IEP Goals, Specially Designed Instruction, and Data Collection Plans
In the preschool environment and during one-one instruction, the student will
match/name 5 colors (red, blue, green, yellow, and orange) 4/5 times during 5
consecutive sessions.
The student will be taught one color until she can successfully name that color
consistently. Once she is able to name one color, another color will be introduced.
The student will use color related file folders and other preferred activities to learn
colors. The student will also use sorting bins made up of small toys that have a
color theme. The student’s mother will be informed about which color she is
learning. It is important to practice this skill at home while watching television,
eating meals, dressing, and other daily activities. The educator will measure this
goal. The goal will be measured by listening to the student name colors when
asked. Data will be collected during each session. When the student is able to
name all 5 colors correctly during four out of five trials for five consecutive data
collection days, she will have mastered this goal. Weekly verification forms and
quarterly progress reports will be sent home.
In the preschool environment and during one-one instruction, the student will be
able to count up to ten objects using one-to-one correspondence 4/5 times during 5
consecutive sessions. LM 1.2
In the preschool environment and during one-one instruction, the student will rote
count from 1 to 10 4/5 times during 5 consecutive sessions. LM 1.1
Adult modeling, positive reinforcement, toys and other high motivational activities
will be provided and faded as independence increase. At home, The student’s
family can practice this skill by helping with household chores (counting socks,
towels, or other clothing items), setting the table for a specific number of people,
counting stairs, and other counting activities in the home. Familiar poems or songs
that assist learning rote counting could also be used. (For ex. 1,2,3,4,5 Once I
caught a fish alive...) The student’s ability to rote count to ten will be measured by
the educator during data collection days by listening to the student count. When
The student is able to rote count correctly from 1 to 10 for four out of five trials
during five consecutive data collection days, she will have mastered this goal.
Weekly verification forms and quarterly progress reports will be sent home.
In the preschool environment and during one-one instruction, the student will
discriminate by pointing to the object that is different in sets of four objects 3/4
times on 5 consecutive sessions. LM 2.1
During classroom activities the following strategies will be used: - adult and peer
modeling - positive reinforcement - use of high motivation materials and activities
to encourage engagement - physical, verbal, and visual supports/cues during
acquisition phase of skills - fading of supports and cues as the student gains
proficiency. At first, tangible objects will be used to teach the skill. After he is
able to discriminate with tangible objects, he will be given pictures. After pictures,
he will be asked to discriminate with shapes. When the student is able to
discriminate shapes, he will be asked to discriminate letters and words. All
members responsible for implementing the IEP will be given a hard copy. This
goal will be measured by the special educator. The special educator will observe
Austin when discriminating. When the student is able to discriminate which shape,
letter, or word is different out of four shapes, letters, or words, for three out of four
trials during five consecutive data collection days. Progress reports will be given
to the family quarterly.
In the preschool environment and during one-one instruction, Scotty will draw a
recognizable person with at least 8 body parts on 3/4 trials during 5/5 data
collection days. PH 2.4
Examples will be provided to the student so that he is aware of a what a recognizable
person looks like. He will be taught how to draw the parts of a person by learning one
part at a time. Mat Man will be used to help teach this skill and a person part puzzle will
be used to help the student visualize the parts that need to be included in drawing a
complete person. Highly motivational materials (such as dry erase paper and markers)
will be used to increase participation. The family will be given several worksheets to
assist the student in drawing a person at home.
The goal will be measured by the special educator when observing the student draw a
recognizable person with at least 8 body parts during data collection days. When the
student is able to draw a person that is recognizable to several adults, and includes at least
8 different body parts during three out of four trials during five consecutive data
collection days, he will have mastered the goal. Weekly verification forms and quarterly
progress reports will be given to the family.
In the preschool environment, the student will copy horizontal lines, vertical lines,
circles, squares, and triangles holding the writing utensil with a mature grip during
4/5 trials for 5 consecutive data collection days. PH. 2.3, 2.4
The student will be given one demonstration and verbal prompts while completing
this goal. Verbal, visual, and physical prompts will be provided and faded as
independence increases. The student will be given tracing papers and other
worksheets that provide examples of lines and shapes. Motivational materials
(such as dry erase markers and paper) will be provided to encourage The student’s
participation. This goal will be measured by the educator. The educator will
observe The student drawing lines and shapes during data collection days. When
The student is able to draw a vertical line 4/5 trials, then the team will move on to
horizontal lines. When The student is able to draw vertical lines, horizontal lines,
squares, and triangles all with holding the pencil with a mature grasp, 4/5 trials
during 5 consecutive data collection days, she will have mastered this goal.
