Jul 182014
 

Two Quick Tips Before Creating IEP Goals for Written Expression:

If your child struggles at all with the handwriting component of writing, be sure to check out the IEP Goals for Writing , Keyboarding and Copying for Students with Dysgraphia or Handwriting Difficulties too.

Measurable IEP Goals for Written Expression are needed for all writing skills. Therefore, you may also want to check out:
+ “How To Teach Handwriting to A Child with Dysgraphia.” And
+ “Help Your Child Learn Grammar Without Hating It!” too.

If your child can write more easily, then he is more likely to express himself well in writing.

How To Write Measurable IEP Goals for Written Expression

Even though your child’s IEP may specify a writing program for your child,聽you may聽find it difficult to determine聽if your child is making progress with written expression, which is where great IEP Goals for written expression become necessary.

You want to KNOW if your child is making progress in his ability to write. Therefore, you will need specific, measurable goals for writing in your child’s IEP, like the ones below. Since the example IEP goals for written expression will need to be tailored to meet your child’s specific needs, I’d like to first help you learn to construct good goals. Then the examples will make more sense. 馃槈

After learning how to write great IEP goals for written expression, use the examples below to craft great goals for your child, especially if he has dysgraphia or dyslexia.

Learning to write well involves highly integrated and complex mental processes for organizing the writing in the child’s mind. Your child must hold information in his brain, recall phonemes, syllables, and sight word spellings for writing. Then he has to use motor planning skills to get ideas into written form. At various stages of writing skill development, your child will need goals for each writing skill.

Your child may also have a lot difficulty with handwriting. Writing by hand might not enable him to express him at the same level of complexity at which he thinks. In such cases, it may be better to set goals for writing that include keyboarding, dictation to a scribe, or the use of dictation software.

In trying to help you understand how to write good, measurable goals, I have included sample IEP Goals for written expression below. There are goals for different skills used in writing.

For your child, you would want to write goals that are similarly worded. However, you’ll want to modify them so they are based upon your child’s current skill level.

To make good IEP Goals for written expression for your child, use the goals below as templates. You can add new goals like them or modify these goals in order to create great goals for your child’s IEP.

Examples of MEASURABLE IEP Goals for Written Expression:

For each writng assignment, [Child’s name] will independently create a keyword outline with a main topic and three supporting points as a basis for his essay.


For each essay assignment, [Child’s name] will use the keyword outline process to produce a written composition which contains paragraphs of at least three sentences each, an introduction, conclusion, and at least three supporting points in three different body paragraphs. [Child’s name] will demonstrate this ability in all content areas and all settings.

For each essay assignment, [Child’s name] will independently develop his ideas fully and will write passages that contain well developed main ideas. [Child’s name] will give at least 3 details in each paragraph. [Child’s name] will demonstrate this ability in all content areas and all settings for all written essays.

When assigned essays, [Child’s name] will independently develop his ideas, he will create five-paragraph essays with proper essay structure using Dragon Naturally Speaking software to dictate his ideas to the computer. [Child’s name] will demonstrate the ability to use Dragon Naturally Speaking to dictate essays in all class subjects.

Given general curriculum writing assignments, [Child’s name] will edit his writing for spelling, punctuation, and grammar errors. [Child’s name] will have fewer than 2 overlooked errors per 250 words, without assistance. [Child’s name] will demonstrate this ability across all settings.

If your child is struggling with writing, you’ll need to consider writing goals for all of the skills into your child’s IEP Goals for written expression.

IEP Goals for Writing

Keep in mind, when writing, your child must hold information in his head, then process it in his working memory. Your child must use fine motor skills and good executive planning to get his ideas into written form. Thus, you’ll want to consider all of these necessary skills when creating IEP goals for written expression for your child.

Don’t forget to check out the IEP Goals for Writing, Keyboarding and Copying for Students with Dysgraphia or Handwriting Difficulties too. Keyboarding and handwriting are critical as written expression skills as well.

You may ALSO want to check out Assistive Technology for kids with dysgraphia or writing difficulties. Including the use of assistive technology in your IEP goals for written expression will set your child up for better long-term success.

