IEP Goal
Learning Experience/Skills
WILL MAINTAIN A CALM BODY WITH
APPROPRIATE BODY ORIENTATION AND
VOCAL VOLUME WHEN
COMMUNICATING HIS THOUGHTS OR
NEEDS TO PEERS OR ADULTS WITH 1
VERBAL OR VISUAL PROMPT AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS IN 3/5 OPPORTUNITIES.

WILL STATE THE TEACHING POINT AND
THE HIGHLIGHTED EXAMPLE AFTER A
MINI-LESSON OR INDEPENDENT
CONFERENCE AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS IN
3/5 OPPORTUNITIES PER MARKING
PERIOD.
WILL DEMONSTRATE THE ABILITY TO USE
CORRECT LETTER FORMATION, SPACING
AND DIRECTIONALITY WHEN WRITING AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS IN 3/5 OPPORTUNITIES
PER MARKING PERIOD.
WILL PARTICPATE IN A CONVERSATION
DURING STUCTURED PLAY OR GROUP
ACTIVITY WITH 2 OR MORE EXCHANGES
BY ADDING RELATED COMMENTS,
STATEMENTS, OR QUESTIONS WHEN
TALKING TO A PARTNER OR GROUP OF
PEERS, WITHOUT ADULT PROMPTING,
WHILE REMAINING ON TOPIC, IN 3/5
OPPORTUITIES AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS PER
MARKING PERIOD.
WILL USE A VISUAL CHECKLIST TO
INDEPENDENTLY COMPLETE AN
ACADEMIC TASK ACCURATELY, WITH NO
MORE THAN 1 VERBAL PROMPT, AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS, IN 3/5 OPPORTUNITIES

IEP Goal











Teaching
Strategies/Accommodations
Use appropriate nonverbal
communication (eye gaze, facial
expression, conventional gestures,
volume, rate of speech)
Be able to begin, maintain and end a
conversation.
Check in with peer/adult.
Learn and generalize the rules of
social interaction (turn-taking,
reciprocity).
Use of working memory to recall
teaching point/expectations.

Assessment



Little Einstein rewards chart for each
period.
5 point voice scale
Modeling
Verbal prompt/reminder





Conference notes
Anecdotal notes
Video assessment
Social Club lesson plans
Record effectiveness of strategies
implemented


Priming
Reminders



Conference notes
Anecdotal notes
Record effectiveness of strategies
implemented
Start sentences with a capital.
Use ending punctuation marks.
Use finger spacing




Writing samples
Writing name, writing during cluster
periods.


Finger spacing
Individual chart for letter/word
writing.
Models
Prompts/reminders
Learn and generalize the rules of
social interaction (turn-taking,
reciprocity).
Address topic management
(preoccupation with one topic)
Repair conversation and ask for
clarification.






Declaritive language
Priming
Whispering in ear
Modeling conversation skills
Preferred topics of conversation
Episodic memory





Conference notes
Anecdotal notes
Video assessment
Social Club lesson plans
Record effectiveness of strategies
implemented.
Follow directions to complete a task.
Build independence


Visual checklist for academic areas
Visual/written schedule for Social
Club
Task break down




Conference notes
Anecdotal notes
Video assessment
Social Club lesson plans

Learning Experience/Skills
Teaching
Assessment
Strategies/Accommodations
WILL RETRIEVE AND PUT AWAY WORK
MATERIALS AND PERSONAL POSSESSIONS
IN AN ORGANIZED FASHION WITH NO
MORE THAN ONE VERBAL PROMPT AND
BY REFERENCING PEERS IN 4/5
OPPORTUNITIES AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS
OVER 5 DAYS MONTHLY.
S WILL START, CONTINUE AND COMPLETE
A TEACHER/PROVIDER SELECTED
ACTIVITY 4 TIMES DAILY WITHOUT
OBJECTING IN 3/5 OPPORTUNITIES AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS, PER MARKING PERIOD.

Develop responsibility and
independence
Develop organization skills
Do what the group is doing




Participation in non-preferred tasks
Being flexible
Being part of the group and doing
what the group is doing even if you
do not want to.