Weekly verification forms and quarterly progress reports will be sent home.
In the preschool environment and at home, the student will put on his socks, shoes,
and a pull over garment independently in 3/4 trials on 5/5 data collection days. PS.
4.3
Adult and peer modeling - positive reinforcement - use of high motivation
materials and activities to encourage engagement - physical, verbal, and visual
supports/cues during acquisition phase of skills - fading of supports and cues as
the student gains proficiency. Adults that assist the student in dressing tasks will
use backward chaining to teach dressing skills. An adult will assist the student
with his socks to a particular step and then require the student to complete the task
so that he is successful. The adult will provide less help during each trial until
independence occurs. The student’s parents are encouraged to provide him with
enough time to be responsible for putting on his shirt, shoes, and socks. The
family is also encouraged to use desired errands/trips as reinforcement for
correctly putting on shoes and socks. For instance, "If you put your shoes and
socks on, I will take you to the playground." This goal will be measured by each
adult that assists the student in dressing. It will be measured by observing him as
he puts on his shirt, socks, and shoes, and determining if the three are on correctly.
When the student can independently put on his shirt, socks, and shoes during 3/4
trials for 5 consecutive data collection days, he will have mastered this goal.
In the preschool environment, the student will play cooperatively with two or three
peers for at least 3 minutes, including sharing, taking turns, and interacting 3/4
times for 5 consecutive sessions. PS 3.2 3.3 3.7 3.9 3.10
During classroom activities the following strategies will be used: - adult and peer
modeling - positive reinforcement - use of high motivation materials and activities
to encourage engagement - physical, verbal, and visual supports/cues during
acquisition phase of skills - fading of supports and cues as the student gains
proficiency. Use of a timer when sharing a toy can be used to increase sharing
willingly and taking turn skills. The student’s progress on this goal will be
measured by direct observation from the classroom teachers and from the special
educator. When The student is able to play, share, interact, and take turns with a
group of peers for 10 minutes during 3/4 trials for 5 consecutive data collection
days, she will have mastered this goal. Verification forms will be sent home
weekly and progress reports will be sent home quarterly.
In the preschool environment, the student will follow the rules and routines of the
classroom 4/6 school days. PS 2.4
Physical prompts (such as being held, directed by holding his hand, hand-overhand guidance, physical assistance for sitting) Visual prompts (such as a picture
schedule and a picture communication system) Verbal prompts will all be used to
assist the student in following the rules and routines of the classroom. These
prompts will be faded when the student begins to follow the rules and routines of
the classroom independently. Trial use of adaptive equipment to assist him in
attending to task and staying with the group during instruction ( example:
weighted vest, lap pad, rifton chair). This goal will be measured by the classroom
teacher. This goal will be measured by observing the student and intervening with
prompts when needed. The prompts will also be included in the data collection.
When the student is able to follow the rules and routines of the classroom for 4/5
days with no prompts, he will have mastered this goal. Weekly reports and
quarterly progress reports will be sent home.
In the preschool environment and during one-one instruction, the student will
identify her first and last name when prompted 4/5 times during 5 consecutive
sessions. RL 1.6
The following strategies will be used: -adult modeling- positive reinforcement- use
of high motivation materials and activities to encourage engagement- physical,
verbal, and visual supports/cues during acquisition phase of skills- fading supports
and cues as the student gains proficiency. The family and educators will only
focus on the student’s first name. When the student is able to respond with her first
name, then the family and educators will teach and practice her last name. The
student’s ability to respond with her first and last name when asked will be
measured by any adult that poses the question "What is your name?" When The
student states her first name 4/5 times after the question is asked during 5
consecutive data collection days, she will have mastered her first name and the
team will move on to her last name. When The student is able to respond with her
full name 4/5 times after the question is asked during 5 consecutive data collection
days, she will have mastered the goal. Weekly verification forms and quarterly
progress reports will be sent home.