Students-Needs-for-Assistive-Technology

It is full of questionnaires and forms which will help you decide if a child is in need of assistive technology. It will also provide you with the data you will need to present the need to your school district. The WATI is the gold standard as far as AT assessments or evaluations.

The first section is a series of questionnaires that will help you determine what type of assistive technology would be appropriate. Once you that know you need i.e. (AAC) you can skip to that section. Lending libraries that lend Assistive Technology devices can also be a great help in choosing the correct device.

You can read about more types of Assistive Technology on the PBS website.

Who pays for assistive technology?

Will a school district pay for assistive technology? The short answer is if it is necessary for FAPE (Free Appropriate Public Education) the school district will pay for the Assistive Technology device. The pragmatic answer can be much more complicated. If the school purchases equipment and the app to run on the equipment then they own both and when the student is no longer in the school district, the student will no longer have access to either the equipment or the app. Also, it does happen that school districts will not pay for a tablet computer because they argue that the tablet can be used for things other than a single use. This does not happen as often as it has in the past due to tablets being much more inexpensive than many single-use devices. If the SD continues with this argument, devices can be set so they only perform one function.

Do I have to give up Speech Therapy if we use an AT device?

Assistive technology need not be the end of other therapy for your child. As an example, just because your child has an AAC device does not mean articulation therapy so they can eventually learn to speak should be stopped. The assistive technology, in this case, allows the child to develop skills in using language before the child has learned to speak. When the child begins to speak, the child will have already developed the ability to form sentences. When to make the decision to rely wholly on the Assistive technology or when to discontinue the Assistive technology is child based and should be made by the IEP team.

Where do I start?

If you are considering using assistive technology or even if you are not, I encourage you to look at the Wati document that I have supplied the link for earlier. I found it not only helps me describe why a child would be in need of assistive technology but also helped me understand the child's needs and strengths in total.

Ron Steen, BCEA
[email protected]

Ron Steen lives in Harleysville, Pennsylvania, is a Board Certified Educational Advocate, has served on the Advisory Board of the National Special Education Advocacy Institute, and has been a guest instructor on Assistive Technology during NSEAI training.

Thanks so much Ron!

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Assistive Technology and your IEP: What parents need to know.

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Several years ago, I compiled a series of posts that corresponded with the alphabet. This post was the "A" post. But, it recently just needed some formatting and updates and is being republished. It was originally written by Ron Steen, who is a Special Education Advocate in suburban Philadelphia.

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Fine Motor IEP Goals: 50 Fine Motor Skills Goals for All Ages

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Remember this? Did you know that way back when...when Tupperware invented this toy, that you were using fine motor skills to play with it? And

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Inside: Learn what Letter Recognition OT goals are, why they're important, and a list of example goals.

It's a familiar sight, dating back many decades. We thought we were just playing, and didn't realize we were learning letter recognition. When I was small, we had the wooden blocks with the alphabet on them.

Some kids had the plastic alphabet letters with magnets so they'd stick to the fridge. Now, you can get big foam alphabet puzzles and many other toys that help children with their letter recognition goals.

But, letter recognition goals and OT or occupational therapy? What's the connection? Read on to understand the link between letter recognition goals and OT, and then I've provided a list of several letter recognition goals to add to the IEP Goal Bank.

Where should you start, and how do you know what is important?

Please note: I have a separate list of IEP Goals for Handwriting.

What is Letter Recognition?

Letter recognition refers to the ability to identify and distinguish individual letters of the alphabet. It is a fundamental skill in reading and writing, as it forms the basis for word recognition and comprehension.

Letter recognition involves visually perceiving the shapes, forms, and distinguishing features of letters and associating them with their corresponding phonetic sounds.

What is Alphabet Recognition?

Alphabet recognition refers to the ability to identify and distinguish the entire set of letters in the alphabet. It involves recognizing and differentiating each letter, both uppercase and lowercase, and being able to associate them with their corresponding names or sounds.

Alphabet recognition is an important early literacy skill that serves as a precursor to reading and writing. It lays the foundation for letter-sound correspondence, word formation, and overall language development. By recognizing and understanding the alphabet, individuals can begin to decode words, understand their meanings, and communicate effectively.

In early childhood education, alphabet recognition is typically taught through various activities and techniques. These may include letter identification games, puzzles, flashcards, songs, and interactive activities that engage children in visually and audibly recognizing and internalizing the letters of the alphabet.

Proficiency in alphabet recognition allows individuals to navigate written language more effectively, as they can quickly identify and decode letters in words, sentences, and texts. It also serves as a basis for further literacy skills, such as phonics, spelling, and reading comprehension.

Alphabet recognition is an essential component of language learning and literacy development, providing the necessary building blocks for successful communication and engagement with written text.

To differentiate between letter recognition and alphabet recognition, the child would need not only decent working memory skills, but also sequencing skills. A letter is a letter, in isolation.

The alphabet follows a specific sequence, hence the song!

Letter recognition has 4 components. School based OTs often work on these skills with kids.

What are the 4 components of letter recognition?

The four components of letter recognition are:

1. Visual Discrimination: Visual discrimination refers to the ability to perceive and differentiate visual details and characteristics of letters. It involves recognizing and distinguishing the unique features and shapes of individual letters from one another. This component helps individuals identify the differences between similar-looking letters, such as "b" and "d," or "p" and "q."

2. Letter Naming: Letter naming is the ability to associate the correct name or sound with each letter of the alphabet. It involves knowing the names of uppercase and lowercase letters and being able to identify and name them accurately. For example, recognizing the letter "A" and saying its name as "ay" or "ah."

3. Letter Formation: Letter formation refers to the ability to write or reproduce letters with proper shape, proportion, and direction. It involves the motor skills required to create each letter using appropriate strokes and sequence. Mastery of letter formation enables individuals to accurately write letters when engaging in handwriting tasks.

4. Letter-Sound Correspondence: Letter-sound correspondence involves understanding the relationship between letters and the sounds they represent in spoken language. It is the connection between letter recognition and phonemic awareness. This component helps individuals associate specific sounds or phonemes with each letter, which is essential for reading and decoding words.

These four components of letter recognition-visual discrimination, letter naming, letter formation, and letter-sound correspondence-work together to develop a comprehensive understanding of letters and their role in language and literacy.

By mastering these components, individuals can effectively identify, name, write, and connect letters with their corresponding sounds, forming a solid foundation for reading and writing skills.

Is Letter Recognition the same as Sight Words?

No, letter recognition and sight words are not the same.

Letter recognition refers to the ability to identify and differentiate individual letters of the alphabet. It involves recognizing the shapes, forms, and distinguishing features of each letter and associating them with their corresponding sounds.

On the other hand, sight words are commonly used words in the English language that appear frequently in written text but may not follow regular phonetic patterns. Sight words are typically taught as whole words to be recognized on sight, rather than decoded phonetically. Examples of sight words include words like "the," "and," "is," "are," and "said."

While both letter recognition and sight words are important for reading and literacy development, they are different skills. Letter recognition focuses on recognizing individual letters, while sight words involve recognizing and memorizing frequently occurring words as whole units without relying on phonetic decoding.

Developing proficiency in both letter recognition and sight word recognition is crucial for building a strong foundation in reading and writing skills.

Letter Recognition and OT Goals

Ok, so what is the connection between letter recognition and OT? I mean, if letter recognition is essential to reading....and reading is not an OT skill........

Letter recognition plays an important role in occupational therapy, particularly in the area of pediatric occupational therapy.

Here are a few reasons why letter recognition is important in OT occupational therapy:

1. Preparing for academic skills: Letter recognition is a foundational skill for reading and writing. Occupational therapists often work with children who are preparing to enter school or are struggling with early literacy skills. By focusing on letter recognition, therapists can help children develop the visual perception and cognitive abilities necessary for reading and writing tasks.

2. Enhancing fine motor skills: Letter recognition activities often involve fine motor skills, such as using pencils, markers, or other manipulatives to trace or write letters. Engaging in these activities can help children improve their hand-eye coordination, pencil grip, and overall fine motor control, which are essential for tasks like handwriting and other fine motor tasks.

3. Visual perception and discrimination: Letter recognition requires the ability to visually discriminate between different letters, identifying their unique shapes and forms. Occupational therapists may incorporate activities that strengthen visual discrimination skills, such as matching letters, sorting letter cards, or identifying differences and similarities between letters. These activities can help improve a child's ability to recognize and differentiate letters accurately.

4. Cognitive skills development: Letter recognition tasks involve cognitive processes like attention, memory, and sequencing. Occupational therapists may use letter recognition activities to support the development of these cognitive skills. For example, asking a child to identify letters in a specific order or recalling letters from memory can help strengthen their attention and memory abilities.

5. Building confidence and motivation: Mastering letter recognition can boost a child's self-confidence and motivation for further learning. Occupational therapists often incorporate engaging and interactive letter recognition activities that make the learning process enjoyable for children. By providing positive reinforcement and tailored interventions, therapists can help children develop a sense of accomplishment and motivation to continue their literacy development.

Letter recognition is a foundational skill that contributes to various areas of development, including academics, fine motor skills, visual perception, cognitive abilities, and self-confidence. Occupational therapists utilize letter recognition activities to support children in developing these skills, setting them up for success in their educational journey.

Additionally, OTs often work on fine motor skills including handwriting. To learn handwriting, it is essential that you have letter recognition skills.

Letter Recognition IEP Goals OT

Here are eight examples of letter recognition goals in occupational therapy:

1. Goal: The student will accurately identify and name 20 uppercase letters of the alphabet. Objective: The student will correctly identify and verbally name 4 uppercase letters during a letter identification task with 80% accuracy.

2. Goal: The student will accurately identify and name 20 lowercase letters of the alphabet. Objective: The student will correctly identify and verbally name 4 lowercase letters during a letter identification task with 80% accuracy.

3. Goal: The student will discriminate between similar letters (e.g., b, d, p, q) with minimal errors. Objective: The student will accurately identify and distinguish between the letters b, d, p, and q in a letter discrimination task with no more than 2 errors per set of letters.

4. Goal: The student will match uppercase and lowercase letters. Objective: The student will correctly match 6 uppercase letters to their corresponding lowercase letters in a matching game with 90% accuracy.

5. Goal: The student will trace and write uppercase letters. Objective: The student will trace and independently write 8 uppercase letters with proper letter formation and stroke sequence.

6. Goal: The student will trace and write lowercase letters. Objective: The student will trace and independently write 8 lowercase letters with proper letter formation and stroke sequence.

7. Goal: The student will identify letters in a given word. Objective: The student will correctly identify and point to the letters "s," "u," "n," and "h" when given the word "sun" with 100% accuracy.

8. Goal: The student will sequence letters of the alphabet. Objective: The student will verbally recite the letters of the alphabet in correct sequential order from A to Z without omitting or reversing any letters.

These goals can be individualized and tailored based on the specific needs and abilities of the client. It is important to set measurable objectives and track progress to monitor the client's letter recognition skills over time.

Here are a few more.

IEP Goal for Identifying Letters

1. Goal: The student will identify and name 15 uppercase letters of the alphabet. Objective: Given a set of uppercase letter flashcards, the student will correctly identify and verbally name 3 uppercase letters during each session with 80% accuracy across three consecutive data collection points.

2. Goal: The student will identify and name 15 lowercase letters of the alphabet. Objective: Using a letter identification activity or worksheet, the student will correctly identify and verbally name 3 lowercase letters during each session with 80% accuracy across three consecutive data collection points.

3. Goal: The student will discriminate between visually similar letters. Objective: When presented with a pair of visually similar letters (e.g., b and d), the student will accurately identify and differentiate between the two letters in 8 out of 10 trials with 80% accuracy across three consecutive data collection points.

Recognizing Upper and Lowercase Letters IEP Goals

Here are three examples of IEP goals for recognizing both uppercase and lowercase letters:

1. Goal: The student will recognize and match 10 uppercase and lowercase letter pairs. Objective: Given a set of mixed uppercase and lowercase letter cards, the student will correctly match 2 uppercase and lowercase letter pairs during each session with 80% accuracy across three consecutive data collection points.

2. Goal: The student will discriminate between uppercase and lowercase letters. Objective: When presented with a set of mixed uppercase and lowercase letters, the student will accurately identify and sort the letters into two groups (uppercase and lowercase) with 90% accuracy across three consecutive data collection points.

3. Goal: The student will identify and name 20 letters of the alphabet (combination of uppercase and lowercase). Objective: Using various letter recognition activities, the student will correctly identify and verbally name 4 letters (combination of uppercase and lowercase) during each session with 80% accuracy across three consecutive data collection points.

Learning Letter Recognition

The cool thing about letter recognition is that there are so many cool toys and activities to go with it and help teach.

Before I close this article, I thought I'd add in some FAQs about letter recognition skills and letter recognition goals OT.

What is the goal for letter-sound recognition?

The goal for letter-sound recognition is to develop the ability to associate specific sounds or phonemes with each letter of the alphabet. This skill is crucial for reading and decoding words. The ultimate objective is for individuals to quickly and accurately connect letters with their corresponding sounds, enabling them to decode and understand written language effectively.

The specific goals for letter-sound recognition may vary depending on the individual's current abilities and needs.

How do you improve Letter Recognition?

Improving letter recognition can be achieved through various strategies and activities. Here are some effective methods to enhance letter recognition skills:

1. Letter Exposure: Surround the learner with letters in their environment. Display alphabet charts, posters, or labels with letters prominently visible. This constant exposure helps familiarize the learner with the shapes and forms of letters.

2. Letter Flashcards: Use flashcards featuring individual letters. Show the flashcards one at a time and ask the learner to identify the letter. Gradually increase the speed and complexity of the flashcard presentations to improve speed and accuracy in letter recognition.

3. Letter Sorting and Matching: Provide activities where the learner can sort or match letters based on their characteristics. This can include sorting uppercase and lowercase letters, matching letters with similar shapes, or categorizing letters by their features (e.g., straight lines vs. curved lines).

4. Letter Tracing and Writing: Engage the learner in tracing and writing letters. Provide worksheets or dry-erase boards where they can practice forming letters. Encourage proper letter formation and stroke sequence. The physical act of writing letters reinforces visual recognition and kinesthetic memory.

5. Letter Games and Apps: Utilize interactive letter recognition games or educational apps designed for letter learning. These games often include engaging activities, puzzles, and quizzes to reinforce letter recognition in an entertaining way.

6. Multisensory Activities: Incorporate multiple senses into letter recognition practice. Use tactile materials like sand, clay, or textured surfaces for the learner to trace or create letters. Combine auditory input by saying letter names or sounds aloud while engaging with the letters. (there are many listed on this site! use the search bar on this page)

7. Letter Songs and Rhymes: Teach letter recognition through songs, rhymes, or chants that focus on letter names and sounds. These catchy and repetitive tunes help reinforce letter associations and enhance memory retention.

8. Letter Hunt: Encourage the learner to go on a letter hunt, searching for specific letters in books, magazines, or everyday objects. This activity promotes active engagement and real-life application of letter recognition skills.

Consistency, repetition, and positive reinforcement are essential when working on letter recognition. Tailor the activities to the learner's level and interests, gradually introducing new letters as proficiency improves.

Celebrate progress and provide encouragement to maintain motivation. Regular assessment and monitoring of letter recognition skills will help track improvement and guide further instruction.

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14 Letter Recognition IEP Goals (including OT)

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Letter recognition plays an important role in helping a child develop other fine motor and academic skills. Here are some letter recognition IEP goals (or for OT).

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Toilet Training an Older Child

I am wildly passionate about kids being toilet trained if it is a possibility. I never dreamed I would be a passionate advocate for toilet training. But, here I am. Lack of toileting skills is one functional IEP skill that really carries a serious stigma for our kids. It's very ostracizing for an older child when they lack independent toilet skills.