Check related IEP Goals :

Executive Functioning IEP Goals for Organization Skills and ADHD
IEP Goals for Reading
IEP Goals for Spelling
IEP Goals for Copying

backward in iep training iep goals for written expressionIEP Goals for written expression forward in iep training


Apr 042014
 

Make SURE your child makes progress in reading with great IEP goals for reading fluency and reading decoding. Learn How:

Great goals will let YOU聽know聽if your child is making adequate yearly progress in reading. You’ll know if your child needs better, more, or different reading services if he’s not making progress. (You won’t have to rely on your school’s progress reporting or wonder if聽their reporting is accurate). 馃槈

IEP goals for reading

Having well written IEP goals for reading will give you聽the information you need to KNOW聽if your child聽is making adequate yearly progress. 聽There are example IEP Goals for Reading listed below the information about how to write great goals. 聽You can jump forward if you’d like, but I’d highly recommend understanding how to write GREAT, measurable goals for your child by following the guidelines below.

To make sure your child is getting the right kind reading instruction, you may want to check out information to help you understand exactly what kinds of help your child needs. You can learn more about options for reading programs and procedures at:

Arming this info will help you insure your child’s education and IEP are on the right track. The resources above will provide you with more clarity regarding the types of programs and goals your child should have. 馃槈

Follow these three steps to write great IEP goals for reading:

Step 1) Pick the Reading Tasks Your Child Needs to Master:

Learning to read well requires your child to master several skills including phonemic awareness, decoding simple words, decoding multisyllable words, learning sight words that don鈥檛 follow phonemic conventions, reading fluency, and reading comprehension.

Which of these skills does your child need to master?

  • Phonemic Awareness
  • Sight Words
  • Reading Decoding
  • Reading Fluency
  • Reading Comprehension
  • Vocabulary

For each area your child needs to master, writing an IEP goal for reading or two is recommended.

Step 2) Pick a Data-driven Means of Measuring Progress:

Reading achievement can be measured by any number of standardized tests or through informal assessment. The goals should be objective (data driven) rather than subjective (based upon observation).

To truly know if your child is making progress in reading, you must use a measurable, data driven means for tracking your child’s progress. Any objective assessment can be used and standardized tests can be among the most reliable of measures.

For example, if your child currently scores a 3.0 Grade Equivalent on the Wechsler Individual Achievement Test (WIAT) “Word Reading” subtest, then a data driven goal would be to increase his score to a 4.0 Grade Equivalent. That would be one grade level’s worth of reading progress for one year of schooling.

You would not want a goal that says, ” will improve in reading.” This is not a data driven goal, and it is highly subject to the observer’s opinion about whether improvement has actually occurred or not. Often, the school will claim there has been progress, but the parents see no observable progress.

Once you’ve picked verifiable, data-driven measures for your child’s IEP goals for reading, choose a reasonable amount of progress for your child. Generally speaking, you’d like your child to make at least one year of academic progress per academic year. If your child’s IEP goals for reading are less than one year of progress per school year, then your child will fall further behind academically.

Step 3) You’ll Want To State Your Child’s IEP goals for reading as a Positive Accomplishment:

State what your child WILL achieve in definitive, progress-based terms. State a goal similarly to this:

alternative for reading fluency goals for iep

“<Your child’s name> will achieve a <specific grade equivalent> on the <name of test and subtest>.”

You can see examples of specific, measurable IEP goals for reading and reading fluency goals for iep creation below.

To Learn more about requirements for the IEP Goals and Objectives section of IEPs, visit the IEP Goals and Objectives section of the Learning Abled Kids’ Free IEP Tutorial.

More Information..

It’s ESSENTIAL for you to KNOW whether your child is making good progress in reading, or your child may drift further behind classmates year-after-year until it’s virtually impossible to catch up. You absolutely MUST have a proven reading program with specific, measurable IEP goals for reading to insure your child actually learns to read proficiently.

Examples of MEASURABLE聽IEP聽Goals for Reading Fluency:

Given standard 5th grade curriculum for reading aloud, [Child’s name] will increase his fluency rate to 120 words per minute while maintaining 97% accuracy (fewer than 3 errors per 100 words) in all settings, and will retain the ability to give comprehension details regarding main idea, conclusion, inferences, characters, plot, and passage details.

Given 5th grade words and phrases, [Child’s name] will accurately read, and re-read, and will increase his fluency rate from 60 words per minute to 100 words per minute when reading in all settings.

Given multiple readings of continuous 5th grade text, [Child’s name] will accurately read passages with expression in all settings increasing his fluency rate from:
路 60 words per minute to 80 words per minute by October
路 80 words per minute to 100 words per minute by February
路 100 words per minute to 120 words per minute in all settings

Given 20 unfamiliar words of 3 or more syllables, [Child’s name] will correctly segment at least 19 of the 20 words into syllables by drawing slashes to divide the words and will demonstrate ability in all settings.

Given 20 unfamiliar words of 3 or more syllables, [Child’s name] will correctly read 19 out of 20 words on the first attempt and will demonstrate this ability in all settings.