BODY WILL FACE THE SPEAKER WHILE
SITTING ON THE CARPET FOR TEN
MINUTES WITH ONE VISUAL OR PHYSCIAL
PROMPT AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS
OVER 5 DAYS MONTHLY.
S WILL USE AN APPROPRIATE VOCAL
VOLUME AND WORDS WHEN
COMMUNICATING HER
OPPOSITION/DISCOMFORT WITH NO
MORE THAN ONE VISUAL OR VERBAL
REMINDER WITH TEACHERSAND/OR
PEERS IN 3/5 OPPORTUNITIES IN 3
CONSECUTIVE DAYS AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS
MONTHLY.
S WILL PARTICIPATE IN A 3 OR MORE
CONVERSATIONAL EXCHANGES DURING
PARTNER WORK OR A GROUP ACTIVITY
BY ADDING RELATED COMMENTS,
STATEMENTS, OR QUESTIONSWITH NO
MORE THAN ONE ADULT PROMPT, IN 3/5
OPPORTUNITIES.


Sustain attention and concentration
Use appropriate nonverbal
communication (eye gaze, facial
expression, conventional gestures)

Use appropriate nonverbal
communication (eye gaze, facial
expression, conventional gestures,
volume, rate of speech)
Be able to begin, maintain and end a
conversation.
Check in with peer/adult.
Learn and generalize the rules of
social interaction (turn-taking,
reciprocity).
Learn and generalize the rules of
social interaction (turn-taking,
reciprocity).
Address topic management
(preoccupation with one topic)
Repair conversation and ask for
clarification.








Individual checklist of what to unpack
and pack-up.
Sticker rewards
Carryover with lunch






Conference notes
Anecdotal notes
Social Club lesson plans
Record effectiveness of strategies
implemented.






Being flexible
Expected/unexpected
First/then
Negotiating
Changing the way people feel
Being part of the group and doing
what the group is doing even if you
do not want to.
Sticker rewards
Give 5
Whole body listening
Priming
Preferential seating
Expected/unexpected



Conference notes
Anecdotal notes
Record effectiveness of strategies
implemented.







5 point voice scale
Modeling
Verbal prompt/reminder
Flexible
Big problem/little problem chart
Social stories
Sticker rewards





Conference notes
Anecdotal notes
Video assessment
Social Club lesson plans
Record effectiveness of strategies
implemented







Declaritive language
Priming
Whispering in ear
Modeling conversation skills
Preferred topics of conversation
Sticker rewards
Episodic memory





Conference notes
Anecdotal notes
Video assessment
Social Club lesson plans
Record effectiveness of strategies
implemented.




Conference notes
Anecdotal notes
Record effectiveness of strategies
implemented.
Checklist of what she
remembers/forget
IEP Goal
Learning Experience/Skills
IN A STRUCTURED, SMALL GROUP
SETTING J WILL PARTICIPATE IN
GROUP CHATS BY ADDING A
RELEVANT COMMENT, STATEMENT,
OR QUESTION FOLLOWING AN ADULT
MODEL IN 3/5 OPPORTUNITIES AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS AND A TIMER PER
MARKING PERIOD.
J WILL INITIATE AND COMPLETE A
TEACHER SELECTED ACTIVITY, NON
PREFERRED OR FOLLOW-UP ACTIVITY
WITH NO MORE THAN 2 VERBAL
AND/OR VISUAL PROMPTS, AS
MEASURED BY TEACHER/PROVIDER
OBSERVATION ACROSS 5 DAYS,
MONTHLY.

J WILL DEMONSTRATE HIS ABILITY TO
MAINTAIN HIS ATTENTION DURING
WHOLE GROUP LESSONS FOR 5
MINUTES AS EVIDENCED BY WHOLE
BODY LISTENING AND APPROPRIATE
RESPONSES TO TEACHER/PROVIDER
QUESTIONS IN 3/5 OPPORTUNITIES
ACROSS 5 DAYS MONTHLY.