It is one of the ways we can help our kids maintain dignity. Nothing makes you the target of bullying faster than a bathroom accident.

And, speaking of dignity, let's talk about language for a minute. Please use the word "toilet" or "bathroom" when discussing this issue at IEP meetings or any place else. Tweens and teens do not go "potty." They go to the bathroom. Infantilizing our kids is another example of ableism.

However, making that happen is often a different story. Read further for tips on getting toileting or potty training added to your IEP. Then at the bottom, I have included a sample toilet training schedule or protocol. It's downloadable so you can print it and adapt it to your disabled child's needs.

Let's start at the beginning.

Why Some Older Kids are not Toilet Trained

Before we get into looking at examples of IEP goals, we have to make the assumption that this toilet training issue is not a medical one. Have your child checked by their doctor for any possible kidney or bladder issues, anything related to incontinence.

There are many reasons why some older kids are not toilet trained. And, it's not as rare as you might think. It's also not just kids with autism. It's important for the IEP team to look at the whole issue, because you cannot expect a child to achieve a goal if they do not have the subsets of skills to achieve it. For example:

Functional Communication: Does the child have a functional way to communicate a desire to use the restroom?

Motor Planning: Does the child have the motor planning skills to recognize that he/she has to use the restroom, and then either go or ask to go?

Interoception: Many kids with autism and other disabilities lack interoception. This means having a sense of what is going on inside the body. Such as, knowing when you feel hungry or when you feel the urge to urinate or deficate or vomit. Some kids may truly not recognize these internal feelings.

Lack of Fine or Gross Motor Skills: Can the child get to the bathroom, open the door, maneuver clothing/pull bottoms down, etc.?

Cannot sequence/plan events: When you feel a full bladder and can get yourself to the bathroom and go, it's a skill we take for granted. But if you break down the entire sequence into task analysis, you'll see that it's dozens of other skills chained together. You have to have each link before you can make the chain of events.

Quick task analysis: Look at this quick task analysis of going to the bathroom. Remember, a disabled child must be able to do each of these sub-skills before they can put the chain together.

1. Feel the sense of urgency

2. Be able to label that in your own mind, identify it "I feel like I have to go to the bathroom"

3. Self control skills to not go right then and there

4. Be able to problem solve that feeling I have "I should ask the teacher to leave"

5. Be able to motor plan the appropriate steps to take-raise hand, ask teacher appropriate question, respond appropriate, get up, go to appropriate space...and then a whole new sequence of events.

Use Age-Appropriate Language

Preschoolers use the potty. Teenagers do not. If your 10 year old still needs diapers or your 11 year old still needs pullups, they don't need to be doing babytalk too. Or condescendingly baby-talked down to.

Avoid: potty, poo, peepee, little boys' room, little girls' room, piddle, wee wee, poopie, doo doo, etc.

Use instead: bathroom, restroom, urinate, use the bathroom, go to the bathroom, washroom, private time.

Toileting IEP Goals

First, yes, schools can add toilet training to an IEP. There is no "we don't do that here."

IDEA and case law has been very clear that IEPs are not just for academics.

Functional skills are to be included in an IEP if a child lacks the skill(s).

IEP Goals for Independent Toileting

These are just some examples of IEP goals for toileting. As always, when writing an IEP goal, it must meet the SMART goal criteria. And, of course these will vary based upon the child's skills or lack thereof.

You have to have a good foundation before moving on. As in, you cannot put a goal of "student will remain dry for X hours" if the child is not even communicating the need. I see a lot of IEPs with "staying dry" listed as the goal.

Of course that is the ultimate goal! But with many kids, you can't just jump right to that.

Student will sit on the toilet for X seconds every two hours without resistance.

With X level of prompt, Student will

Student will use (mode of communication) to request....

Student will cooperate with specific toileting protocol....

When Student is told "Let's go to the bathroom," he/she will....

Student will void successfully on the toilet...

When handed a pullup/key/PECS card/other item, the student will stand up and proceed to the restroom

Those are just some sample tasks that relate to toileting. Think of the basic foundation steps toward toilet training, and put them in the goal formula.

Child Excluded from IEP placement because they are not toilet trained.

This is related but also common to the problem of having an older child who is not yet toilet trained. Many schools and preschools have rules such as "Must be toilet trained to attend." Can they do that? Well, it depends. Each situation is different.

Private schools and private preschools are generally not bound to IDEA, so they can establish these rules. Public schools that are bound to IDEA cannot. If it is a placement that was decided upon by the IEP team, then no, they cannot.

Think of it this way: Essentially the child is not toilet trained (at a later age than usual) due to their disability. Thus, excluding them from that school would be excluding them based upon their disability. But, some schools are allowed to do this, such as privates and charters.

Toileting and Aides/Paraprofessionals

If the (public school's) reason is merely that they are not staffed to do it, that is not a valid reason. I understand that many union contracts prohibit teachers from entering restrooms with students, or assisting them with toileting. However, then the child needs a PCA or 1:1 to assist them with this. If the child otherwise belongs in gen ed for most of their day in order to obtain LRE, the school cannot choose a more restrictive placement based on one issue (toileting).

It can get complicated, so feel free to join our Facebook group if you have specific questions.

Adding Toilet Training to an IEP.

I was told that's not an IEP item. It is. Case law has supported adaptive living skills on an IEP over and over and over. So, just handle it like you would any other concern. Ask them to show you where it says in IDEA or the state regs that potty training should not be part of an IEP. (They'll be looking for a really long time) Remember, there is no "We don't do that here."

Toileting or Potty Training on your IEP.

Write a letter to your child's IEP team. Describe the problem. Include the consequences and repercussions of what is happening as a result of your child not being toilet trained.

Ask the team to meet. State that you wish to discuss toilet training goals and protocols.

Include success stories! What has worked at home? Are there signs of readiness that you see in your child? Be solution-oriented in your request.

All along the way, document, document, document.

After the meeting, write a short note that summarizes what the team agreed to do. Add in that you expect to see this information on a PWN and proceed accordingly.

Toilet Training in Public School

Just a few things to keep in mind as you proceed.

Use age-appropriate language. "Potty" is the word when you're 3 or 4, not 13 or 14.

Be consistent. Make sure protocol is being followed at home and at school.

Use literal language if your child needs it. There are a zillion euphemisms for all things toileting, right? Don't use them if it will further confuse your child. Pick one word and be consistent.

Think outside the box. Maybe your child needs a photograph of your actual bathroom, not a PECS diagram. Maybe they need a 3D object such as a pull-up.

Don't get discouraged. Our kids take a long time to learn things. If you get frustrated, take a break and revisit it in a few months.

Be aware of signs of readiness.

Some kids just aren't going to be toilet trained for a really long time. I have a friend whose son was finally trained at age 20. But it happened, and that's what matters.

Toileting Protocol for School

Don't overthink it. I often think that a lot of an IEP team's trepidation about doing something like this is that they think it's going to be a ton of work. It doesn't have to be. This particular protocol was intense because that is what the child needed. But you can also just use natural breaks in the day like snack times, lunch and moving to different areas.

And, here is a social story about toileting. Pretty basic, but all I could find.

I have another whole post with dozens of Visual Schedules for Daily Routines. You may find something in there since toileting is a part of our daily routine!

As with anything in the IEP, follow the process: Request in writing, meet, follow up with PWN.

Diapers and Pullups for an Older Child

Once your child grows out of the size 5T or 6 or XL for most diapers and pullups, things can get tricky.

But, the good news is that lately, nighttime incontinence and older kids is an issue that is talked about much more than it was 10-15 years ago. As such, you can usually find packs of pullups in bigger sizes at your grocery store or pharmacy. Even though they are designed for nighttime, you can wear them anytime. The bad news is, that they are terribly expensive.

Also, if you haven't noticed, incontinence products at your local pharmacy are much more popular and numerous than they used to be. Things like Depends and Poise now take up entire sections, instead of just 1-2 packs shoved some place.

For women, these do come in XS, so that might just work for an older child. But again, these things are not cheap! Try a small pack of store brand to see if they meet your needs. Store brand is usually much cheaper.

Your next step is to ask your pediatrician for names of medical supply companies. And, call your insurance company.

Financial Aid for Diapers and Pullups

Ask your insurance company what is covered. In some cases, you will have to go through a certain supplier. If that is your situation, call that supplier and ask them to send you a sampler pack. They'll ask you for your child's height and weight, and send you out a few samples of each product that they have that fits your child.

If your insurance does not cover it, consider doing an appeal with your insurance company. Can't hurt to try.

Or, ask your employer (whoever provides the health insurance) about tax-free medical spending accounts. Do the math on what you'll spend on these in a year, and have that deducted from the paycheck so at least you won't pay taxes on that money. Every little bit helps!

Lastly, while not available in every state, in some (mine!) Medicaid expansion covers all kids with disabilities. As such, our diapers and pullups are covered. One more reason why it is so important to be involved in lobbying and advocacy for our kids. These issues matter!

How can I protect our mattress and bedding?

I get it, this is the bane of my existence some weeks. When you have an older child who is incontinent, they often wet the bed. Here's how I manage it in our household and remain sane.

Have enough sheets so that I can go several days without laundry if I have to.

But, I don't like urine setting in on bedding for several days, so I've pretty much resigned myself to doing laundry every day.

Use a mattress pad over sheet, so it's just one small pad to wash instead of entire sheets.

These come in disposable too, but I only use those for when we go on vacation. Pullups makes them, I forget what they're called.

Plastic protective cover on mattress.

Good quality laundry soap, vinegar, borax.

Dry in the sun when I have the opportunity. It takes out yellowing and smell.

Good luck and keep us posted!

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Toilet Training and Older Kids | IEP Goals | School Protocols | Diaper Recommendations | A Day In Our Shoes

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I am wildly passionate about kids being toilet trained if it is a possibility. I never dreamed I would be a passionate advocate for toilet training. But, here I am. Lack of toileting skills is one functional IEP skill that really carries a serious stigma for our kids.

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Independent Functioning IEP Goals for Life Skills

Before I get started with this list of Life Skills Functional Goals for an IEP, I want to make one thing clear. That is, remember, IEPs are all about the "I." Any student who has life skills listed as an area of need can have life skills IEP goals. They do not need to be in the life skills classroom to receive this.

Yes, some students are on a functional path rather than an academic one. However, you can still be in gen ed classes and need extra help with some of your functional life skills. This would include social skills IEP goals, as we all need those to be successful. I have those in another post.
Please make sure you visit my complete listing of IEP Goal Ideas!
And, while it's completely appropriate for a student to spend their 13th and 14th year working exclusively toward these goals, I'm leery of that idea. The reason being that 2-3 years is not enough time to learn them. That's why a solid IEP with transition services is so important.

Adding CBI Community Based Instruction can be done at any age. It's not just for those in a life skills classroom. That may be school policy and practice, but that's not what IDEA says.

This list of IEP goals is to help you and your team focus on independent functioning. Many students will need supported living situations, but just because a person needs supports doesn't mean we shouldn't maximize their abilities.

Remember, inclusion means contribution. We want our kids included in society as adults, and that means contributing to the maximum extent possible. Everyone has something to contribute.

Life Skills-IEP Goals and Objectives

As always, you can put any skill into the IEP goal formula to make it measurable.

Independent Functioning Reading Goals

1. The student will identify personal data that have been written by others when this personal information appears on documents.

1. Identify his or her name when it appears in written materials.

2. Identify his or her address when it appears in written materials.

3. Identify his or her social security number when it appears in written materials.

2. The student will operate tools, appliances, and equipment in response to written information/instructions and markings on buttons, switches, dials, and gauges.

1. Operate appliances and equipment involved in food storage, meal preparation, and meal cleanup activities (refrigerator, food scale, toaster, toaster oven, microwave, stove, oven, blender, electric mixer, and dishwasher etc.).

2. Operate appliances and equipment involved in maintaining clothing and household linens (washer, dryer, and iron).

3. Operate a telephone and a telephone answering machine.

4. Operate appliances involved in grooming activities (hair dryer or blower and electric or battery-operated shaver).

5. Operate equipment involved in recreational/educational activities (toys and games; television; radio; VCR; personal computer; DVD player, video games, cassette tape player, and CD players).

6. Operate equipment and other objects involved in maintaining and monitoring his or her health (bathroom scale, heating pad, and thermometer).

7. Operate appliances and equipment involved in heating and ventilation (thermostat, fan, air conditioner, and electric blanket).

8. Operate tools and appliances involved in household maintenance and repairs (hand vacuum, vacuum cleaner, electric broom, and Swifter/Clorox wet mops).

9. Utilize information as he or she travels in the community, including operating a self-service elevator and paying the correct or most efficient fare when using Van Go or taxi

10. Using information found on labels, identify the contents of containers.

11. Use the size of packages and size notations to determine the quantity of food and other substances in the packages.

12. Using the price labels, tags, and store signs, identify the prices of items being considered for purchase.

13. Identify and obey storing and cooking directions found on food packages.

3. Locate information in the help wanted and other classified sections of newspapers and magazines (online) and use the information in seeking employment and making purchases.

1. Locate information of interest in printed advertisements and use the information to purchase goods and services.

2. Review pamphlets, brochures, and manuals and use the information to make decisions on recreational, educational, vocational, and other activities.

Independent Living Safety Goals

1. Will locate familiar school places (nurse, library, vice-principal, cafeteria, elective classes, etc.).

2. Will identify a home address

3. Will identify the address and phone number.

4. Will carry identification in the wallet

5. Will practice safety rules with reminders.

6. Will practice safety rules without reminders.

7. Will follow pedestrian signs and conventions.

8. Will identify rules regarding interactions with strangers

9. Will be able to use appropriate transportation.

10. Will follow safety rules

11. Will read and follow safety signs

12. Will demonstrate pedestrian skills.

13. Will practice stranger safety

14. The student comprehends and responds appropriately to written information, including symbols, words, and phrases that appear in the community.

1. Locate public bathrooms to use for washing and toileting.

2. Using numeral and destination designations, identify buses for traveling in and out of the community. (public access transportation)

3. Identify and obeys traffic signs.

4. Identify and obey warning signs and avoid places designated as being dangerous.

5. Identify warning words on packages and obey their instructions.

6. Identify and comply with signs that help direct people as they move about the community, such as arrows, detour signs, and signs that contain words such as PUSH, PULL, ENTRANCE, EXIT, IN, and OUT.

7. Locate signs on doors and store windows and then use the information found there to identify the days and hours when the store or business is open. (yes, I see this as safety because you do not want an unattended autistic or otherwise disabled person trying to get into closed businesses!)

8. Locate public telephones and public booths.

9. The student will seek the assistance of a responsible person to decode and explain, when necessary, printed and written material that he or she is unable to read.

15. Meet buses, carpools, and shuttle services after reviewing written departure schedules.

16. Pay the correct fare on a taximeter when using a taxi (in special instances) to go to work, and tips the driver appropriately.

17. Take the correct bus or other public transportation to work, using numeral and destination signs on public transportation vehicles.

18. Select alternate routes to get to work.

19. Obey traffic signs and signals and follow prescribed routes while driving to work.

Activities of Daily Living IEP Goals

Ok, this section is super long. At some point, even though a student may actually need dozens of these, you may want to chunk them together as goals with objectives underneath.