[Child’s name] will fluently and accurately read the first 1200 Sitton (AKS) frequently used words with fewer than 3 errors per 100 words in all settings at a rate of:
路 70 words per minute by October
路 90 words per minute by February
路 110 words per minute by May

Given unfamiliar fifth grade reading material, [Child’s name] will fluently and accurately read with fewer than 3 errors per 100 words at a rate of:
路 90 words per minute by November
路 100 words per minute by February
路 110 words per minute by March

Given unfamiliar fifth grade reading passages of 300 or more words, [Child’s name] will fluently read 100 words per minute in all settings and will accurately state the passage鈥檚:
路 main idea
路 conclusions
路 inferences
路 10 or more passage details in sequence

You may ALSO want to check out Assistive Technology for kids with dyslexia or reading difficulties. Including the use of assistive technology in your IEP Goals for reading will set your child up for better long-term success.

Step:4 Check related IEP Goals:

Executive Functioning IEP Goals for Organization Skills and ADHD
IEP Goals for Spelling
IEP Goals for Written Expression
IEP Goals for Copying

backward in iep training IEP Goals for Reading forward in iep training
Aug 042013
 

Specific, measurable, IEP Goals for Writing , keyboarding and copying with Example IEP Goals For Your Child

In addition to grabbing the example IEP Goals for Writing聽for copying and keyboarding below, you may want to check out the聽How-to Teach Handwriting to a Child with Dysgraphia, including Curriculum suggestions聽page. It will give you a deeper understanding of how handwriting difficulties are best addressed.

For a child with dysgraphia, learning to write by hand often requires a period of “copying” to master letter formation and placement. Copying texts eliminates the massive brain processes required to think of what to write, hold it in mind and get it onto paper. It’s a lot easier to copy. It separates a lot of the memory-based processes from the physical act of writing.

When copying, your child can focus solely on the process of handwriting itself. That means including copying skills in the IEP Goals for Writing聽for any child with dysgraphia or handwriting difficulties is important. This is true whether the child is learning to write by hand or learning to use a keyboard.

If your child has handwriting or written expression difficulties, you can use the example IEP goals for writing below as references.聽 Use the main concept and measure-ability of the goal samples to create goals that match your child’s current needs.

Here are some example, MEASURABLE IEP Goals for Writing ,聽for Keyboarding and Copying:

Given typical 5th grade written text, [Child’s name] will copy texts using a Typing Program or word processor with speed tracking capability at 60 characters per minute with fewer than 2 keystroke errors per 100 characters typed.聽Successful completion on 10 consecutive tries is required for this goal to be mastered.

Using the characters on the keyboard home row, [Child’s name] will use touch-typing skills (not looking at the keyboard or his fingers) to copy strings of home row characters a, s, d, f, g, h, j, k, l. [Child’s name] will type at 50 c.p.m. with 95% accuracy.聽Successful completion on 10 consecutive tries is required for this goal to be mastered.

[Child’s name] will utilize correct finger placement, and without looking at his hands or the keys, [Child’s name] will touch type all letters of the alphabet in order with no errors. [Child’s name] will demonstrate this ability across all settings.聽[Child’s name] will demonstrate successful completion on 10 consecutive tries聽for this goal to be mastered.

Using the Type To Learn program (or any other similar software), [Child’s name] will type copied words with 95% accuracy in all settings at a rate of:
路 30 characters per minute (c.p.m.) by November
路 40 characters per minute (c.p.m.) by February
路 50 characters per minute (c.p.m.) by March

Given typical 5th grade expressive writing assignments, [Child’s name] will directly type his thoughts into a typing program / word processor at 60 characters per minute while maintaining readability.

ANNUAL GOAL: Given classroom copying tasks from any media, [Child’s name] will accurately copy 60 characters per minute from the blackboard or a textbook. [Child’s name] will maintain a 97% accuracy (fewer than 3 copying errors per 100 characters). [Child’s name] will demonstrate this skill across all settings.

Given near-point copying tasks, [Child’s name] will accurately copy with fewer than 3 copying errors per 100 characters copied:



路 30 characters per minute by October.
路 40 characters per minute by January.
路 50 characters per minute by March.
路 60 characters per minute by May.

Given far-point copying tasks, [Child’s name] will accurately copy with fewer than 3 copying errors per 100 characters copied:
路 30 characters per minute by October.
路 40 characters per minute by January.
路 50 characters per minute by March.
路 60 characters per minute by May.

Given new information in content areas, [Child’s name] will accurately use graphic organizers and templates to record information for far-point copying (vocabulary and organizers will be provided prior to copy task).