Teaching
Strategies/Accommodations
Assessment
Learn and generalize the rules of
social interaction (turn-taking,
reciprocity).
Address topic management
(preoccupation with one topic)
Repair conversation and ask for
clarification.
Ask questions






Declaritive language
Priming
Whispering in ear
Modeling conversation skills
Preferred topics of conversation
Episodic memory





Conference notes
Anecdotal notes
Video assessment
Social Club lesson plans
Record effectiveness of strategies
implemented.
Participation in non-preferred tasks
Being flexible
Being part of the group and doing
what the group is doing even if you
do not want to.






Being flexible
Expected/unexpected
First/then
Negotiating
Changing the way people feel
Being part of the group and doing
what the group is doing even if you
do not want to.
Record faces and send home to
parents regarding participation.
Give 5
Whole body listening
Priming
Preferential seating




Conference notes
Anecdotal notes
Social Club lesson plans
Record effectiveness of strategies
implemented.



Conference notes
Anecdotal notes
Record effectiveness of strategies
implemented.

Sustain attention and concentration
Response to questions




IEP Goal
A WILL INDEPENDENTLY WRITE
UTILIZING CORRECT CAPITALIZATION,
LETTER FORMATION, SIZING AND
SPACING IN 4/5 OPPORTUNITIES AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS, PER MARKING
PERIOD.
A WILL DEMONSTRATE HIS ABILITY TO
MAINTAIN HIS ATTENTION DURING
WHOLE GROUP LESSONS FOR 5
MINUTES AS EVIDENCED BY WHOLE
BODY LISTENING AND APPROPRIATE
RESPONSES TO TEACHER/PROVIDER
QUESTIONS IN 3/5 OPPORTUNITIES
ACROSS 5 DAYS MONTHLY.
IN A STRUCTURED, SMALL GROUP
SETTING A WILL PARTICIPATE IN
GROUP CHATS BY ADDING A
RELEVANT COMMENT, STATEMENT,
OR QUESTION FOLLOWING N ADULT
MODEL IN 3/5 OPPORTUNITIES AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS AND A TIMER PER
MARKING PERIOD.
A WILL DEMONSTRATE IMPROVED
OBJECT CONTROL SKILLS BY
ENGAGING IN A.P.E. GAMES THAT
INCLUDE DRIBBLING, STRIKING A BALL
WITH A BAT, IN 3/5 TRIALS USING THE
TEST OF GROSS MOTOR
DEVELOPMENT CRITERIA TO ASSESS
PROGRESS AS WELL AS TEACHER
OBSERVATION.
Learning Experience/Skills



Teaching
Strategies/Accommodations
Start sentences with a capital.
Use ending punctuation marks.
Use finger spacing












Assessment




Finger spacing
Individual chart for letter/word
writing.
Models
Prompts/reminders
Sustain attention and concentration
Use appropriate nonverbal
communication (eye gaze, facial
expression, conventional gestures)




Give 5
Whole body listening
Priming
Preferential seating



Conference notes
Anecdotal notes
Record effectiveness of strategies
implemented.
Learn and generalize the rules of
social interaction (turn-taking,
reciprocity).
Address topic management
(preoccupation with one topic)
Repair conversation and ask for
clarification.
Ask questions






Declaritive language
Priming
Whispering in ear
Modeling conversation skills
Preferred topics of conversation
Episodic memory





Conference notes
Anecdotal notes
Video assessment
Social Club lesson plans
Record effectiveness of strategies
implemented.
Improve eye-hand coordination
Develop gross motor skills.
Turn-taking with phys ed materials.
Using materials appropriately to
participate in gym.


Priming/pre-teaching
Practicing in small group and 1:1
sessions (recess).
1:1 support during phys ed when
presented with difficult task.
Self-reflection
Positive reinforcement after difficult
task.



Conference notes
Anecdotal notes
Consult APE teacher
Record effectiveness of strategies
implemented.






