One of the most important parts of our jobs is writing IEP’s. Sometimes it can be difficult to write IEP goals for some or students with multiple disabilities. I’m going to show you five examples of how I write IEP goals for a student. Here is my process for writing 5 IEP Goal for Severe-Profound Teachers.
Assessment
The first thing I do is assess a student. I use the OATECA Functional Skills Assessment to do this. I teach more about the OATECA in this blog post.
Before I had this assessment I did a teacher made assessment based on the basic skills I felt they should according to the DLM. Here’s some tips for preparing students for the DLM.
Before you assign goals, make sure to get a measure of where your student is using one of these tools. Don’t get stumped on what it may seem like they ‘can’t’ do. Instead focus on what skills they do have.
Goals and Objectives
In my state, for students with significant needs, we need to have at least two goals for math and reading, each goal has to have at least 2 objectives. A goal is what you want the student to accomplish. Objectives are the steps you take to get there. Make sure your goals are SMART. That means they need to be:
- Specific
- Measuralble
- Attainable
- Relevant
- Time Limited
Learn more about creating smart goals here!
5 IEP Goals for severe-profound/Multiple Disabilities Teachers
After I’ve determined what we need to work on with my student I’ll start thinking about what I need to make the goal accessible.
Maybe we are working on tracking:
- (Math)Annual Goal: By the next annual IEP, Sue will be able to visually track a moving object during an activity with 100% accuracy 4 out of 5 trials.
- Objective: Sue will be able to visually hold her eyes on a non-moving object during an activity with 100% accuracy 4 out of 5 trials.
- Objective: Sue will be able to visually follow an object from side to side during an activity with 100% accuracy 4 out of 5 trials.
- Objective: Sue will be able to visually track a moving object during an activity with 100% accuracy for 4 out of 5 trials.
Or we could be working on name recognition:
- (ELA) Annual Goal: When shown multiple student names, Jamal will identify his (using eye-gaze or touch) first name with 100% accuracy for 4 out of 5 trials by the next annual IEP.
- Objective: When presented two names written on name cards, Jamal will identify his name (using eye-gaze or touch) with 100% accuracy for 4 out of 5 trials
- Objective: When presented three names written on name cards, Jamal will identify his name (using eye-gaze or touch) with 100% accuracy for 4 out of 5 trials.
- Objective: Using only the letters in Jamal’s name, Jamal will match each letter (using eye-gaze or touch) with 100% accuracy for 4 out of 5 trials.
- Objective: When shown multiple student names,Jamal will identify his first name (using eye-gaze or touch) with 100% accuracy for 4 out of 5 trials.
Or word recognition:
- (ELA) Annual Goal: When presented with 15 everyday words with symbols, Iris will identify all 15 (using eye-gaze with a field of 2-4 choices) with 100% accuracy on 4 out of 5 trials by the next annual IEP.
- Objective: When presented with 10 everyday words with symbols, Iris will identify (using eye-gaze with a field of 2-3 choices) each with 100% accuracy on 4 out of 5 trials.
- Objective: When presented with 15 everyday words with symbols, Iris will identify all 15 (using eye-gaze with a field of 2-4 choices) with 100% accuracy on 4 out of 5 trials.
Or matching objects:
- (Math) Annual Goal: When given an object, Jose will match each object to object from a field of 2 with 100% accuracy for 4 out 5 trials by the next annual IEP.
- Objective: When given an object, Jose will match each object to object from a field of 1 with 100% accuracy for 4 out of 5 trials.
- Objective: When given an object, Jose will match each object to object from a field of 2 with 100% accuracy for 5 trials.
Why 100%?
Why not? We shouldn’t set goals our students can never master. But we also should set goals that are too easy either. It’s a fine line to walk. Don’t make it easy on yourself by not making rigorous goals for you students. Some people like 80% but with the severe profound I prefer to set attainable goals.
What now?
After you create goals you need to track the progress. You can do so with SSE data sheets which make it easy to input student goals and keep track of everything.
I hope you enjoyed my post with 5 IEP goals for Severe-Profound/Mutli teachers! These are just examples based on assessments given to my students. I hope you find this helpful!
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