1. Identify the written names and/or relationship names of family members.

2. Identify the written names of important objects found in and around his or her school and home.

3. Identify frequently used action words when they are written.

4. Identify frequently used prepositions when they are written.

5. Identify the numbers 1 through 12 when they are written.

6. Identify time notations.

7. Identify money designations when they are written as numerals.

8. Follow directions written on packages of food, household cleaning products, and other packages and containers.

9. Follow instructions on cleaning labels that are found on clothing and other fabrics.

10. Verify size labels when purchasing clothing and household linens.

11. Identify the correct value of stamps needed to mail letters and greeting cards.

12. Identify the cost of admission at public facilities.

13. Identify the types of stores or businesses by their window displays and by keywords on signs.

14. Identify and obey storage and cleaning instructions found on packages containing laundry and house cleaning agents.

15. Locate doorbells and mailboxes of friends and relatives.

16. Operate vending machines.

17. Operate coin-operated washers and dryers.

Life Skills Math Goals for an IEP

Please note that I have previously done another post about IEP goals for Money Skills.

1. Match objects to objects (one-to-one correspondence).

2. Count with meaning.

3. Identify and match numerals.

4. Match objects that occur in pairs.

5. Identify the basic shapes of a circle, triangle, square, and rectangle when they have functional relevance.

6. Discriminate between left and right.

7. Use a number line.

8. Identify the ordinal positions of people and objects.

9. Follow oral directions involving a sequence of steps described in their ordinal sequence.

10. Identify numerals of personal importance (such as birth date, age, address, telephone number, and social security number) when this information appears on written materials and documents.

11. Write numerals when supplying personal data on various forms and documents.

12. Identify the written expression for numerals when it appears in written materials.

13. Write the written expression for numerals when requested to do so on checks, deposit and withdrawal slips, and other financial transactions.

14. Identify the fractions ½, 1/3, and ¼ when they occur alone and when they are part of simple mixed numbers.

15. Correctly compute simple subtraction problems when presented with various terms for subtracting: take away, minus, and subtract.

16. Use the process signs (-) and (+) in addition and subtraction when given simple arithmetic problems.

17. Identify and use numbers appearing on common equipment, appliances, and materials.

18. Discriminate between large and small and big and little items.

19. Discriminate between short and tall and short and long.

20. Discriminate between full and empty.

21. Use ruler to measure the dimension of objects and things.

22. Use measuring cups and spoons in cooking and other functional activities.

23. Use a scale to measure his or her weight and a food scale to measure in food preparation activities.

24. Uses a yardstick and a measuring tape to measure length, width, depth, and height.

25. Measure objects and recipe items using whole numbers, fractions (1/2, 1/3, and ¼), and mixed numbers.

26. Estimate size, distance, and quantity.

IEP Goals for Telling Time

1. Identify and name specific times of day (morning, afternoon, and night) and match the time of day with appropriate activities.

2. Identify and name the days of the week.

3. Identify and name the months of the year.

4. Identify and name the current day and date.

5. Identify and name the current season and the other seasons in sequence.

6. Identify his or her birthday and birth date.

7. Identify and name the major holidays.

8. Identify and name clocks and watches.

9. Identify and name the time by the hour and half-hour on different types of clocks and watches (digital, wrist, numeral, etc).

10. Be punctual to school, leisure time, and other appointments and scheduled activities.

Recreation IEP Goals

Yes, recreation is important. Our kids need to know how to constructively spend their down time.

1. Using a calendar, identify the date, approaching dates, and previous dates.

2. Use a hand-drawn map to find his or her way around the school building, and use floor plan maps located in stores and office buildings.

3. Use a hand-drawn map to find his or her way around the community.

4. Use public transportation maps.

5. Use diagrams to assemble objects.

6. Use diagrams to make simple constructions and other arts and crafts projects.

7. Locate key information on posters and other informational charts.

8. Locate and record information on charts used for instructional and behavioral management purposed, including those used to assist the student in monitoring his or progress.

9. Use menus to order meals and snacks.

10. Participate in games of make-believe and role-playing.

11. Select durable and safe toys and games.

12. Engage in water play.

13. Participate in low-activity games.

14. Participate in high-activity games.

15. Participate in target games.

16. Participate in balance games.

17. Participate in table games.

18. Participate in card games.

19. Participate in games of chance.

20. Participate in strategy games.

21. Participate in real-life games.

22. Participate in knowledge and word games.

23. Choose a variety of toys and games.

24. Participate in multiple types of video games

25. The student will locate and utilize information from directories, schedules, and bulletin boards.

26. Locate telephone numbers in his or her personal telephone directory.

27. Locate apartments by using directories located in apartment houses and other homes with multiple living units.

28. Locate a desired floor from a department store directory.

29. Locate offices and other locations in various buildings by using their directories.

30. Identify times of mail pickup on mailbox schedules.

31. Finds the location of foods and other items from supermarket directories.

32. Identify foods and food prices from the cafeteria and fast-food bulletin boards.

33. Locate departure and arrival times from bus, train, and airline schedules, bulletin boards, and television monitors.

34. The student will correctly carry out directions written on equipment, machinery, games, toys, and items that are to be assembled.

35. Follow the directions provided with toys and games.

36. Follow the directions provided with objects to be assembled.

37. Using a calendar, identify the date, approaching dates, and previous dates.

38. Use a hand-drawn map to find his or her way around the school building, and use floor plan maps located in stores and office buildings.

39. Use a hand-drawn map to find his or her way around the community.

40. Use public transportation maps.

41. Use diagrams to assemble objects.

42. Use diagrams to make simple constructions and other arts and crafts projects.

43. Locate key information on posters and other informational charts.

44. Locate and record information on charts used for instructional and behavioral management purposed, including those used to assist the student in monitoring his or progress.

45. Use menus to order meals and snacks.

46. Participate in games of make-believe and role-playing.

47. Select durable and safe toys and games.

48. Engage in water play.

49. Participate in low-activity games.

50. Participate in high-activity games.

51. Participate in target games.

52. Participate in balance games.

53. Participate in table games.

54. Participate in card games.

55. Participate in games of chance.

56. Participate in strategy games.

57. Participate in real-life games.

58. Participate in knowledge and word games.

59. Choose a variety of toys and games.

60. Participate in multiple types of video games

61. The student will locate and utilize information from directories, schedules, and bulletin boards.

62. Locate telephone numbers in his or her personal telephone directory.

63. Locate apartments by using directories located in apartment houses and other homes with multiple living units.

64. Locate the desired floor from a department store directory.

65. Locate offices and other locations in various buildings by using their directories.

66. Identify times of mail pickup on mailbox schedules.

67. Finds the location of foods and other items from supermarket directories.

68. Identify foods and food prices from the cafeteria and fast-food bulletin boards.

69. Locate departure and arrival times from bus, train, and airline schedules, bulletin boards, and television monitors.

70. The student will correctly carry out directions written on equipment, machinery, games, toys, and items that are to be assembled.

71. Follow the directions provided with toys and games.

72. Follow the directions provided with objects to be assembled.

73. Engage in a variety of activities using park and playground facilities and equipment.

74. Participate in fishing activities.

75. Participate in camping activities.

76. Plan and go on a walk and/or hiking trip.

77. Participate in nature exploration activities.

78. Raise and care for houseplants.

79. Raise and care for a pet.

80. Collect leaves, rocks, and shells for a collection, crafts, and/or decorating projects.

81. Engage in photography and other art experiences based on natural themes.

82. Engage in quiet activities, such as looking at picture books and magazines, playing electronic games, and listening to the radio or stereo.

83. Watch television, videotapes, and discs.

84. Play games on computer, television, or hand-held machines.
Plan and host a party.

85. Go to fast food restaurants, cafeterias, snack shops, and other restaurants.

86. Attend movies, puppet shows, concerts and plays.

87. Plan and participate in picnics, outings, and excursions.

88. Participate in special events, such as holiday parties, programs, dances, and the Special Olympics.

89. Locate and participate in clubs, special-interest groups, and events sponsored by schools, recreation councils, and community groups, such as scouts/Indian Guides, 4-H clubs, and garden clubs.

90. Take vacations and go on other trips.

91. Visit relatives, friends and neighbors.

92. The student will identify activities and opportunities to use as hobbies.

Independent Living/Work IEP Skills

1. The student will identify keywords found on employment applications and other simple blanks and forms, and provide the requested information.

2. The student will locate and utilize written information found on bills, work time cards, check stubs, and store receipts.

3. Pay by the due date, the correct amount for goods received and services obtained.

4. Identify and verify gross pay, net pay, and deduction information found on paycheck stubs.

5. Check store receipts to verify that they are correct and that any change received is also correct.

6. Verify information found on work time cards.

7. Print his or her name and write his or her signature.

8. Write his or her parent's names on a card/envelope

9. Write the date in its various forms.

10. Write his or her address on an envelope

11. Write his or her age and birth date using numerals, abbreviations, and words.

12. Will follow a familiar purchasing routine with assistance (without assistance).

13. Will demonstrate socially acceptable behavior in the community

14. Will use community services (post office, library, DMV, etc.) with assistance (without assistance)

15. Will purchase items in a familiar store.

16. Will participate in organized school or community service activities.

17. Will shop for personal clothing items knowing their own sizes.

18. Correctly address envelopes, postcards, and packages to be mailed

19. Write shopping and other lists

20. Identify keywords, abbreviations, and symbols (FIRST NAME, LAST NAME, MAIDEN NAME, M.I.; ADDRESS; DATE; HOME TELEPHONE #, WORK TELEPHONE #; BIRTHDATE; SOCIAL SECURITY #; SEX - M OR F; MARITAL STATUS - M, S, W, OR D; PREVIOUS EMPLOYMENT RECORD; PARENTS' NAMES; REFERENCES; ACCOUNT NUMBERS; DEPOSIT; WITHDRAWAL; CASH; etc.) found on employment applications, deposit and withdrawal slips, checks, mail order forms, and other simple blanks and forms and provide the requested information.

21. Identify the skills required in job descriptions and/or brochures.

22. Locate the help wanted section of newspapers and identify job offerings appropriate to his or her interests, needs, and skills.

23. Identify common abbreviations used in the help wanted sections of newspapers and determine what they mean.

24. Locate job announcement information found on business bulletin boards, in work pamphlets, at state and local job banks, and at employment agencies.

25. Obtain a job application form and identify keywords that request personal data information, including name, address, telephone number, Social Security number, and birth date.

26. Obtain and review all job-related brochures and forms, including health insurance, pension information, holiday schedules, and other components in an employee benefits package.

27. Use a calendar to identify workdays and holidays when he or she does not have to go to work.

28. Follow a daily wake-up schedule that makes it possible for him or her to wash, dress, and groom him- or herself and be ready for work on time.

29. Identify time by the hour, half-hour, and other intervals, on clocks and watches, to be prepared to leave for work on time.

30. Select the type of clothing and accessories needed from a specially prepared work-clothing list for specific jobs.

31. Locate the number of his employer or employer representative in his or her personal telephone directory and call that person if unable to report to work or when he or she will be late.

32. Follow directions on the time clock and time card and verify the time card after punching in and out to make certain it had been correctly stamped.

33. Identify work clothing, shop coats, and other personal items by nametags and labels.

34. Obey health rules pertinent to his or her job.

35. Obey safety rules pertaining to his or her job.

36. Follow the directions and safety instructions on flammable and other dangerous substances with which he or she works.

37. Follow posted directions and routing signs for fire escape procedures and use them during a fire emergency and fire drill.

38. Follow the operating and safety instructions for electric tools, appliances, and machinery used on the job.

39. Locate signs leading to the supervisor, nurse, or other significant persons' offices and go there when necessary.

Personal Hygiene Care IEP Goals

1. When requiring supervision or assistance, indicates in an acceptable manner, the need to go to the bathroom.

2. When independent in toileting, closes the bathroom door and/or stall for privacy.

3. Remove, lower, unfasten, and/or open appropriate clothing before toileting.

4. When appropriate, either raise the toilet seat for voiding or use a urinal.

5. Sit on the toilet seat for eliminating or for voiding.

6. Wipe appropriately after voiding or eliminating.

7. Flush the toilet after wiping, or flushes the urinal after voiding.

8. Wash and dry hands after toileting.

9. Dress and/or arrange clothing after toileting.

10. Locate and use a bathroom or public restroom independently and safely

11. Put on and remove clothing with no fasteners.

12. Put on and remove clothing with zippers.

13. Put on and remove clothing with snaps.

14. Put on and remove clothing with buttons.

15. Put on and remove clothing with Velcro fasteners.

16. Adjust clothing when necessary.

17. Choose clothing appropriate for the weather.

18. Choose clothing appropriate to the time of day, situation, and occasion.

19. Control the water flow or adjusts the water temperature for washing hands and face.

20. Wash and dry hands and face.

21. Wash underarms and uses deodorant.

22. Brush and floss teeth and rinse mouth.

23. Clean and care for nails.

24. Wipe and blow nose.

25. Take a sponge bath.

26. Bath in a tub.

27. Take a shower.

28. Wash and dry hair.

29. Comb, set, and/or style hair or have it done professionally.

30. Shave face or body hair when appropriate.

31. Use facial blemish treatments when needed.

32. Apply makeup when appropriate.

33. Use and care for eyeglasses, hearing aids, and prosthetic devices when appropriate.

34. Care for herself during menstruation.

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100 Independent Functioning IEP Goals and Functional Life Skills Goals.

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Before I get started with this list of Life Skills Functional Goals for an IEP, I want to make one thing clear. That is, remember, IEPs are all about the "I." Any student who has life skills listed as an area of need can have life skills IEP goals.

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75 Personal Hygiene IEP Goal Ideas (effective and measurable!)

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Personal hygiene skills is something that many of us take for granted. If you do not pick up on social cues, and your interoception is

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Inside: Handwriting IEP goals, including letter formation and other writing skills. Plus some handwriting accommodations and subsets of skills needed for children to develop proficient handwriting.

My grandmother had the most beautiful handwriting. Perfectly formed cursive letters and so consistent! Of course, she went to school in an era when kids were smacked across the hands with wooden rulers if their handwriting wasn't perfect. So there's that.

Many IEP students struggle with handwriting skills and need handwriting IEP goals.

When a child lacks a skill, you either teach the skill or make accommodations for the lack of skill. Or, you can do both. Handwriting is a good example, but many schools and parents fail to realize it.

What I mean is, that handwriting does not have to be 'either, or.' In that, the child either learns to write or use voice-to-text (or another form of AAC). You can and should do both.

Common Core Standards only call for teaching handwriting in Kindergarten and First Grade.

Because of this, many schools are leaning away from advanced handwriting skills. But at what cost?

Bias has us thinking that it's "handwriting," but so many subsets of specific skills affect reading and writing. This is where we fail students.

Learning to write efficiently and legibly is achievable, but only when adults view the big picture, not just "handwriting." If a child's reading skills are deficient, this affects the achievability of handwriting skills.

Handwriting Skills for Students

We are also beginning to understand the connection between letter recognition, letter formation, and reading skills like phonics and phonemic awareness.

Children learn to read more quickly when they first learn to write by hand and remain better able to generate ideas and retain information.

According to the New York Times:

A 2012 study led by Karin James, a psychologist at Indiana University, lent support to that view. Children who had not yet learned to read and write were presented with a letter or a shape on an index card and asked to reproduce it in one of three ways: trace the image on a page with a dotted outline, draw it on a blank white sheet, or type it on a computer. They were then placed in a brain scanner and shown the image again.

The researchers found that the initial duplication process mattered a great deal. When children had drawn a letter freehand, they exhibited increased activity in three areas of the brain that are activated in adults when they read and write. By contrast, children who typed or traced the letter or shape showed no such effect. The activation was significantly weaker.

Handwriting and Reading Fluency

We know that handwriting is connected to reading fluency. Research has demonstrated a correlation between letter-naming and letter-writing fluency and a relationship between letter-naming fluency and successful reading development.

