pisp resources for writing and assessing iep objectives
DESCRIPTION
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. Example. The student will use her Personal Dictionary. vs. - PowerPoint PPT PresentationTRANSCRIPT
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PISP RESOURCES FOR WRITING AND ASSESSING IEP OBJECTIVES
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Some frequently occurring problems with IEP objectives:
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Objectives reflect team goals rather than student’s individual objectives
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• The student will use her Personal Dictionary
Example
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vs
• People in the student’s environment will know her Personal Dictionary, and will interpret and respond to her communication behaviours as indicated
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Objectives that are actually strategies
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Example
The student will learn some geography from around the world as taught by various people who share their worldly travel experiences
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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
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Objectives are vague and not easily measurable
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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
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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.
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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?
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What Skills Is the Student Learning?
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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
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The IEP objective should:
1. Reflect the student’s active participation
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ExampleExample
• The student will walk in a walker to pick up mail from the office
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2. States How the Student Actively Participates
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Example
The student will respond to a greeting by looking at the greeter and smiling
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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
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• 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
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Vs The Student will use a switch to practice shredding paper in
the resource room
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4. Have built in motivation
• What satisfaction does the student get out of learning the skill?
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• The student will use a switch to activate a toy in the resource room, vs
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• 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)
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5. Include a way to measure the objective
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Example
The student will independently grasp and release 10 beverage containers into the recycle bin once a week
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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)
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Measurement
• Accuracy• Frequency• Duration• Amount of Active Participation• Appropriateness• Generalization
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3. Include Motivators
• Peers• Movement• Music• Food• Tactile• Visual
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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
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• 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
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What is the IEP objective?
QuickTime™ and aMotion JPEG OpenDML decompressor
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QuickTime™ and aMotion JPEG OpenDML decompressor
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QuickTime™ and aMotion JPEG OpenDML decompressor
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QuickTime™ and aMotion JPEG OpenDML decompressor
are needed to see this picture.
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QuickTime™ and aMotion JPEG OpenDML decompressor
are needed to see this picture.
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QuickTime™ and aMotion JPEG OpenDML decompressor
are needed to see this picture.