Writing samples
Writing name, writing during cluster
periods.
Conference notes
Anecdotal notes
IEP Goal
P WILL INDEPENDENTLY WRITE
UTILIZING CORRECT CAPITALIZATION,
LETTER FORMATION, SIZING AND
SPACING IN 4/5 OPPORTUNITIES AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS, PER MARKING
PERIOD.
P WILL TAKE A BREAK, REMAIN QUIET
AND CALM OR USE SELF REGULATION
STRATEGIES DURING A NONPREFERRED ACTIVITY OR PERCEIVED
BORING MOMENT WITH A VERBAL
PROMPT FROM A
TEACHER/PROVIDER IN 3 OUT OF 5
OPPORTUNITIES AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS
ACROSS FIVE DAYS, MONTHLY
IN A STRUCTURED, SMALL GROUP
SETTING P WILL PARTICIAPTE IN
GROUP CHATS BY ADDING A
RELEVANT COMMENT, STATEMENT,
OR QUESTION FOLLOWING AN ADULT
MODEL IN 3/5 OPPORTUNITIES AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS AND A TIMER PER
MARKING PERIOD.
P WILL DEMONSTRATE IMPROVED
OBJECT CONTROL SKILLS BY
ENGAGING IN A.P.E. GAMES THAT
INCLUDE DRIBBLING, STRIKING A BALL
WITH A BAT, IN 3/5 TRIALS USING THE
TEST OF GROSS MOTOR
DEVELOPMENT CRITERIA TO ASSESS
PROGRESS AS WELL AS TEACHER
OBSERVATION.
Learning Experience/Skills






Teaching
Strategies/Accommodations
Start sentences with a capital.
Use ending punctuation marks.
Use finger spacing


Develop self-regulation and calming
strategies
Develop choice-making skills
Develop self-reflection skills
















Assessment
Finger spacing
Individual chart for letter/word
writing.
Models
Prompts/reminders


Writing samples
Writing name, writing during cluster
periods.
Social story – what to do when upset
Reminder card- what to do when
upset
Comic strip conversations
Big/little problems
Being flexible
Expected/unexpected



Conference notes
Anecdotal notes
Social Club lesson plans
Record effectiveness of strategies
implemented.
Discussion with OT


Learn and generalize the rules of
social interaction (turn-taking,
reciprocity).
Address topic management
(preoccupation with one topic)
Repair conversation and ask for
clarification.
Ask questions






Declaritive language
Priming
Whispering in ear
Modeling conversation skills
Preferred topics of conversation
Episodic memory





Conference notes
Anecdotal notes
Video assessment
Social Club lesson plans
Record effectiveness of strategies
implemented.
Improve eye-hand coordination
Turn-taking with phys ed materials.
Using materials appropriately to
participate in gym.


Priming/pre-teaching
Practicing in small group and 1:1
sessions (recess).
1:1 support during phys ed when
presented with difficult task.
Self-reflection
Positive reinforcement after difficult
task.



Conference notes
Anecdotal notes
Consult APE teacher
Record effectiveness of strategies
implemented.




IEP Goal
Learning Experience/Skills
Teaching
Strategies/Accommodations
Assessment
M WILL DEMONSTRATE HIS ABILITY
TO MAINTAIN HIS ATTENTION
DURING WHOLE GROUP LESSONS FOR
5 MINUTES AS EVIDENCED BY WHOLE
BODY LISTENING AND APPROPRIATE
RESPONSES TO TEACHER/PROVIDER
QUESTIONS IN 3/5 OPPORTUNITIES
ACROSS 5 DAYS MONTHLY.


Sustain attention and concentration
Use appropriate nonverbal
communication (eye gaze, facial
expression, conventional gestures)





Give 5
Whole body listening
Priming
Preferential seating
Work for brainpop



Conference notes
Anecdotal notes
Record effectiveness of strategies
implemented.
M WILL KEEP HIS HANDS TO HIMSELF
AND HIS MOUTH QUIET WHILE ON
THE CARPET OR DURING GROUP
ACTIVITIES AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS
IN 4/5 OPPORTUNITIES DAILY ACROSS
FIVE DAYS.

Give 5 with focus on hands down and
mouth quiet
Develop emotional control skills
Being part of the group




Give 5- visual cue cards
Whole body listening
Priming
Preferential seating
Movement breaks
Work for brainpop
Expected/unexpected


Conference notes
Anecdotal notes
Record effectiveness of strategies
implemented.
M WILL INDEPENDENTLY WRITE
UTILIZING CORRECT CAPITALIZATION,
LETTER FORMATION, SIZING AND
SPACING IN 4/5 OPPORTUNITIES AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS, PER MARKING
PERIOD.