There's a strong connection between the hand and the neural circuitry of the brain-as students learn to write the critical features of letters better, they also learn to recognize them more fluently.

This recognition of letters leads to greater letter-writing fluency, which leads to greater overall reading development. (source: Edutopia)

Determining Handwriting Needs

This a reminder that IEPs are needs-based and needs-driven, not diagnosis-driven.

Schools are required to evaluate all areas of suspected disability. Handwriting issues can be much more than fine motor planning issues. It could be dysgraphia, dyslexia, vision issues, or something else entirely.

If your child struggles with handwriting, ask for a comprehensive educational evaluation.

Not just an OT evaluation for handwriting. If a child's handwriting skills are visibly deficient, they might struggle in other fine motor areas, such as using scissors or buttons.

When a child lacks a skill, you teach the skill and accommodate for their lack of the skill.

Letter Formation

Letter formation refers to the process of creating written letters legibly and consistently. It is an essential skill in handwriting and is typically taught in the early stages of education. Proper letter formation ensures that letters are written clearly and can be easily read by others.

Letter formation involves several key elements, including:

1. Starting Point: Each letter has a designated starting point, typically a specific stroke or line where the letter begins. Starting from the correct point helps maintain consistency and readability.

2. Direction: Letters are formed by following a specific sequence of strokes in a particular direction. Proper direction ensures that letters are recognizable and uniform.

3. Shape: Each letter has a specific shape, and forming the letter correctly means maintaining its shape and proportions. Proper shape contributes to legibility.

4. Spacing: Adequate spacing between letters is important to avoid crowding or overlapping, making distinguishing one letter from another easier.

5. Size: Consistency in letter size is essential for legibility. Letters should be uniformly sized within a word.

6. Slant: Some writing styles, like cursive, have a slant or tilt to the letters. Maintaining the appropriate slant is part of letter formation in such styles.

Handwriting instruction, especially in early education, often focuses on teaching children how to form letters correctly. Proper letter formation can improve the legibility of one's handwriting and, in turn, facilitate effective communication through written language.

Different handwriting styles may have varying guidelines for letter formation, and the style choice can depend on cultural and educational preferences.

IEP and 504 Accommodations for Handwriting

As stated earlier, you can evaluate a child and provide interventions or accommodations.

Here are some possible accommodations to consider:

1. Assistive Technology: a. Provide access to a computer or tablet for written assignments. b. Allow the use of voice-to-text software or speech recognition software. c. Allow the use of a keyboard instead of handwriting.

2. Note-Taking Support: a. Allow access to typed or printed class notes or PowerPoint presentations. b. Provide a note-taking buddy who can assist with handwritten notes. c. Allow the use of a recording device to capture lectures.

3. Extended Time for Assignments and Tests: a. Give additional time for completing written assignments and tests. b. Break assignments into smaller, manageable parts with flexible deadlines.

4. Alternative Assessment Methods: a. Allow alternative forms of assessment, such as oral presentations or multimedia projects. b. Modify testing formats, such as providing multiple-choice or fill-in-the-blank options instead of written essays.

5. Handwriting Assistance: a. Provide access to occupational therapy to improve handwriting skills. b. Allow handwriting aids or adaptations, such as pencil grips or specialized pens.

6. Teacher Support and Communication: a. Regularly check in with the student to ensure they receive the necessary support. b. Encourage open communication with teachers to address any specific challenges.

7. Seating Arrangement: a. Allow students to sit in a location that minimizes distractions and supports their learning needs.

8. Instructional Materials: a. Provide textbooks and instructional materials in digital format when available. b. Offer large print materials if needed.

9. Assistance with Organizational Skills: a. Teach or provide resources for organizational skills to help students manage their assignments and materials effectively.

Many Assistive Technology options are available, both and high-tech AT.

Assistive technology can greatly improve a child's endurance when working on writing skills.

Handwriting without Tears

A popular intervention for handwriting is one called "Handwriting without Tears."

"Handwriting Without Tears" is designed to teach handwriting skills to young children and students. Occupational therapist Jan Olsen developed it and first introduced it in 1977.

The program focuses on making learning to write more enjoyable and accessible to students by incorporating various strategies and techniques considering the developmental stages of a child's fine motor skills.

Key features of the Handwriting Without Tears program include:

1. Multi-Sensory Approach: The program uses a multi-sensory approach to engage different senses in learning. Children learn through activities that involve touching, seeing, and hearing, making it a more comprehensive and interactive learning experience.

2. Developmental Progression: Handwriting Without Tears recognizes children's developmental stages of fine motor skills and provides age-appropriate activities and techniques to support their handwriting development.

3. Simplified Letter Formation: The program introduces simplified methods for forming letters and numbers, making it easier for children to understand and remember how to write them.

4. Use of Manipulatives: It incorporates various manipulatives and tools, such as wooden pieces, playdough, and other materials, to teach letter and number formation.

5. Engaging Materials: Handwriting Without Tears provides teachers, parents, and students with engaging and colorful materials, workbooks, and resources to make learning to write fun.

6. Cursive and Printing: The program covers both cursive and print writing, ensuring that students have a comprehensive understanding of different handwriting styles.

7. Adaptability: It can be used with students with different learning needs, including those with fine motor challenges and disabilities.

Handwriting Without Tears is widely used in preschools, elementary schools, and by parents who want to help their children develop strong handwriting skills. It has gained popularity for its child-friendly and effective approach to teaching handwriting.

It's often used as a supplement to classroom instruction, occupational therapy, and at-home practice to support children in developing legible and efficient handwriting skills.

This information is provided for educational purposes only. I am not personally endorsing the program, as all IEP teams have to make that decision for the individual student.

Pencil Grasp

Your starting point is often the pencil grasp. A pencil grasp is a functional grasp.

Proper pencil grasp is important for a child's fine motor skills and handwriting abilities.

Here are some strategies to help a child develop a functional and efficient pencil grasp:

Practice Hand Strengthening Exercises:

Activities like squeezing playdough, using clothespins, or doing finger exercises can help build hand strength.

IEP Handwriting Goals

If you are adding Handwriting Goals to your IEP, here are some ideas to get you started.

Remember that before a child can work on handwriting, they must have the pre-skill of letter recognition.

I have a separate list of letter recognition goals.

1. Provided with the systemic prompt fading strategy to form lowercase letters properly, the student will track the visual prompts, "starting at the star" and then "tracing to the moon." Every lowercase letter will be written as the visual prompts are fading. Accuracy is at 80% (4/5 opportunities by month and year.

2. During classroom activities and therapy handwriting sessions, the student will have improved writing legibility by forming lowercase letters with distinct height differences between the tall and short letters, putting the letters g, j, q, p, and y under the writing lines, and putting the letters within 1/16" of the baseline, leaving an adequate ½ inch space in between words, and drawing an individual with 10 salient features. Accuracy is at 85% (measured once each month for 3 straight months.)

3. In classroom and therapy handwriting assignments, the student is tasked to organize his written paperwork without much deviation from the horizontal and vertical lines (by not more than an inch), observe ½ inch right and left margins, and adjust his handwriting to fit into the designated spaces in the worksheets. Accuracy is at 85% (measured once each month for 3 straight months.)

4. In classroom and therapy far and near point copying activities, the student will complete the task within the provided time by the therapist or teacher with 2 or fewer omissions or errors when copying 2 to 3 5-word sentences. Accuracy is at 80% (measured twice a month for 3 straight months.

5. When provided with a set of lines for tracing, the student will show control and proper pressure using the writing tool (pencil, crayon, or marker) by finishing a tracing worksheet with visual prompts. Accuracy is at 80% (by month and year.)

6. When in the classroom and during therapy sessions, the student will write 3 5 to 7-word sentences, writing inside the designated boundaries (1/16" of the baseline.), giving a distinct height variance in short and tall letter sizes, showing better attention to the right margin, and refraining from writing within ½" of the margin and maintaining horizontal handwriting to half an inch on paper without any lines. Accuracy is 85% (measured twice a month for 3 straight months.

7. In the classroom and OT, the student will achieve better visual-motor skills and perception by writing all letters (both upper and lowercases) from memory with the proper form of 90% of the letters within 1/8" of the lines when copying a single six-word sentence on his first trial. Monitoring is done monthly for 3 straight probes. The baseline is the correct formation of letters 80% of the time and 50% of letters within 1/8" of the line in classroom writing samples.

8. In the classroom and OT, the student will have better visual motor and visual perceptual skills by writing all letters (both upper and lowercases) from memory with the proper form of 90% of the letters and within 1/8" of the lines when copying a single six-word sentence on his first try. Monitoring is done monthly for 3 straight probes. The baseline is the correct formation of letters 80% of the time and 50% of letters within 1/8" of the line in classroom writing samples.

9. The student will improve visual perceptual skills in OT by copying 6 to 10 cube styles from a model. Accuracy must be 100% on the first attempt. Monitoring is done monthly for 3 straight probes. Baseline: failure to copy six-cube pyramids and step designs.

10. The student will achieve better visual perceptual and motor skills by writing all letters (both upper and lowercases) from memory with the proper formation on the first trial. Monitoring is done monthly for 3 straight probes. With proper formation, the baseline forms 75% of all letters in upper and lower cases.

11. When given a picture and sentence for reading, the student accurately traces the sentence at 80% (by month and year.)

12. When provided with a picture and sentence for reading, the student accurately traces and copies the sentence from a sample at 80% (by month and year.)

13. When given a picture and sentence for reading, the student accurately completes the set of writing tasks (trace/copy from sample/fill in the blanks) at 80% (by month and year.)

14. When provided with Print Path handwriting instructions and an alphabet model, the student will develop 24/26 proper uppercase formations.

15. When given a visual, written sentence model, the student will replicate the sentence with proper letter formation, spacing, and punctuation at an accuracy of 80% or 4/5 consecutive tries (by month and year.)

16. When given a sentence with sight words and visuals to help in word recognition, the student will accurately read the sentence 80% of the time or 4/5 consecutive tries (by month and year.)

17. The student will write legible and correct letters in 4/5 opportunities when provided with handwriting instructions and daily practice.

18. When provided with a picture and a long sentence for reading, the student will finish the writing tasks (trace/copy from sample/fill in the blanks) at 80% accuracy (by month and year.)

19. When provided with a picture and a long sentence for reading, the student will finish writing tasks (trace/copy from sample/fill in the blanks) with proper letter formation and spacing at 80% accuracy (by month and year.)

20. The student will have improved visual motor skills by copying one 4-sentence paragraph at a rate of 42 letters/minute with 4 to 5 letters per visual fixation on the first try. Monitoring is once a month for 3 straight probes. The baseline is 38 letters/minute, with 2 to 3 letters for each visual fixation.

21. Students will have better motor skills by writing their full name in cursive w/o a model on the first try. Monitoring is monthly for 3 straight probes. Baseline: model and demonstration required to write the first name in cursive.

22. During OT, the student will have better visual and fine motor skills through coloring a 2" round space via finger movements and coloring inside 1/4" of the boundary on the first try. Monitoring is once a month for 3 straight months. Baseline: use of vertical strokes, wrist movements, and colors within ½" of the border.

23. In the classroom and OT, the student will achieve better visual-motor skills through writing 2 creative sentences on paper with dotted lines, letters on the line, proper spacing between words, sky letters at the top of the line, and diving letters under the baseline in a single random writing example. Monitoring is monthly for 3 straight months. Baseline: Legibility is inconsistent in the classroom.

24. The student will develop visual motor skills through legible writing (letters on the line, space in between words, and fully-formed letters in a single random written work in the classroom. Monitoring is monthly for 3 straight probes. Baseline: Illegible writing at times in the classroom.

25. The student will improve visual motor and perceptual skills by writing upper and lowercase letters at 90% accuracy with proper formation without using a model. The letters are on the line on the first try. Monitoring is monthly for 3 straight probes. Baseline: requires a model for forming a letter for 30% of the letters.

26. The student will have better bilateral hand skills through tracing grade-appropriate stencils, slipping no more than twice on the first try. Monitoring is monthly for 3 straight probes. Baseline: 2 to 4 slips on basic stencils.

27. The student will achieve better visual-motor skills through independent copying of a design with/ diagonal lines or overlapped shapes on dotted grids at an accuracy of 95% on the first attempt. Monitoring is monthly for 3 successive probes. Baseline: moderate assistance.

28. The student will improve his ocular motor skills by scanning a letter grid in finding consecutive alphabet letters in 2 minutes at 95% accuracy without help on the first try. Monitoring is monthly for 3 successive probes. The baseline is 165 seconds with help in finding letters.

29. The student will develop better visual-motor skills by writing a paragraph with 3 sentences with 90% of the letters on the line, 90% of letter closures, and proper spacing between words after 1 self-edit on the first try. Monitoring is monthly for 3 successive probes. Baseline: 50 to 75% online placement, 75% with space in between words, and 59% of letter closures in random writing samples.

30. The student will improve his visual motor skills by drawing a cube design at 100% accuracy without using a model on the first attempt. Monitoring is monthly for 3 successive probes. Baseline: inability to copy the cube.

IEP Goals for Letter Formation

1. Goal: By the end of the IEP period, the student will form upper and lower case letters with improved accuracy and legibility in 80% of written assignments.

2. Goal: The student will demonstrate improved pencil control and letter sizing by forming letters consistently within standard guidelines on 90% of writing tasks.

3. Goal: Within the IEP timeframe, the student will exhibit increased independence in letter formation, producing consistently proportionate and well-aligned letters in 85% of written work.

4. Goal: By the end of the IEP period, the student will demonstrate better hand-eye coordination, forming letters with minimal reversals or errors in 75% of written exercises.

5. Goal: The student will develop efficient motor skills, consistently forming letters smoothly and with appropriate spacing in 70% of writing assignments within the IEP duration. (may want to add in grade-level standards to make it more specific than "smoothly.")

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30 Measurable Handwriting IEP Goals, including OT, Fine Motor, and Letter Formation

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30 Measurable Handwriting IEP goals to support studentsfor improved penmanship and written communication skills; includes accommodations for writing.

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Assistive Technology in the Classroom

Several years ago, I compiled a series of posts that corresponded with the alphabet. This post was the "A" post. But, it recently just needed some formatting and updates and is being republished. It was originally written by Ron Steen, who is a Special Education Advocate in suburban Philadelphia. Questions about Assistive Technology are some of the most common ones that we receive as advocates. How do I get an AT device? How do I know which AAC or Assistive Technology device to choose? Who pays for assistive technology? Here's a funny story, funny to nerds like me anyway. Assistive is not a word. Seriously, every time I type it out, I get the red line. Not in the dictionary. However, when IDEA was revised, it was put in there as Assistive Technology. So there you go. IDEA actually created a new word.

What is Assistive Technology?

U.S.C. 2011§1401(1)

(A) The term "assistive technology device" means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.

(B) The term does not include a medical device that is surgically implanted or the replacement of such device.

That being said, what assistive technology is at its heart, is another tool to enable a disabled child to access the world in a more equal way than they would otherwise. It is one of the Special Factors to consider in the IEP process. In other words, the team must at least consider the question: Does this child need AAC/AT?

Types of Assistive Technology

I would like to concentrate on handheld devices as that is where the changes are happening with exponential speed. There are many ways that today's handheld devices can help a child with a disability. The list grows every day. A device can be a pencil grip which is very low tech. Or a very complex communication system, such as the one Stephen Hawking used. And everything in between.

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To mention a few:

Examples of Assistive Technology

text to speech software

speech to text software

canes, walkers

zipper pulls, therapeutic handles on things like utensils

AAC devices

note taking

scheduling

typing instead of writing

automatic page-turners

book holders

adapted pencil grips

How to get AT/AAC in your IEP.

