Tuesday, December 28, 2010

Keeping track...IEP Goals

By now you must know that I teach a preschool classroom specifically for children with special needs.  This means that all of the children in my classroom have IEP's (Individualized Education Plan) and I spend a good deal of time working with other service providers (OT, PT, SLP etc.) and the children's parents on writing IEP goals for the children. 

I have tried many different ways to track how the children are doing on their specific goals.  But, because we have multiple people working with the children throughout the day as well as multiple times we need to track each goal, we've never really hit on a PERFECT way to track goals. 

I've found that, with the children in my classroom, it is necessary to pull out the specific skills into isolated work times.  Now, for most children, this wouldn't really be necessary, but because my children struggle to work on multiple skills at once, this really is something we need to do in my classroom.  I've also found that JUST providing isolated skill work, without any connection to real life is not effective.  So, we have time set aside for one on one work on isolated skills with an adult as well as generalized typical preschool experiences.  For example, one child may be working on counting 5 objects.  We would both pull this out and work on this isolated goal one on one as well as doing multiple finger plays and flannel board activities that would emphasize counting objects.

Currently, I have come up with a pretty simple system to track who is working with what child and what each child is doing.  We have a master IEP goal work plan for who will be working with what child and on what activities. 

This is simply hanging on our bulletin board.  This way, I can grab the master list to see which child each teacher/teacher associate will be working with and what activities they will be doing.  (We do switch the activities up, but for many children we keep them very similar for quite a while...sometimes a month or more.)

Each adult then takes the goal tracking sheet for the child they are working with.  While they are working with that child, they simply mark down what the child did/didn't do.  I always work with each child individually on their goals at least once a week...generally more.  The other days, the children are working with one of my teacher associates or a service provider (PT, OT etc.)

At another time I will post the actual goal tracking sheets.  But for now, here is an example of one of our IEP goals and the schedule for adult assistance.  Anyone else out there have ideas for how to track IEP goal work?  I'd love to hear other ideas for tracking goals and/or organizing goal work!

Here is an example of an IEP goal:  By June 2011, when presented with 10 objects and asked to sort, ______ will demonstrate the ability to sort 8 out of 10 objects by object type, shape or size given 4 consecutive weekly probes.

Here is what our current IEP goal work activities look like and our rotation schedule:
Small Group Activities 9:00-9:30


MONDAY (Kristen), WEDNESDAY (Pam), FRIDAY (Michelle)
Child #1:
• 1. Goal- Sort 8/10 objects
• 2. Stack 5 blocks (Goal- follow directions- “on top”, “in front”, “behind” etc.)
• 3. Explore Braille book (Goal- find front, back, find Braille, turn page) and listen to story
• 4. Backpack practice (Goal- complete 5/6 steps- unzip, put notebook in, zip up, backpack on, coat on, find cane)
• 5. Make verbal choice to “play” (chose a toy with sound) or “write” (Braille writer)
Keep grey tray under each activity except backpack practice.




Child #2
(work 15-20 min./break/ 15-10 min. = total 30 min.)
MONDAY (Tammy), TUESDAY (Kristen), WEDNESDAY (Tammy), THURSDAY (Pam), FRIDAY (Tammy)
• 1. Make choice (eye gaze) of 1st activity from 2 switch operated toys/pictures (Goal- make choice 3/5 times presented)
• 2. Use head switch to activate toy (Goal- activate switch 3/5 times presented)
• 3. Goal- Maintain upright head posture for 10 min. (no more than 3 physical prompts)
• Break: Bounce with assistance on therapy ball- or roll on his back on ball
• 4. Peek-a-boo game or other communication game




Child #3
(work 15 min./ 5 min. break/ work 10 min = total 30 min.)
MONDAY (Michelle), TUESDAY (Michelle), WEDNESDAY (Kristen), THURSDAY (Michelle), FRIDAY (Pam)
Mon-Wed.
• 1. Make choice of 1st activity verbally or with pics. (choices- 4 piece shape sorter or matching color rings)- do other activity second.
o Shape sorter- Goal independently place 4/4 shapes (name shapes as he puts them in)
o Color matching with color rings (name colors for him)
• 2. Backpack practice- Goal complete 4/4 steps (unzip backpack, take out notebook, hand to teacher, hang up backpack)
• 3. Complete 4 piece puzzle (goal independently place 4/4 pieces)
• Break: Walk in hall
Thursday and Friday
• Th/F only: Add oral language activities (no break if possible- no color matching)


Child #4
(30 min.)
MONDAY (Pam), TUESDAY (Pam), WEDNESDAY (Michelle), THURSDAY (Kristen), FRIDAY (Kristen)
• 1. Make verbal or pic. choice of 1st two activities (puzzle or wood pieces) do second activity after first.
o a. Do puzzle (Goal- Complete 7/9 piece jigsaw puzzle)
o b. HWT wood pieces- Identify all pieces and (Goal- form first name 5/6 letters with wood pieces…work on letter “T”)
• 2. Play simple board game (work on appropriate response to turn taking, waiting, not getting own way etc.)
o Math- Goal- Understand 5/6 number concepts (all of, one, one more, big/little, none)- can be done during board game or HWT time.
 Throughout- use voice output/verbal exchanges/facial expression to interact and engage with peer.
Thursday and Friday- works with adult only.

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