Start sentences with a capital.
Use ending punctuation marks.
Use finger spacing


Finger spacing
Individual chart for letter/word
writing.
Models
Prompts/reminders


Writing samples
Writing name, writing during cluster
periods.
M WILL UTILIZE CALMING
TECHNIQUES SUCH AS TAKING A
BREAK, TAKING A WALK OR
PROVIDING HIMSELF WITH
PROPREOCEPTIVE INPUT WITH THE
USE OF A VISUAL CUE IN 4/5
OPPORTUNITIES AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS
ACROSS 5 DAYS MONTHLY.

Develop self-regulation and calming
strategies
Develop choice-making skills
Develop self-reflection skills


Social story – what to do when upset
Reminder card- what to do when
upset
Comic strip conversations
Big/little problems
Being flexible
Expected/unexpected
Movement breaks



Conference notes
Anecdotal notes
Social Club lesson plans
Record effectiveness of strategies
implemented.
Discussion with OT


















IEP Goal
Learning Experience/Skills
D WILL DEMONSTRATE THE ABILITY TO
USE CORRECT LETTER FORMATION,
SPACING, AND DIRECTIONALITY WHEN
WRITING AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS IN
3/5 OPPORTUNITIES PER MARKING
PERIOD.
D WILL USE A CALM BODY WITH
APPROPRIATE BODY ORIENTATION, EYE
CONTACT, AND VOCAL VOLUME WHEN
COMMUNICATING HIS THOUGHTS OR
NEEDS TO PEERS OR ADULTS, WITH ONE
VERBAL OR VISUAL PROMPT, AS
MEASURED BY TEACHER/PROVIDER
OBSERVATIONS IN 3/5 OPPORTUNITIES
PER MARKING PERIOD.



D WILL PARTICIPATE IN A CONVERSATION
DURING STRUCTURED PLAY OR GROUP
ACTIVITY WITH 2 OR MORE EXCHANGES
BY ADDING RELATED COMMENTS,
STATEMENTS, OR QUESTIONS WHEN
TALKING TO A PARTNER OR GROUP OF
PEERS, WITHOUT ADULT PROMPTING,
WHILE REMAINING ON TOPIC, IN 3/5
OPPORTUNITIES AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS PER
MARKING PERIOD.
D WILL STATE THE TEACHING POINT AND
THE HIGHLIGHTED EXAMPLE AFTER A
MINI LESSON OR INDEPENDENT
CONFERENCE AS MEASURED BY
TEACHER/PROVIDER OBSERVATIONS IN
3/5 OPPORTUNITIES PER MARKING
PERIOD.








Teaching
Strategies/Accommodations
Start sentences with a capital.
Use ending punctuation marks.
Use finger spacing


Assessment


Writing samples
Writing name, writing during cluster
periods.


Finger spacing
Individual chart for letter/word
writing.
Models
Prompts/reminders
Use appropriate nonverbal
communication (eye gaze, facial
expression, conventional gestures,
volume, rate of speech)
Be able to begin, maintain and end a
conversation.
Check in with peer/adult.
Learn and generalize the rules of
social interaction (turn-taking,
reciprocity).
Learn and generalize the rules of
social interaction (turn-taking,
reciprocity).
Address topic management
(preoccupation with one topic)
Repair conversation and ask for
clarification.




5 point voice scale
Modeling
Verbal prompt/reminder
Working for chart to earn Brainpop





Conference notes
Anecdotal notes
Video assessment
Social Club lesson plans
Record effectiveness of strategies
implemented






Declaritive language
Priming
Whispering in ear
Modeling conversation skills
Preferred topics of conversation
Episodic memory





Conference notes
Anecdotal notes
Video assessment
Social Club lesson plans
Record effectiveness of strategies
implemented.
Use of working memory to recall
teaching point/expectations.


Priming
Reminders



Conference notes
Anecdotal notes
Record effectiveness of strategies
implemented