Like anything else, you have to demonstrate need. And that starts with IEP evaluations. Submit a letter of request asking that your child receive an Assistive Technology evaluation.

How do you know whether an Assistive Technology device will be appropriate for a child? Which device? Which app? The best most comprehensive way that I have found to determine the answers to these questions is the Wisconsin Assistive Technology Initiative's "WATI-Assessing Students' Needs for Assistive Technology"

Please do not be intimidated by the size of this document (337 pages).

WATI-Assessing-Students-Needs-for-Assistive-Technology

It is full of questionnaires and forms which will help you decide if a child is in need of assistive technology. It will also provide you with the data you will need to present the need to your school district. The WATI is the gold standard as far as AT assessments or evaluations.

The first section is a series of questionnaires that will help you determine what type of assistive technology would be appropriate. Once you that know you need i.e. (AAC) you can skip to that section. Lending libraries that lend Assistive Technology devices can also be a great help in choosing the correct device.

You can read about more types of Assistive Technology on the PBS website.

Who pays for assistive technology?

Will a school district pay for assistive technology? The short answer is if it is necessary for FAPE (Free Appropriate Public Education) the school district will pay for the Assistive Technology device. The pragmatic answer can be much more complicated. If the school purchases equipment and the app to run on the equipment then they own both and when the student is no longer in the school district, the student will no longer have access to either the equipment or the app. Also, it does happen that school districts will not pay for a tablet computer because they argue that the tablet can be used for things other than a single use. This does not happen as often as it has in the past due to tablets being much more inexpensive than many single-use devices. If the SD continues with this argument, devices can be set so they only perform one function.

Do I have to give up Speech Therapy if we use an AT device?

Assistive technology need not be the end of other therapy for your child. As an example, just because your child has an AAC device does not mean articulation therapy so they can eventually learn to speak should be stopped. The assistive technology, in this case, allows the child to develop skills in using language before the child has learned to speak. When the child begins to speak, the child will have already developed the ability to form sentences. When to make the decision to rely wholly on the Assistive technology or when to discontinue the Assistive technology is child based and should be made by the IEP team.

Where do I start?

If you are considering using assistive technology or even if you are not, I encourage you to look at the Wati document that I have supplied the link for earlier. I found it not only helps me describe why a child would be in need of assistive technology but also helped me understand the child's needs and strengths in total.

Ron Steen, BCEA
[email protected]

Ron Steen lives in Harleysville, Pennsylvania, is a Board Certified Educational Advocate, has served on the Advisory Board of the National Special Education Advocacy Institute, and has been a guest instructor on Assistive Technology during NSEAI training.

Thanks so much Ron!

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Assistive Technology and your IEP: What parents need to know.

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Several years ago, I compiled a series of posts that corresponded with the alphabet. This post was the "A" post. But, it recently just needed some formatting and updates and is being republished. It was originally written by Ron Steen, who is a Special Education Advocate in suburban Philadelphia.

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How to Write IEP Goals.

are the future. IEP Present Levels is where the child is now; goals are where we want them to be. Writing IEP goals, while based on data, is part art, part science. It's also something I find that many educators are not prepared for or trained in. Colleges tend to be more focused on pedagogy than the IEP process when it comes to special education.

And many college professors haven't been in an IEP meeting in decades, if ever.

Hence, there is a huge disconnect between college degrees in Special Education, and what really happens day-to-day. (If you wish to listen to the podcast instead of reading this, here you go.)

Writing Good IEP Goals

Writing good IEP goals starts with the SMART formula. I have a goal-creating formula below. But, your IEP goals should all meet the following criteria.

Goals should be Specific, Measurable, Actionable, Realistic and Time Limited.

Who writes IEP goals?

IDEA does not define this. Like everything else in the IEP, IEP goals are a team decision. Teams usually farm out the duties to whoever oversees that discipline. IE- the Occupational Therapist writes the OT goal. The PT writes the PT goal and so on.

A parent can suggest IEP goals. You can submit your suggestions as part of your IEP parent concerns letter. (and make sure you follow up with the !)

Or, don't be afraid to contact the specific person ahead of time via email. A simple, "Dear speech therapist, Child's annual IEP is in 3 months, and I was reviewing his existing IEP. Last year the goal was XYZ, how do you feel about adding or changing it to ABC, because...(and list your reasons)."

IEP development should be an ongoing process that includes open communication.

How to Write Goals and Objectives for an IEP.

IEP Objectives and Benchmarks

Many teams confuse IEP goals and IEP objectives. It helps to think of objectives as steps toward a goal. You can use the term benchmarks instead of objectives.

Benchmarks indicate the interim steps a child will take to reach an annual goal. They also serve as a measurement gauge to monitor a child's progress and determine if the child is making sufficient progress towards attaining an annual goal. Using a roadmap analogy, benchmarks and short-term objectives are used to divide the trip to the final destination into concrete, smaller steps.
NICHCY

It's important to note, that if your child takes an alternative standardized assessment, then benchmarks are a required component of the IEP. Here is the exact wording from IDEA.

Examples of IEP Objectives

Here is one SEL IEP goal, with objectives listed below it. This is just to give you an example of how objectives and benchmark help a child toward the goal.

IEP Goal Example: The Student will develop social understanding skills as measured by the benchmarks listed below.

Objectives to support that IEP goal:

_____ will raise their hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so.

_____will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so.

_____ will develop an understanding of the relationship between his/her verbalizations and actions/effect on others 4/5 opportunities to do so.

_____ will engage in appropriate cooperative social play interactions initiated by others 4/5 opportunities to do so.

_____ will engage in cooperative social play interactions by allowing others to make changes or alter the play routine 4/5 opportunities to do so.

_____ will engage in appropriate turn-taking skills by attending to peer's turn and waiting for own turn 4/5 opportunities to do so.

_____will appropriately acknowledge an interaction initiated by others by giving an appropriate response, either verbal or non-verbal.

If you just read that and are thinking, "Wow! That's a great goal!" No worries, I have a whole list of IEP Social Skills goals right here.

How to Collect Data for IEP Goals.

On this site, you will find a whole separate post on IEP Progress Monitoring. You will find more on data collection in that article.

Like I said, no need to reinvent the wheel. Here are literally thousands of IEP goals for you to read and adapt as needed.

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How to Write Meaningful and Measurable IEP Goals.

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are the future. IEP Present Levels is where the child is now; goals are where we want them to be. Writing IEP goals, while based on data, is part art, part science. It's also something I find that many educators are not prepared for or trained in.

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All About IEP Goals | Parent FAQs, answered.

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IEP Goals How many goals should an IEP have?Who writes IEP goals?Can parents submit IEP goal ideas?What if my child doesn’t meet their IEP goals?

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Individuals with Disabilities Education Act

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300.320 Definition of individualized education program.

(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§300.320 through 300.324, and that must include-

(1) A statement of the child's present levels of academic achievement and functional performance, including-

(i) How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or

(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;

(i) A statement of measurable annual goals, including academic and functional goals designed to-

(A) Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and

(B) Meet each of the child's other educational needs that result from the child's disability;

(ii) For children with disabilities who take alternate assessments aligned to alternate academic achievement standards, a description of benchmarks or short-term objectives;

(i) How the child's progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and

(ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;

(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child-

(i) To advance appropriately toward attaining the annual goals;

(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and

(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;

(5) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in paragraph (a)(4) of this section;

(i) A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments consistent with section 612(a)(16) of the Act; and

(ii) If the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why-

(A) The child cannot participate in the regular assessment; and

(B) The particular alternate assessment selected is appropriate for the child; and

(7) The projected date for the beginning of the services and modifications described in paragraph (a)(4) of this section, and the anticipated frequency, location, and duration of those services and modifications.

(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include-

(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

(2) The transition services (including courses of study) needed to assist the child in reaching those goals.

(c) Transfer of rights at age of majority. Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child's rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority under §300.520.

(d) Construction. Nothing in this section shall be construed to require-

(1) That additional information be included in a child's IEP beyond what is explicitly required in section 614 of the Act; or

(2) The IEP Team to include information under one component of a child's IEP that is already contained under another component of the child's IEP. [71 FR 46753, Aug. 14, 2006, as amended at 72 FR 61307, Oct. 30, 2007]

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Sec. 300.320 Definition of individualized education program - Individuals with Disabilities Education Act

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300.320 Definition of individualized education program. (a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§300.320 through 300.324, and that must include- (1) A statement of the child's...

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SMART IEP Goals: Examples, Worksheets and Templates

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Inside: Learn everything you need to know to start setting SMART goals, including the SMART goals acronym, smart goal examples and smart goal worksheets. Goals

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Much like the other posts I have on this site about anxiety, I want to start with the same warning. IEPs are not diagnosis-driven document.

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28 Spelling IEP Goals for All Ages, Abilities and Common Core Standards

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With the advancement of technology, I feel like poor spelling skills get dismissed too easily. Too often, I’ve heard IEP team members say, ’They don’t

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20 Listening Comprehension IEP Goals (and Examples)

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Listening comprehension is a fundamental skill that lays the groundwork for effective communication, academic success, and social interaction. It refers to the ability to understand

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36 Decoding IEP Goals (Examples and Samples)

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A student must learn to decode before they can move on to reading comprehension and reading fluency. Say it again. And again. There’s a reason

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For as long as I've been attending IEP meetings, one thing that continues to baffle me is reading. Basic reading skills are just that-basics. The foundation. The pre skills.

And yet time and again, I find that IEP teams shy away from basic reading skills IEP goals even when it's obvious that the child has not mastered this.

Yes, common core standards and grade level are considerations when developing IEP goals. But, if the child lacks the foundational skills, they will not become a proficient reader.

I often use the analogy of Mt. Everest. If you fly me over there and put me at the base of Mt. Everest, I cannot climb it. I probably would die. Just because I am there, does not mean I can do it.

I don't have the foundational skills or the training to climb Mt. Everest.

Think of reading the same way-just presenting the material to kids does not mean they can do it or learn it. Putting reading goals on an IEP does not mean the child can achieve them if they do not have the pre skills and the conditioning to get there.

If a child cannot decode, then they cannot develop comprehension skills. It's really quite simple, yet for some reason I find it difficult for IEP teams to work on the basics before moving on. Or, even assess the child for all areas of reading.

Basic reading skills encompass decoding, fluency, vocabulary, and comprehension. In this article, I will delve into understanding basic reading skills, the evaluation process, crafting Individualized Education Program (IEP) goals, and tracking progress.

What are Basic Reading skills?

Basic reading skills are fundamental abilities that individuals develop to comprehend written text. These skills are typically acquired during early childhood and are essential for success in academic and professional settings. Some basic reading skills include:

1. Phonemic awareness: Understanding that words are made up of individual sounds, or phonemes, and being able to manipulate these sounds within words.

2. Phonics: Understanding the relationship between letters and sounds, and being able to use this knowledge to decode words while reading.

3. Vocabulary: Knowing the meanings of words and being able to recognize them in written text.

4. Fluency: Reading smoothly and accurately, with appropriate speed and expression.

5. Comprehension: Understanding the meaning of written text, including the main idea, supporting details, and inferred meanings.

6. Decoding: Applying phonics skills to recognize and sound out unfamiliar words.

7. Sight word recognition: Recognizing high-frequency words automatically, without needing to sound them out.

8. Contextual clues: Using surrounding text or images to help understand the meaning of unfamiliar words or phrases.

9. Predictive skills: Making predictions about what will happen next in a text based on prior knowledge and clues from the text.

10. Active reading strategies: Engaging with the text by asking questions, making connections, and summarizing key points to enhance understanding.

These skills form the foundation for more advanced reading abilities and are critical for lifelong learning and success in various aspects of life. It's also worth noting that some of these skills necessary to learn how to read require other skills, such as executive functioning.

Working memory is required for many of the above, as an example.

A struggling reader may have a lot going on-it might be an issue of focus and attention due to something like ADHD, or it might be dyslexia or executive function disorder.

If you are a parent reading this, you really need to dig in, learn all of it and make sure your child is accurately assessed and has all the necessary interventions.

I'm not knocking schools or teachers, but in many cases I see struggling readers receive interventions like "90 minutes of pull out to the resource room" with a reading specialist.

In most states, a reading specialist by definition, is a general education teacher. The student requires special education if they have a learning disability.

Who Evaluates Basic Reading Skills

This is not something you will find in IDEA or any state regulations, to my knowledge.

The evaluation of basic reading skills typically falls under the purview of educational professionals, including:

1. Teachers: Classroom teachers often conduct informal assessments to gauge students' reading abilities through observations, reading logs, and one-on-one interactions.

2. Special Education Specialists: For children with learning disabilities or special needs, special education professionals may conduct more formal assessments to identify specific challenges and strengths.

3. School Psychologists: Psychologists may administer standardized tests to evaluate a child's reading proficiency and identify any underlying cognitive or developmental issues.

Crafting IEP Goals and Objectives for Basic Reading Skills

Individualized Education Programs (IEPs) are tailored plans designed to address the unique needs of students with disabilities or learning difficulties.

Also read: 20 IEP Goals for Low Functioning Students

When it comes to basic reading skills, IEP goals and objectives may include:

1. Decoding Skills:

By [specific date], the student will correctly decode [number] out of [number] given words with [specific phonetic pattern].

The student will use decoding strategies such as chunking or sounding out unfamiliar words independently in [percentage]% of opportunities.

2. Fluency:

The student will read [number] words per minute with [percentage]% accuracy on grade-level passages by [specific date].

By the end of the academic year, the student will demonstrate increased expression and intonation while reading aloud.

3. Vocabulary Development:

The student will increase their sight word vocabulary from [current number] to [target number] words by [specific date].

The student will use context clues to determine the meaning of unfamiliar words in text with [percentage]% accuracy.

4. Comprehension:

The student will identify the main idea and supporting details in a passage with [percentage]% accuracy.

By [specific date], the student will use comprehension strategies such as summarizing, predicting, and visualizing to enhance understanding.

Basic Reading Skills IEP Goals

Please note that if you scroll down, you will find links to other lists of IEP goals where I have more options. Such as I have a post just for Vocabulary IEP goals and Decoding IEP goals, as well as reading comprehension IEP goals.

Here are two Individualized Education Program (IEP) goals corresponding to each of the ten reading skills listed above.

1. Phonemic Awareness: a. By the end of the school year, when presented with three-sound words (e.g., "cat"), the student will be able to orally segment and blend the sounds with 80% accuracy as measured by teacher observation and informal assessments. b. By the end of each quarter, the student will demonstrate proficiency in identifying and producing rhyming words in a set of given words with at least 90% accuracy on three out of four opportunities.

2. Phonics: a. By the end of the semester, when given a list of common consonant blends (e.g., "bl," "br," "st"), the student will correctly decode words containing these blends in isolation with 85% accuracy during teacher-administered assessments. b. Given a passage at the appropriate reading level, the student will decode multisyllabic words using knowledge of phonics rules and patterns with at least 80% accuracy as measured by teacher observations and running records.

3. Vocabulary: a. By the end of the school year, the student will expand their receptive and expressive vocabulary by learning and correctly using at least 50 new grade-appropriate words in written and oral communication. b. When presented with unfamiliar words in context, the student will use context clues and prior knowledge to determine the meaning of the word with 80% accuracy in teacher-designed activities.

4. Fluency: a. By the end of each quarter, the student will increase their reading fluency rate by 20 words per minute from baseline, as measured by timed readings of grade-level passages. b. The student will practice reading aloud for at least 15 minutes daily using texts at their instructional level to improve oral reading fluency and expression.

5. Comprehension: a. When given a short passage, the student will identify the main idea and at least three supporting details with 80% accuracy on teacher-created comprehension quizzes. b. By the end of the semester, the student will demonstrate the ability to make inferences and draw conclusions from texts by correctly answering inferential questions with 75% accuracy on written assessments.

