pisp resources for writing and assessing iep objectives
Post on 11-Jan-2016
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PISP RESOURCES FOR WRITING AND ASSESSING IEP OBJECTIVES
Some frequently occurring problems with IEP objectives:
Objectives reflect team goals rather than student’s individual objectives
• The student will use her Personal Dictionary
Example
vs
• People in the student’s environment will know her Personal Dictionary, and will interpret and respond to her communication behaviours as indicated
Objectives that are actually strategies
Example
The student will learn some geography from around the world as taught by various people who share their worldly travel experiences
vs
The student will answer T/F questions about South America by looking to the left for True and to the right for False, with 80% accuracy
Objectives are vague and not easily measurable
Example
The student will use the Dynavox daily
Vs
The student will use the Dynavox daily to indicate how he would like to spend his break time
Keep in mind that all domains of a student’s development (communication, fine motor, gross motor, cognition) are inter-related and inter-dependent. IEP goals need to reflect these relationships.
For Example
• Communication objective may be around Choice Making, but need to take into account:
• Vision - how does the student see?• Motor - how can the student physically
make a choice• Cognition - does the student understand
the concept of making a choice?
What Skills Is the Student Learning?
Need input from
Physiotherapist - gross motor skills Occupational Therapist - fine motor, mealtime, vision skills Speech-Language Pathologist - communication, social, mealtime skills Vision Teacher Teach of the Deaf and Hard of Hearing Psychologist - cognitive, behavioural skills
The IEP objective should:
1. Reflect the student’s active participation
ExampleExample
• The student will walk in a walker to pick up mail from the office
2. States How the Student Actively Participates
Example
The student will respond to a greeting by looking at the greeter and smiling
3. Have a functional basis
• What difference will learning this skill make in the child’s life?
• Skills should be learned
in situations where the student is going to use them
• The student will use a jelly bean switch with her left hand to shred confidential documents in the school office for 10 minutes, once a week
Vs The Student will use a switch to practice shredding paper in
the resource room
4. Have built in motivation
• What satisfaction does the student get out of learning the skill?
• The student will use a switch to activate a toy in the resource room, vs
• The student will use a switch to sharpen pencils when asked by class-mates(This student is motivated by looking at people, and helping others)
5. Include a way to measure the objective
Example
The student will independently grasp and release 10 beverage containers into the recycle bin once a week
Ask your team members to:
• 1. Be Specific
(e.g., The student will independently wipe the table with her left hand after eating at recess and at lunch)
• 2. Include Measurement
(e.g., for 4 out of 5 snacks and 4 out of 5 lunches every week)
Measurement
• Accuracy• Frequency• Duration• Amount of Active Participation• Appropriateness• Generalization
3. Include Motivators
• Peers• Movement• Music• Food• Tactile• Visual
Resources from the PISP web-site: www.pisp.ca
http://www.pisp.ca/strategies/documents/GrossMotorSkills.pdf
http://www.pisp.ca/strategies/documents/FunctionalHandArmSkills.pdf
http://www.pisp.ca/strategies/documents/CommObjrevisedSB_000.pdf
http://www.pisp.ca/strategies.documents/SpeechIEPObj_000.pdf
• http://www.pisp.ca/strategies/documents/VisionSkills.pdf
• http://www.pisp.ca/strategies/documents/CognitiveSteppingStones_000.pdf
• http://www.pisp.ca/strategies/documents/SkillsforMealtimes_000.pdf
What is the IEP objective?
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