Assessment and input drive IEP goals and objectives.  IEP goals and objectives determine exactly what the school is responsible to work on for a designated period of time. 

Goals and objectives should be specific enough that a new teacher could look at them and know what needs to be done for a student.

IEP Goals and Objectives must be based on assessment data and input from all relevant parties.  A baseline stating present level of performance should be considered the starting point for determining goals and objectives.

 Goals and objectives should be written so that progress can be measured.  Progress on objectives should be reported to parents as often as progress is reported for students not receiving special education services.  This would typically be every six weeks at report card time.

Long term or annual goals – goals for the student to achieve over a specific time that may be up to a year.          If the goal is not met in the given amount of time, it may be included in the next IEP or dropped if the ARD committee agrees that this is           appropriate based on the assessment information for the individual student.

Short term instructional objectives – the specific skills that the individual needs to master to meet the long-term goal.  The objectives may be sequential if that is the best way to work toward the goal.

IEP Examples

Goal

Sam will increase independence and self management skills by developing the ability to follow a picture schedule across settings.  (assumes that he already has the ability to recognize the correct picture symbol.  Otherwise, that would also be a goal and the following goals would require maximum physical assistance and modeling).

Objectives:

1. Sam will use a picture schedule with line drawings daily to move through each change in class room routine with minimal physical and verbal prompts. Prompts should be faded as much as possible within six weeks to decrease prompt dependency.

2. Sam will use a picture schedule and individual picture symbols daily to transition from the classroom to other parts of the school building including the gym, cafeteria, art room, office, and clinic with minimal physical and verbal prompts.  Prompts should be faded as much as possible within six weeks to decrease prompt dependency.

3. Sam will use a picture schedule and individual picture symbols daily to transition from school to bus and from the bus to home with minimal verbal prompts.

Note:

After Sam has mastered this goal with prompts, the ARD can change the goal to leave out the prompts.  If Sam has consistent success without prompts, and shows continued mastery after long breaks, then the goal can be moved to the IEP notes.  “The ARD committee agreed that Sam will continue to have a picture schedule in place to help him self manage and increase independence.  “If staff or family note regression in the ability to use the schedule independently, the committee will consider whether to add this back as a goal.” 

Goal

Brian will develop the ability to participate in short interactions with peers.

Objectives

1. Brian will say “Hi” before spoken to with a minimum of three peers each day in three different settings with minimal visual and physical prompts, fading prompts as quickly as possible to decrease prompt dependency.

2. Same with “bye”

3. Brian will say “Hi” in response to a greeting from three different peers a minimum of three times a day with minimal visual and physical prompts, fading prompts as quickly as possible to decrease prompt dependency.

4. Same with “bye”.

5. Brian will participate in turntaking activities that have at least three turns for each partner a minimum of three times daily with peers with minimal physical and visual prompts.

Goal

Jackie will learn to read meaningful grade appropriate words using a whole language – site word  approach.

Objectives

1. Jackie will match each selected word to a labeled picture with moderate physical prompts coupled with a model of the word a minimum of two times daily.  Selected  initial words/pictures are: Jackie, John (brother), Mom, Dad, car, stop,  swing,  bubbles, drink,  and cookie.

2. Jackie will identify targeted words in books that are of interest to her a minimum of one time daily with moderate physical prompts coupled with the model of the word.

3. Jackie will use word cards with small line drawings a minimum of four times daily to request swing and bubbles or drink and cookie in response to “What would you like?” with minimal physical assistance.

Notes

If a school does not want to include prompt fading in the objective, then it can be put in the minutes as an ARD committee agreement.  “The ARD committee agrees that all staff will use prompt fading strategies as quickly as possible to decrease prompt dependency.  Data will be taken weekly to monitor use of prompts”.

If the minutes say, “Parents requested…”. or “Parents noted…”. or “Parents would like…”., it is not an ARD decision and the school is not required by law to address whatever the issue is. 

Always make sure that information is included as to what supports need to be in place to implement the IEP goals.  Check all applicable boxes on the support page of the IEP.

Always have the notes read and then read them yourself to be sure that everything is included that you asked for.  It is difficult to process all the information when it is being read at the end of a meeting.  So, always take time to read the minutes before people sign it and leave.  This way you avoid misunderstandings and extra meetings.