6. Decoding: a. Given a list of common prefixes and suffixes, the student will decode and correctly read words containing these affixes with at least 90% accuracy during teacher-led activities and assessments. b. When presented with unfamiliar words, the student will apply phonics skills to segment the word into syllables and decode it accurately with 85% accuracy in reading tasks.

7. Sight Word Recognition: a. The student will learn and master a set of 50 high-frequency sight words, demonstrating automatic recognition in isolation and within context with at least 90% accuracy on weekly assessments. b. Given a grade-appropriate passage, the student will identify and read high-frequency sight words accurately and fluently within the text with at least 95% accuracy.

8. Contextual Clues: a. When encountering unfamiliar vocabulary in text, the student will use surrounding context clues to determine the meaning of the word with at least 80% accuracy on teacher-designed worksheets. b. The student will participate in guided reading activities where they practice using context clues to predict the meaning of unfamiliar words with 75% accuracy as measured by teacher observation and discussions.

9. Predictive Skills: a. By the end of the quarter, the student will demonstrate improved predictive reading skills by accurately predicting outcomes or events in a story based on textual clues with 70% accuracy during teacher-led discussions and written responses. b. During guided reading sessions, the student will make predictions about the content of the text before reading and evaluate the accuracy of their predictions after reading, achieving at least 80% accuracy in their predictions.

10. Active Reading Strategies: a. The student will use graphic organizers, such as story maps or KWL charts, to actively engage with texts by identifying key elements before, during, and after reading with 90% accuracy as measured by teacher observation and completed graphic organizers. b. When reading independently, the student will employ active reading strategies, such as asking questions, making connections, and summarizing key points, to enhance comprehension and demonstrate understanding through written or oral responses with at least 80% accuracy.

Measuring Progress of Basic Reading Skills

Monitoring progress is crucial to ensure that interventions are effective and that students are making meaningful gains in their basic reading skills. Several methods can be employed:

1. Regular Assessments: Teachers can administer periodic assessments, such as fluency probes, comprehension quizzes, or vocabulary tests, to track growth over time.

2. IEP Data Collection: Keeping detailed records of students' performance on various reading tasks allows educators to identify trends, strengths, and areas needing improvement.

3. Observations: Teachers can observe students during reading activities to assess their use of strategies, decoding skills, and comprehension abilities in real-time.

4. Portfolio Review: Maintaining portfolios of students' work, including samples of reading passages, written responses, and self-assessments, provides a holistic view of progress.

If you are unhappy with your child's progress or think their reading interventions are not sufficient, there is a lot more information on this website about that. Everything from requesting an IEE and how to dig into your IEP present levels and write a solid IEP parent concerns letter.

Good luck and here are those other posts.

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25 Measurable Basic Reading Skills IEP Goals

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Before moving on to comprehension and fluency, students must have the foundation reading skills. Here are 25 IEP goals for basic reading skills.

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Inside: Learn what Letter Recognition OT goals are, why they're important, and a list of example goals.

It's a familiar sight, dating back many decades. We thought we were just playing, and didn't realize we were learning letter recognition. When I was small, we had the wooden blocks with the alphabet on them.

Some kids had the plastic alphabet letters with magnets so they'd stick to the fridge. Now, you can get big foam alphabet puzzles and many other toys that help children with their letter recognition goals.

But, letter recognition goals and OT or occupational therapy? What's the connection? Read on to understand the link between letter recognition goals and OT, and then I've provided a list of several letter recognition goals to add to the IEP Goal Bank.

Where should you start, and how do you know what is important?

Please note: I have a separate list of IEP Goals for Handwriting.

What is Letter Recognition?

Letter recognition refers to the ability to identify and distinguish individual letters of the alphabet. It is a fundamental skill in reading and writing, as it forms the basis for word recognition and comprehension.

Letter recognition involves visually perceiving the shapes, forms, and distinguishing features of letters and associating them with their corresponding phonetic sounds.

What is Alphabet Recognition?

Alphabet recognition refers to the ability to identify and distinguish the entire set of letters in the alphabet. It involves recognizing and differentiating each letter, both uppercase and lowercase, and being able to associate them with their corresponding names or sounds.

Alphabet recognition is an important early literacy skill that serves as a precursor to reading and writing. It lays the foundation for letter-sound correspondence, word formation, and overall language development. By recognizing and understanding the alphabet, individuals can begin to decode words, understand their meanings, and communicate effectively.

In early childhood education, alphabet recognition is typically taught through various activities and techniques. These may include letter identification games, puzzles, flashcards, songs, and interactive activities that engage children in visually and audibly recognizing and internalizing the letters of the alphabet.

Proficiency in alphabet recognition allows individuals to navigate written language more effectively, as they can quickly identify and decode letters in words, sentences, and texts. It also serves as a basis for further literacy skills, such as phonics, spelling, and reading comprehension.

Alphabet recognition is an essential component of language learning and literacy development, providing the necessary building blocks for successful communication and engagement with written text.

To differentiate between letter recognition and alphabet recognition, the child would need not only decent working memory skills, but also sequencing skills. A letter is a letter, in isolation.

The alphabet follows a specific sequence, hence the song!

Letter recognition has 4 components. School based OTs often work on these skills with kids.

What are the 4 components of letter recognition?

The four components of letter recognition are:

1. Visual Discrimination: Visual discrimination refers to the ability to perceive and differentiate visual details and characteristics of letters. It involves recognizing and distinguishing the unique features and shapes of individual letters from one another. This component helps individuals identify the differences between similar-looking letters, such as "b" and "d," or "p" and "q."

2. Letter Naming: Letter naming is the ability to associate the correct name or sound with each letter of the alphabet. It involves knowing the names of uppercase and lowercase letters and being able to identify and name them accurately. For example, recognizing the letter "A" and saying its name as "ay" or "ah."

3. Letter Formation: Letter formation refers to the ability to write or reproduce letters with proper shape, proportion, and direction. It involves the motor skills required to create each letter using appropriate strokes and sequence. Mastery of letter formation enables individuals to accurately write letters when engaging in handwriting tasks.

4. Letter-Sound Correspondence: Letter-sound correspondence involves understanding the relationship between letters and the sounds they represent in spoken language. It is the connection between letter recognition and phonemic awareness. This component helps individuals associate specific sounds or phonemes with each letter, which is essential for reading and decoding words.

These four components of letter recognition-visual discrimination, letter naming, letter formation, and letter-sound correspondence-work together to develop a comprehensive understanding of letters and their role in language and literacy.

By mastering these components, individuals can effectively identify, name, write, and connect letters with their corresponding sounds, forming a solid foundation for reading and writing skills.

Is Letter Recognition the same as Sight Words?

No, letter recognition and sight words are not the same.

Letter recognition refers to the ability to identify and differentiate individual letters of the alphabet. It involves recognizing the shapes, forms, and distinguishing features of each letter and associating them with their corresponding sounds.

On the other hand, sight words are commonly used words in the English language that appear frequently in written text but may not follow regular phonetic patterns. Sight words are typically taught as whole words to be recognized on sight, rather than decoded phonetically. Examples of sight words include words like "the," "and," "is," "are," and "said."

While both letter recognition and sight words are important for reading and literacy development, they are different skills. Letter recognition focuses on recognizing individual letters, while sight words involve recognizing and memorizing frequently occurring words as whole units without relying on phonetic decoding.

Developing proficiency in both letter recognition and sight word recognition is crucial for building a strong foundation in reading and writing skills.

Letter Recognition and OT Goals

Ok, so what is the connection between letter recognition and OT? I mean, if letter recognition is essential to reading....and reading is not an OT skill........

Letter recognition plays an important role in occupational therapy, particularly in the area of pediatric occupational therapy.

Here are a few reasons why letter recognition is important in OT occupational therapy:

1. Preparing for academic skills: Letter recognition is a foundational skill for reading and writing. Occupational therapists often work with children who are preparing to enter school or are struggling with early literacy skills. By focusing on letter recognition, therapists can help children develop the visual perception and cognitive abilities necessary for reading and writing tasks.

2. Enhancing fine motor skills: Letter recognition activities often involve fine motor skills, such as using pencils, markers, or other manipulatives to trace or write letters. Engaging in these activities can help children improve their hand-eye coordination, pencil grip, and overall fine motor control, which are essential for tasks like handwriting and other fine motor tasks.

3. Visual perception and discrimination: Letter recognition requires the ability to visually discriminate between different letters, identifying their unique shapes and forms. Occupational therapists may incorporate activities that strengthen visual discrimination skills, such as matching letters, sorting letter cards, or identifying differences and similarities between letters. These activities can help improve a child's ability to recognize and differentiate letters accurately.

4. Cognitive skills development: Letter recognition tasks involve cognitive processes like attention, memory, and sequencing. Occupational therapists may use letter recognition activities to support the development of these cognitive skills. For example, asking a child to identify letters in a specific order or recalling letters from memory can help strengthen their attention and memory abilities.

5. Building confidence and motivation: Mastering letter recognition can boost a child's self-confidence and motivation for further learning. Occupational therapists often incorporate engaging and interactive letter recognition activities that make the learning process enjoyable for children. By providing positive reinforcement and tailored interventions, therapists can help children develop a sense of accomplishment and motivation to continue their literacy development.

Letter recognition is a foundational skill that contributes to various areas of development, including academics, fine motor skills, visual perception, cognitive abilities, and self-confidence. Occupational therapists utilize letter recognition activities to support children in developing these skills, setting them up for success in their educational journey.

Additionally, OTs often work on fine motor skills including handwriting. To learn handwriting, it is essential that you have letter recognition skills.

Letter Recognition IEP Goals OT

Here are eight examples of letter recognition goals in occupational therapy:

1. Goal: The student will accurately identify and name 20 uppercase letters of the alphabet. Objective: The student will correctly identify and verbally name 4 uppercase letters during a letter identification task with 80% accuracy.

2. Goal: The student will accurately identify and name 20 lowercase letters of the alphabet. Objective: The student will correctly identify and verbally name 4 lowercase letters during a letter identification task with 80% accuracy.

3. Goal: The student will discriminate between similar letters (e.g., b, d, p, q) with minimal errors. Objective: The student will accurately identify and distinguish between the letters b, d, p, and q in a letter discrimination task with no more than 2 errors per set of letters.

4. Goal: The student will match uppercase and lowercase letters. Objective: The student will correctly match 6 uppercase letters to their corresponding lowercase letters in a matching game with 90% accuracy.

5. Goal: The student will trace and write uppercase letters. Objective: The student will trace and independently write 8 uppercase letters with proper letter formation and stroke sequence.

6. Goal: The student will trace and write lowercase letters. Objective: The student will trace and independently write 8 lowercase letters with proper letter formation and stroke sequence.

7. Goal: The student will identify letters in a given word. Objective: The student will correctly identify and point to the letters "s," "u," "n," and "h" when given the word "sun" with 100% accuracy.

8. Goal: The student will sequence letters of the alphabet. Objective: The student will verbally recite the letters of the alphabet in correct sequential order from A to Z without omitting or reversing any letters.

These goals can be individualized and tailored based on the specific needs and abilities of the client. It is important to set measurable objectives and track progress to monitor the client's letter recognition skills over time.

Here are a few more.

IEP Goal for Identifying Letters

1. Goal: The student will identify and name 15 uppercase letters of the alphabet. Objective: Given a set of uppercase letter flashcards, the student will correctly identify and verbally name 3 uppercase letters during each session with 80% accuracy across three consecutive data collection points.

2. Goal: The student will identify and name 15 lowercase letters of the alphabet. Objective: Using a letter identification activity or worksheet, the student will correctly identify and verbally name 3 lowercase letters during each session with 80% accuracy across three consecutive data collection points.

3. Goal: The student will discriminate between visually similar letters. Objective: When presented with a pair of visually similar letters (e.g., b and d), the student will accurately identify and differentiate between the two letters in 8 out of 10 trials with 80% accuracy across three consecutive data collection points.

Recognizing Upper and Lowercase Letters IEP Goals

Here are three examples of IEP goals for recognizing both uppercase and lowercase letters:

1. Goal: The student will recognize and match 10 uppercase and lowercase letter pairs. Objective: Given a set of mixed uppercase and lowercase letter cards, the student will correctly match 2 uppercase and lowercase letter pairs during each session with 80% accuracy across three consecutive data collection points.

2. Goal: The student will discriminate between uppercase and lowercase letters. Objective: When presented with a set of mixed uppercase and lowercase letters, the student will accurately identify and sort the letters into two groups (uppercase and lowercase) with 90% accuracy across three consecutive data collection points.

3. Goal: The student will identify and name 20 letters of the alphabet (combination of uppercase and lowercase). Objective: Using various letter recognition activities, the student will correctly identify and verbally name 4 letters (combination of uppercase and lowercase) during each session with 80% accuracy across three consecutive data collection points.

Learning Letter Recognition

The cool thing about letter recognition is that there are so many cool toys and activities to go with it and help teach.

Before I close this article, I thought I'd add in some FAQs about letter recognition skills and letter recognition goals OT.

What is the goal for letter-sound recognition?

The goal for letter-sound recognition is to develop the ability to associate specific sounds or phonemes with each letter of the alphabet. This skill is crucial for reading and decoding words. The ultimate objective is for individuals to quickly and accurately connect letters with their corresponding sounds, enabling them to decode and understand written language effectively.

The specific goals for letter-sound recognition may vary depending on the individual's current abilities and needs.

How do you improve Letter Recognition?

Improving letter recognition can be achieved through various strategies and activities. Here are some effective methods to enhance letter recognition skills:

1. Letter Exposure: Surround the learner with letters in their environment. Display alphabet charts, posters, or labels with letters prominently visible. This constant exposure helps familiarize the learner with the shapes and forms of letters.

2. Letter Flashcards: Use flashcards featuring individual letters. Show the flashcards one at a time and ask the learner to identify the letter. Gradually increase the speed and complexity of the flashcard presentations to improve speed and accuracy in letter recognition.

3. Letter Sorting and Matching: Provide activities where the learner can sort or match letters based on their characteristics. This can include sorting uppercase and lowercase letters, matching letters with similar shapes, or categorizing letters by their features (e.g., straight lines vs. curved lines).

4. Letter Tracing and Writing: Engage the learner in tracing and writing letters. Provide worksheets or dry-erase boards where they can practice forming letters. Encourage proper letter formation and stroke sequence. The physical act of writing letters reinforces visual recognition and kinesthetic memory.

5. Letter Games and Apps: Utilize interactive letter recognition games or educational apps designed for letter learning. These games often include engaging activities, puzzles, and quizzes to reinforce letter recognition in an entertaining way.

6. Multisensory Activities: Incorporate multiple senses into letter recognition practice. Use tactile materials like sand, clay, or textured surfaces for the learner to trace or create letters. Combine auditory input by saying letter names or sounds aloud while engaging with the letters. (there are many listed on this site! use the search bar on this page)

7. Letter Songs and Rhymes: Teach letter recognition through songs, rhymes, or chants that focus on letter names and sounds. These catchy and repetitive tunes help reinforce letter associations and enhance memory retention.

8. Letter Hunt: Encourage the learner to go on a letter hunt, searching for specific letters in books, magazines, or everyday objects. This activity promotes active engagement and real-life application of letter recognition skills.

Consistency, repetition, and positive reinforcement are essential when working on letter recognition. Tailor the activities to the learner's level and interests, gradually introducing new letters as proficiency improves.

Celebrate progress and provide encouragement to maintain motivation. Regular assessment and monitoring of letter recognition skills will help track improvement and guide further instruction.

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14 Letter Recognition IEP Goals (including OT)

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Letter recognition plays an important role in helping a child develop other fine motor and academic skills. Here are some letter recognition IEP goals (or for OT).

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Inside: Learn what phonemic awareness is and how to assess for it. Plus some IEP goals for Phonemic Awareness. The other day, my 13-year-old sports

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Once a child has been identified as a student with a learning disability, it can be tough for the IEP team to come to agreement on IEP goals. After all, depending on the disability, the child may have needs in reading, writing, vocabulary and much more.

And, reading is so much more than reading. It's decoding, it's phonemic awareness, fluency and increasing vocabulary. It is with hesitation that I am providing a list of suggestions for vocabulary IEP goals.

And, here's why. I hope I can explain this well. But, too often, developing vocabulary skills is reduced to memorizing new words and their meaning. A student may be able to regurgitate that information to get by on a test or pass a grade, but true reading skills and vocabulary development is much more than that.

When you have decent decoding and fluency skills, we don't notice the mini-sequence of events that goes on in our brain when we encounter a new word. We may sound it out. Likely, we will place it in a frame of reference to other words that we are familiar with.

Reading-fluent students will also quickly assess prefixes, suffixes, the root and more-to determine what the word sounds like and means.

If a reading disabled student does not have those foundation skills, true vocabulary development will not happen.

All that to say-too often, on an IEP, I see vocabulary goals like "will get 80% or better on vocabulary quizzes and tests."

Vocabulary on an IEP

IEP teams need to dig deeper than that. Depending on the IEP evaluations that were completed, all of the information that you need may or may not be available.

But, the team needs to know if all the basic reading skill sets are there before expecting the child to grow and develop a more mature vocabulary.

Learning disabled students may lack vocabulary building skills because of under-developed phonics and phonemic awareness. The team should also decide if speech therapy is warranted. Can the child effectively articulate words?

An SLP and Special Education Teacher might work together in the following ways:

Together they can design the instruction plan or speech sessions with IEP goals in focus.

They can ascertain if there are special tools needed to communicate speech and vocabulary fluency.

IEP goals act as the benchmark for assessing whether the proficiency level is attained or if it requires more or different interventions.

Let's take a look at the proposed IEP goal list that focuses on reading vocabulary development in children with different learning needs.

Smart Goals for Vocabulary Development

Any IEP goal should be a SMART goal, which means it should be Specific, Measurable, Achievable, Relevant, and Time-bound.

IEP goal writing is part art, part science. Often, the parent and the team are in conflict over which IEP goals should be a priority for the student. Some students have many needs, and to address every need with an IEP goal would be overwhelming.

If you, as a parent, disagree with your IEP team about the IEP goals, learn how to pair the IEP parent concerns letter and .

Here are some examples to get you started. However, it is unlikely that a child only has vocabulary building needs. The lack of ability to build vocabulary is usually one small piece in a much bigger puzzle. I would recommend that these IEP goals for vocabulary, actually be used as IEP goal objectives for a different IEP goal.

Any vocabulary skill listed below should be plugged into the IEP goal formula.

By (time), a student will (mention skill) in (mention place) as measured by (name who will assess) with (level of accuracy - number of times or %) with or without using (mention support, if any).

Listed below is the list of vocabulary-based IEP goals set for an elementary school student as per the standards set by the Kentucky Department of Education.

Reading Vocabulary IEP Goals and Objectives

1. Make meaningful words from phoneme: Differentiate and combine phonemes to sound out the word

2. Convert combined letters to sounds and then blend sounds to form recognizable words: Child should read each letter and then combine to form the word

3. Display understanding of synonyms and antonyms: Learn similar meaning and opposites of words commonly used

4. Complete sentence with the correct homonym: Know see/sea, hole/whole, etc., and make a sentence with each.

5. Add suffix and prefix to words: For example, learn to use 'in', 'un', 'mis'=-", as prefix and 'able', 'ly', etc. as suffix to form new words.

6. Identify words families: Learn words families wise such as 'it' sound words, 'at' sound words, etc.

7. Recognize and read high-frequency words or sight words: Recognize words like I, me, we, her, here, there, etc.

8. Decode unfamiliar words: If any word heard for the first time, the child should decode it into its various parts, or spell it.

If these skills are well beyond your child's reach, the team needs to back up. Make sure that all areas of need are thoroughly identified in present levels.

Sample IEP Vocabulary Goals

Here are 20 examples of Individualized Education Program (IEP) goals focused on vocabulary development:

1. By the end of the semester, the student will increase receptive vocabulary by learning and correctly defining 50 new words relevant to their academic subjects.

2. Over the next six months, the student will expand expressive vocabulary by using at least 20 new vocabulary words in spoken and written language each week.

3. By the end of the trimester, when presented with grade-level texts, the student will accurately identify and understand the meanings of 90% of unfamiliar words using context clues.

4. Within the next grading period, the student will improve understanding and use of academic vocabulary by correctly using at least 15 new vocabulary words in written assignments across various subjects.

5. Over the course of the academic year, the student will develop word-learning strategies such as using word roots, prefixes, and suffixes to decipher the meanings of unfamiliar words encountered in reading and listening activities.

6. By the end of the semester, the student will increase receptive vocabulary in content areas by mastering at least 100 subject-specific vocabulary words related to science, social studies, or mathematics.

7. Over the next six months, the student will improve understanding and use of figurative language by correctly identifying and explaining the meanings of at least 10 idiomatic expressions or metaphors in context.

8. Within the next grading period, the student will expand vocabulary related to social interactions and emotions by learning and appropriately using at least 20 emotion-related vocabulary words in daily communication.

9. By the end of the trimester, the student will enhance vocabulary acquisition skills by correctly categorizing and organizing words into semantic groups (e.g., synonyms, antonyms, homophones) with 80% accuracy.

10. Over the course of the academic year, the student will develop a deeper understanding of word relationships and nuances in meaning by correctly distinguishing between shades of meaning in closely related words (e.g., "angry" vs. "irate," "happy" vs. "ecstatic").

11. By the end of the semester, the student will expand vocabulary related to academic language by correctly defining and using at least 10 academic vocabulary words per subject area.

12. Within the next six months, the student will improve vocabulary comprehension and retention by regularly reviewing and practicing the use of new vocabulary words through flashcards, games, and other interactive activities.

13. Over the next grading period, the student will increase vocabulary acquisition skills by actively engaging in vocabulary-building exercises, such as word webs, concept maps, and semantic feature analysis.

14. By the end of the trimester, the student will enhance vocabulary skills in reading comprehension by correctly answering questions that require understanding of vocabulary in context in at least 80% of reading comprehension exercises.

15. Within the next semester, the student will develop word consciousness and appreciation for language by exploring the origins and etymology of at least 15 vocabulary words and discussing their historical and cultural significance.

16. Over the next six months, the student will improve vocabulary acquisition and retention by incorporating newly learned vocabulary words into daily writing assignments, journal entries, and class discussions.

17. By the end of the grading period, the student will expand vocabulary related to critical thinking and problem-solving by learning and correctly using at least 10 domain-specific vocabulary words related to logical reasoning and analysis.

18. Within the next trimester, the student will enhance vocabulary skills in oral communication by participating in vocabulary-building activities such as word association games, role-playing scenarios, and vocabulary-rich discussions.

19. Over the course of the academic year, the student will develop metacognitive strategies for vocabulary learning, including setting personal vocabulary goals, monitoring progress, and reflecting on effective vocabulary acquisition techniques.

20. By the end of the semester, the student will increase vocabulary proficiency in receptive and expressive language by achieving a score of at least 85% on vocabulary assessments administered across various academic subjects.

Vocabulary IEP Goals

A reminder that all IEP goals, for anything, not just reading vocabulary, are to be skills-based. One flaw I am repeatedly seeing is teams using Grade Standards to write IEP goals. IEP goals should be based off of baseline data in the IEP present levels.

If a child is significantly behind their age peers, say reading at a kindergarten vocabulary level instead of 3rd grade, writing IEP goals based off of 3rd grade standards will be meaningless. The supports and interventions put in place to achieve those goals will likely skip over teaching the necessary foundation skills.

A child will never catch up if foundation skills are not taught. Many teams do not like to put in writing how significantly behind a child is. But, just challenging them to a higher level skill without the proper supports will not be successful.

The child will only grow more frustrated and fall further behind.

Progress Monitoring Vocabulary Skills

IEP goals may need changes according to the level of learning disability prevalent. Many times vocabulary skills are assessed only by tests and quizzes given by the teacher.

The teachers may follow these assessment tips to monitor vocab progress:

Do peer comparison: Check proficiency levels of children and compare them.

Interview child: Talk with the child and ask questions but hidden in a normal conversation to assess the learning needs.

Take assessment tests: Tests like WJ Oral Language Subtest, etc. are available.

These are just a few ideas to get you started. As always, solid evaluations are the cornerstone to a robust, appropriate IEP. Adding vocabulary goals to an IEP while ignoring the foundation skills will not be successful for anyone.

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8 Vocabulary IEP Goals for Elementary Students

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Vocabulary skills are one small part of reading proficiency. Here are some sample and example vocabulary IEP goals to get you started.

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60 Kindergarten IEP Goals including Reading, Writing and Math.

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Inside: Our list of kindergarten IEP goals including kindergarten math IEP goals, kindergarten reading and writing goals and more. So, there’s a reason why I

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IEP Goals for Writing

Parents can certainly assist the IEP team with developing goals. One IEP area that I find parents and teachers struggle with is addressing the skill of writing. And by writing, I'm talking about content, not fine-motor handwriting skills.

If your child struggles with handwriting, I would read this post on dysgraphia or ask for an OT evaluation.

For this post, the IEP goals for writing will focus on writing as far as developing content, writing fluency, and written expression.

I have a large IEP Goal Bank that lists and links out to thousands of IEP goals. So if you cannot find what you are looking for here, I suggest you check there.

Written Expression IEP Goals

What's great about many IEP goals is that you can change the details of the IEP goal to suit any age, grade, or ability. This list of IEP writing goals examples can be edited for any writing ability.

I have a graphic below detailing how to make an IEP goal measurable.

1. When given a writing assignment, [student] independently creates a keyword outline. He will have the main topic and [number of] supporting points as a basis for the essay.

2. [Name] will use the keyword outline process to create a written composition that contains [number of] paragraphs of at least [number of] sentences each, an introduction, conclusion. [student] will include at least [number of] supporting points in [number of] separate paragraphs. [student] will demonstrate this ability in all content areas and all settings.

3. The [student] will independently develop his ideas for assigned essays. [student] will create five-paragraph essays with proper essay structure using [name of] software to dictate ideas to the computer. [student] will demonstrate the ability to use [name of] voice-to-text software to dictate essays in all class subjects.

4. [student] will write and edit a five-sentence paragraph that addresses a given subject in the general curriculum. Each paragraph will include a topic sentence, at least [number of] details, and a conclusion. [student] will earn a score of [desired score goal] or higher on a writing rubric for each writing assignment. There will be at least four writing assignments per quarter.

5. For each essay assignment, [student] will independently develop his ideas fully. [student] will write passages that contain well-developed main ideas. [student] will give at least [number of] details in each paragraph. [student] will demonstrate this ability in all content areas and all settings for all essay assignments in the general curriculum.

6. When given writing assignments in the general curriculum, [student] will edit his writing for spelling, punctuation, and grammar. [student] will have fewer than [number of] overlooked errors per [number of] words without assistance. [student] will demonstrate this ability across all settings.

7. The Student will increase writing skills to (grade/proficiency level) in the area(s) of (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency, and Conventions) as measured by (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).

8. [student] will increase writing skills to __ (grade/proficiency level) in the area(s) of (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).

9. [student] will increase writing skills to (grade/proficiency level) in the area(s) of (ideas and Content, Organization, Voice, Word Choice, Sentence Fluency, and Conventions) as measured by ___ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).

Objectives to Support Written Expression IEP goals

1. Write the main idea with some supporting details on a topic.

2. Research and write to convey an understanding of a topic using at least one resource.

3. Write clear, focused main ideas and supporting details on a topic.

4. To develop a topic, write a multi-paragraph passage using details, examples, and illustrations.

5. Revise writing for the development of the main idea with supporting details.

6. Research using verifiable sources to develop and support the topic.

7. Research and write to convey a thorough understanding of a topic using two or more resources.

8. Include some relevant facts and details on a chosen topic.

9. Convey clear, focused main ideas and supporting details on a topic for various audiences and purposes.

10. Include appropriate facts and details on a chosen topic.

11. Use writing to generate a learning log and journals to record new information.

12. Use writing to generate diagrams, learning logs, journals, note-taking, outlines, and summaries.

13. Write the main idea with some supporting details on a topic.

14. Research and write to convey an understanding of a topic using at least one resource.

15. Write clear, focused main ideas and supporting details on a topic.

16. To develop a topic, write a multi-paragraph passage using details, examples, and illustrations.

17. Revise writing for the development of the main idea with supporting details.

18. Research using verifiable sources to develop and support the topic.

19. Research and write to convey a thorough understanding of a topic using two or more resources.

20. Include some relevant facts and details on a chosen topic.

21. Convey clear, focused main ideas and supporting details on a topic for various audiences and purposes.

22. Include appropriate facts and details on a chosen topic.

23. Use writing to generate a learning log and journals to record new information.

24. Use writing to generate diagrams, learning logs, journals, note-taking, outlines, and summaries.

25. Organize writing to address the audience and purpose in chronological and logical sequences (e.g., sequence, place, importance).

26. Write a sentence that connects related ideas that maintain a topic.

27. Research using verifiable sources to develop and support a topic.

28. Write stories with a beginning, middle, and end.

29. Demonstrate organization by developing a beginning, middle, and ending using transition words (e.g., first, next, then).

30. Demonstrate organization by developing an introduction, body of text, and conclusion with clear sequencing of ideas and transitional words and phrases.

31. Select an appropriate organizational strategy (e.g., outlining, identifying, and supporting topics, following a model, maps, and charts).

32. Organize paragraphs when writing from a prompt or on a topic.

33. Use paragraphs to organize structure within the text for a specific purpose of the content.

34. Write paragraphs in which sentences are related to the topic.

35. Write paragraphs containing a stated main idea and a closing sentence.

36. Write multi-paragraph passages (e.g., stories, reports).

37. Revise writing by adding or deleting text.

38. Change some text to improve clarity.

39. Revise writing to improve clarity and effectiveness by adding relevant details and changing or rearranging text.

40. Edit writing to organize sentences into paragraphs.

41. Edit writing to use transitional words and phrases to connect ideas in sentences and paragraphs (e.g., therefore, on the other hand).

42. Revise writing so it has a sequence (e.g., beginning, middle, end).

43. Revise writing so the paper has an order that makes sense, including details, ideas, sentences, time sequence, and paragraphs.

44. Classify words and topics into an organizational scheme.

Printable List of IEP Writing Goals

If you wish to print this list to have, here you go.

Further defining the IEP Goals

Note that you can add the following accommodations, or any accommodation, to the beginning of each goal. For example:

Using a graphic organizer, the student will [rest of goal]

Working with the student's assigned reading specialist/para, [rest of goal]

You can also add phrases such as "working independently" to define the goal further.

More on Writing:

Much has been studied about the value of being able to read and write and their connection to each other. If you are focusing on your child's writing skills, ensure their reading skills are also addressed. It is unusual to have issues with one and not the other.

" Those who write well are, in many ways, highly skilled individuals in their language. Writing is an extension of one's speech, an ally of communication, one that indicates one's intelligence, their level of education, among other things; it utilizes one's ability to consider and dissect relevant information for a purpose, and writing also makes use of one's critical-thinking skills developed in college. Critical thinking is the ability to actively and skillfully conceptualize, apply, analyze, synthesize, and/or evaluate information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. "

From K12 Reader:

Basically put: reading affects writing, and writing affects reading. According to recommendations from the major English/Language Arts professional organizations, reading instruction is most effective when intertwined with writing instruction and vice versa. Research has found that when children read extensively, they become better writers. Reading a variety of genres helps children learn text structures and language that they can then transfer to their writing. In addition, reading provides young people with prior knowledge that they can use in their stories. One of the primary reasons that we read is to learn. Especially while we are still in school, a major portion of what we know comes from the texts we read. Since writing is transmitting knowledge in print, we must have information to share before we can write it. Therefore reading plays a major role in writing.

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53 Measurable IEP Goals and Objectives for Writing and Written Expression

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Measurable IEP writing goals and written expression goals for all ages and grade levels, written content, reading and writing fluency; includes printable list PDF

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Reading Comprehension: IEP Goals & Strategies

7 Ways to improve Reading Comprehension:

Use Visuals.

Answer Questions.

Predicting.

Summarizing/Retelling.

Identifying parts of story/text.

Make a connection.

Active readers.

See below for further explanation, as well as links to assessments and other valuable information.

If you are here, please make sure that you also read the blog posts about Inference and Working Memory, as they go hand in hand with Reading Comprehension.

How to Improve a Reader's Comprehension

Each child is different and will respond to different strategies. The devil is in the details: taking the time to get to know the child and what works for them.

Additionally, teachers or aides may deliver these strategies in a variety of ways. There is direct teaching, self-exploration, guided practice and so on. Just make sure that your child's IEP is a reflection of what they need. An unmotivated and frustrated student will likely need more direct instruction and not self-exploration (would likely goof off or daydream).

These are some of the common Reading Comprehension Strategies that schools use.

1. Create Visuals: Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). This comes in many formats, including but not limited to-

Graphic Organizers

Venn Diagrams

Story Map/Storyboard

Creating a visual in your mind

2. Answering Questions about what they just read: Asking and answering questions about a text is another strategy that helps students focus on the meaning of the text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text. Questions can be effective because they:

Give students a purpose for reading.

Focus students' attention on what they are to learn.

Help students to think actively as they read.

Encourage students to monitor their comprehension.

Help students to review content.

Relate what they have learned to what they already know.

3. Predicting what will happen next: You can ask your reader to make a prediction about a story based on the title and any other clues that are available, such as illustrations. Later, ask him/her to find text that supports or contradicts their predictions.

4. Summarizing/Retell the Story: Summarizing requires students to determine what is important in what they are reading and to put it into their own words. Asking students to retell a story in their own words forces them to analyze the content to determine what is important. You can encourage your reader to go beyond recounting the story in literal language, to drawing their own conclusions about it.

5. Identify Main Idea, Characters, Story Line: This helps your reader understand the main parts of a text and its storyline. This can be done with words or visually.

6. Make a Connection/Past Experiences: When a reader previews text, he/she taps into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read. Again, read the inference link above.

7. Active Reading: Consistent use of the above strategies combined with finding books and material that are of interest to the reader.

IEP Goals for Reading Comprehension

1. When given a grade-level text, STUDENT will read and demonstrate comprehension of grade-appropriate literary texts (e.g., stories, legends, poems). (Use objectives to make this specific and measurable.)

2. The Student will use total communication (AAC device, PECS, and verbalization) to read and demonstrate comprehension of at least 12 new functional vocabulary words and related short phrases through reading and then completing a variety of vocational activities given minimal gestural cues within the larger school environment (i.e. school building, campus) in 4/5 opportunities.

3. The student will demonstrate reading comprehension of print texts with minimum assistance given 4/5 recorded opportunities.

4. When presented with text on his instructional level, the student will use context clues to determine the meaning of unfamiliar words in reading materials with 80% accuracy, as measured by written work samples, by the end of (IEP Date).

5. The Student will read and verbalize short phrases pertaining to vocational activities and complete functional vocational activities throughout the larger school environment (i.e. school building, campus) in 4/5 opportunities.

6. After reading or looking at a simple storybook, STUDENT will identify the main idea 80% of the time 4 of 5 trials.

7. When presented with a passage at the instructional level, STUDENT will read to confirm initial predictions with 80% accuracy 4 of 5 trials.

8. After reading a story, STUDENT will explain the sequence of events with 80% accuracy four of five trials.

9. Given minimum assistance, the student will read a short story (up to two paragraphs) and answer rotating who, what and where questions, why questions and how questions in 4/5 recorded opportunities.

10. After reading a story at the instructional level, STUDENT will identify the main idea and two supporting details with 80% accuracy four of five trials.

11. When presented with how, why, and what-if questions after reading a story silently, STUDENT will answer comprehension questions with 80% accuracy four of five trials.

12. By (date), after reading a grade-level story, the student will ask a peer (5) questions that demonstrate understanding (e.g. "Why do you think Susan decided to leave the party?"), then answer (5) questions about the text asked by a peer in 4 of 5 trials as measured by teacher-charted records.

13. When asked, STUDENT will identify homonyms, synonyms, and antonyms and use appropriately in sentences with 80% accuracy four of five trials.

14. After reading a story, STUDENT will identify the effect of a certain action with 80% accuracy 4 of 5 trials.

15. The Student will match pictures to words and words to pictures for a minimum of 20 new functional vocabulary words in 4/5 recorded opportunities, given visual support and minimum assistance.

16. After reading a short passage and answering comprehension questions, STUDENT will locate, in the text, information to support answers, 4/5 times with 90% accuracy.

17. The student will match sentences to pictures and pictures to sentences for a minimum of 20 new functional vocabulary words in 4/5 recorded opportunities, given visual support and minimum assistance.

18. After reading a short passage, STUDENT will use implied meaning to answer comprehension questions, 4/5 times with 80% accuracy.

19. Provided with visual support (i.e. color coding, highlighting, etc.), the student will read short text and answer "where" structure questions with minimal gestural assistance given 4/5 opportunities.

20. After reading various statements, STUDENT will identify fiction and nonfiction statements, 4/5 times with 90% accuracy.

21. Given minimum assistance, the student will demonstrate reading comprehension by completing two-step written directions, which encompasses reading two sentences and answering "who, what or where" questions in 4/5 recorded opportunities.

22. After reading various statements, STUDENT will distinguish fact from opinion, 4/5 times with 90% accuracy.

23. Provided with a short text (maximum of five sentences), the student will read and answer structure questions to demonstrate comprehension with minimal gestural assistance given 4/5 opportunities.

24. After being given various information, STUDENT will use text organizers to locate and categorize information in printed material, 4/5 times with 90% accuracy.

25. The student will answer inferential questions (i.e. "How does the main character feel after the event?") regarding print text with minimum assistance given 4/5 recorded opportunities.

26. After reading a passage, STUDENT will recognize the figurative use of language, 4/5 times with 80% accuracy.

27. IEP Student will increase comprehension of a variety of printed materials to ___________- as measured by
___________ (running records, IRI, anecdotal data, observation, performance assessment, etc.)

28. After reading a passage, STUDENT will identify the mood of the reading selection with 80% accuracy 4 of 5 trials.

29. Provided with visual support (i.e. color coding, highlighting, etc.), the student will read a short text (maximum of five sentences) and answer "what" structure questions with minimal gestural assistance given 4/5 opportunities.

30. After reading a story, STUDENT will identify details most important to the plot with 80%accuracy 4 of 5 trials.

31. Given visual support, the student will demonstrate comprehension of at least 12 new functional words, including vocational and safety vocabulary, as demonstrated by the following objectives with minimal gestural cues within the larger school environment (i.e. school building, campus) in 4/5 opportunities.

32. ________ will increase ability to understand and respond to literature from various genres and geo-cultural groups to __________ as measured by _______ (State Scoring Guide, teacher survey, performance assessment, etc.)

33. When given a reading passage, STUDENT will use questioning strategies to increase comprehension of what was read 4/5 times with 90% accuracy.

34. After reading a passage, STUDENT will understand the passage's tone, character, point-of-view, and theme 4/5 times with 90% accuracy.

35. After reading a passage, STUDENT will identify the author's purpose 4/5 times with 90% accuracy.

36. After reading a passage, STUDENT will recognize the difference between fact and opinion 4/5 times with 90% accuracy.

37. When given a passage, STUDENT will read and predict the outcome 4/5 times with 90% accuracy.

38. After reading a passage, STUDENT will recognize the figurative use of language 4/5 times with 90% accuracy.

39. After reading a passage, STUDENT will identify the cause of the situation 4/5 times with 90% accuracy.

40. After reading a passage, STUDENT will predict the main problem 4/5 times with 90% accuracy.

As always, you can put any of the above goals into the IEP goal formula to make sure that it is relevant and measurable.

Please note, I also have: IEP Goals for Writing Skill s

Reading Comprehension: Websites for Kids and Parents

If you want to work with your child at home, here are some ideas. It might be as simple as having an evening reading discussion where you read a book/chapter to them, and discuss it afterward. Don't overthink it, but all parents should be encouraging their kids to read. Read a book together, then watch the movie.

Reading Websites for Parents

Strategies and suggestions to use at home in all areas of reading development. These include phonemic awareness, phonics, decoding, fluency, comprehension and reading aloud.

Comprehension Websites for Readers

Tests that evaluate Reading Comprehension

Remember, for IEP evaluations, schools are required to evaluate a child in every area of suspected disability. If they do not suspect it, you need to bring it to their attention. Also, once you get your evaluation results back, look up the protocols online. Many times a test is given to a child that evaluates reading skills, but not necessarily comprehension.

There are other parts such as fluency and decoding. You want to make sure your child has been evaluated for the proper concern. Also, some test publishers only develop assessments for certain age groups or grades. These are just some of the evaluations to determine comprehension.

I've listed a few assessments below. You can visit their websites to see the protocols and criteria.

{this post was originally published in 2013 but was edited to check links}

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40 IEP Goals for Reading Comprehension | Strategies | Evaluations * A Day In Our Shoes

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7 Ways to improve Reading Comprehension: Use Visuals. Answer Questions. Predicting. Summarizing/Retelling. Identifying parts of story/text. Make a connection. Active readers. See below for further explanation, as well as links to assessments and other valuable information.

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For a long time, as I worked with clients, we fought the battle to get a child an IEP for ADHD rather than just the 504 accommodations for ADHD that the schools were offering.

After all, ADHD is listed as Other Health Impairment (OHI) in IDEA. Clearly, those who wrote IDEA did not intend for students with ADHD to only ever have just 504 plans. While a 504 plan for ADHD is sufficient for some, others needs the specially designed instruction (SDI) that comes with an IEP.

But now it seems we have some new hurdles. I often get asked "What are some IEP goals for ADHD?" IEPs are needs-driven, not diagnosis driven. And much like other neurological differences, students with ADHD do not all present the same characteristics.

There are many commonly seen skill deficiencies and characteristics that accompany ADHD.

Individualized Education Programs (IEPs) are a legal document that outlines the educational goals and services that a student with a disability or learning difference requires to make progress in school.

For students with Attention Deficit Hyperactivity Disorder (ADHD), creating appropriate IEP goals and objectives can provide support and resources for their unique needs. These goals can help students with ADHD improve their academic performance, social skills, and overall well-being.

Understanding ADHD is crucial for creating effective IEP goals. ADHD is a neurological condition that may affect an individual's ability to sustain attention, control impulses, and regulate behavior. Students with ADHD may struggle with organization, time management, and completing tasks.

They may also have difficulty with social interactions and emotional regulation. By understanding the challenges that students with ADHD face, educators can create meaningful and measurable goals that address their specific needs.

Setting IEP goals for ADHD requires collaboration between parents, teachers, and other professionals. It is important to monitor and adjust goals regularly to ensure that they are helping the student make progress.

Additionally, parents and professionals should be aware of their legal rights and responsibilities when it comes to IEPs. By working together, parents and educators can create a supportive environment that helps students with ADHD thrive.

Understanding ADHD

ADHD, or Attention Deficit Hyperactivity Disorder, is a neurodevelopmental condition that affects both children and adults. It is characterized by symptoms such as inattention, hyperactivity, and impulsivity.

These symptoms can significantly impact an individual's ability to function in daily life, including in academic or work settings.

ADHD is a common disorder, affecting approximately 6-9% of children and 5% of adults worldwide. It is more prevalent in males than females, with a male-to-female ratio of about 3:1. While the exact cause of ADHD is not fully understood, research suggests that it may be due to a combination of genetic and environmental factors.

There are three types of ADHD: inattentive type, hyperactive-impulsive type, and combined type. Inattentive type ADHD is characterized by symptoms such as difficulty paying attention, being easily distracted, and forgetfulness.

Hyperactive-impulsive type ADHD is characterized by symptoms such as fidgeting, restlessness, impulsivity, and difficulty waiting for one's turn. Combined type ADHD is a combination of both inattentive and hyperactive-impulsive symptoms.

It is important to note that individuals with ADHD may also experience other co-occurring conditions, such as anxiety, depression, or learning disabilities. It is crucial to address these conditions in addition to ADHD to provide comprehensive treatment and support.

By recognizing the unique needs and challenges faced by individuals with ADHD, educators and clinicians can provide effective support and resources to help them succeed.

IEP Goals for ADHD

Remember that IEPs are needs-driven, not diagnosis driven. The key to proper IEP goals is the right assessments.

Not every child with ADHD lacks social skills. I am providing these as a sample, and you can always look in our IEP goal bank for more ideas.

Here are some examples of Individualized Education Program (IEP) goals that can be used for students with ADHD:

1. Goal: Increase attention and focus skills.

Objective 1: The student will maintain focus on a given task or activity for a minimum of 15 minutes without distractions, as measured by teacher observation and documentation.

Objective 2: The student will follow multi-step directions without needing repeated prompts or reminders in at least 80% of opportunities, as measured by teacher observation and documentation.

2. Goal: Improve organization and time management skills.

Objective 1: The student will independently use a planner or organizational tool to record assignments, due dates, and other important information for all subjects in at least 4 out of 5 school days, as measured by teacher review of the planner.

Objective 2: The student will demonstrate improved time management by completing assigned tasks within given time limits in at least 80% of opportunities, as measured by teacher observation and documentation.

3. Goal: Enhance self-regulation and impulse control.

Objective 1: The student will identify and implement at least three strategies to manage impulsive behaviors in various settings (e.g., classroom, playground) with guidance from a teacher or counselor, as measured by teacher observation and documentation.

Objective 2: The student will demonstrate improved self-regulation by engaging in a calming or self-control technique (e.g., deep breathing, taking a break) when feeling overwhelmed or restless, in at least 4 out of 5 situations, as measured by teacher observation and documentation.

4. Goal: Develop social skills and positive peer interactions.

Objective 1: The student will actively participate in group discussions, taking turns and listening attentively to others' ideas, in at least 3 out of 4 opportunities, as measured by teacher observation and documentation.

Objective 2: The student will demonstrate improved conflict resolution skills by using appropriate strategies (e.g., compromise, verbal expression of feelings) during disagreements with peers, in at least 80% of observed instances, as measured by teacher observation and documentation.

You can also take a look at these lists of IEP goals. Most of these are often tied to ADHD and other similar learning disabilities.

Remember that IEP goals should be specific, measurable, achievable, relevant, and time-bound (SMART).

These examples can serve as a starting point, but it's important to tailor the goals to the individual needs and abilities of each student with ADHD.

Additionally, involving the student, their parents or guardians, and any relevant specialists or professionals can help in developing appropriate and effective goals.

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While some students with ADHD do fine with just accommodations, others need an IEP. Here are some IEP goals for ADHD.