While monitoring for progress is not the same as actually teaching a child how to copy or keyboard, the practice can be closely monitored for meaningful progress.

These IEP Goals for Writing聽are聽rather precise because correct copying and keyboarding is something that can be precisely measured. The skills can be easily monitored for meaningful progress.聽Therefore, precise IEP Goals for Writing ,聽for keyboarding and copying allow everyone to monitor a child’s progress.

You may ALSO want to check out Assistive Technology for kids with dysgraphia or handwriting difficulties. Including the use of assistive technology in your IEP Goals for writing will set your child up for better long-term success.

Check related IEP Goals :

Executive Functioning IEP Goals for Organization Skills and ADHD
IEP Goals for Reading
IEP Goals for Spelling
IEP Goals for Written Expression

backward in iep training IEP Goals for Writing forward in iep training


Aug 042013
 

You Can Improve your child’s academic performance with Executive Functioning IEP Goals

When writing Executive Functioning IEP Goals, you’ll want to pay close attention to the measurability of each goal. If your child’s organization goals are NOT measurable, how will you know if your child is making any progress?

By working to craft measurable goals, you and your child’s school will KNOW if your child is improving in his organization skills. If you have measurable goals, you will be able to adjust the goals as your child becomes more organized. Your child will become more organized if he’s progressing with his measurable goals.

Consider Executive Functioning IEP Goals for Organization to help your child learn to:

– keep track of homework papers.
–聽keep track of assignment due dates.
– remember to turn in assignments and homework.
– remember to bring needed books home (or back to school).
– develop organizational skills that he can use to manage his daily life.

You can use the example Executive Functioning IEP Goals for organization聽listed below as a guide for developing good goals for your child. Remember, Executive Functioning IEP Goals need to be measurable so you will KNOW if your child’s skills are actually improving.

Examples of MEASURABLE Executive Functioning IEP Goals for Organization:

The Executive Functioning IEP Goals listed below are “just” goals. They will need to be changed to fit your child’s needs.

This first IEP Goal for Organization assumes your school (or you) will use a brain-training or cognitive enhancement program to build up your child’s cognitive processes. These skills affect organizational abilities in children who have ADHD or Executive Function deficits. If your child is being provided a cognitive enhancement program, these goals can be set to track your child’s progress:
[Your Child鈥檚聽name] will improve in at least two of the following executive functioning indicators over this聽school year:

  • WISC III Distractibility Index – Target Score = 100 – (currently 87).
  • WISC III Processing Speed – Target Score = 100聽– (currently 88).
  • WISC III Digit Span – Target Stanine score = 10 – (currently 7).
  • WISC III Coding – Target Stanine score = 10聽– (currently 7).


NOTE: Each of the skills must be tracked so you will know whether your child is meeting the Executive Functioning IEP Goals for Organization that you’ve set. Schools often set goals, but don’t ACTUALLY track them.聽 They’ll tell you your child is making progress at the next IEP meeting. You should be able to say, “Show me the data.” And they should have some.

[Your Child鈥檚聽Name] will self-initiate editing activities to correct spelling, punctuation, capitalization and grammar on all typical classroom assignments in all settings .
7 out of 10 times by November.
8 out of 10 times by January.
9 out of 10 times by March.

[Your Child鈥檚聽Name] will self-edit his work to correct spelling, punctuation, capitalization and grammar on all typical classroom assignments in all settings to eliminate all errors from his work .
7 out of 10 times by November.
8 out of 10 times by January.
9 out of 10 times by March.

[Your Child鈥檚 Name] will develop the ability to attend to individual tasks. [Your Child鈥檚 Name] will improve processing speed through the use of timers and cuing utilized with the entire class in the general classroom.

[Your Child鈥檚聽Name] will improve聽organization skills for classroom work and homework through specific, repetitive instruction. [Your Child鈥檚 Name] will use:
路 personal daily checklist.
路 binder / notebook with labeled sections for each subject.
路 homework folder with pocket dividers inserted in main binder / notebook.

[Your Child鈥檚聽Name] will successfully complete 12 or more weeks of a proven cognitive enhancement program. The program will address deficits in processing speed, short-term working memory, attention to detail, monitoring, sequencing and organization skills. [Your Child鈥檚聽Name] will receive instruction for at least 1 hour per day, every week day.

Since you and I don’t have a huge database of Executive Functioning IEP Goals to use, like a lot of schools do, you may want to get one of the following IEP Goal Books on Amazon. These books will provide you with additional goals to choose from, although the goals cover a many skills:

Without an huge database of Executive Functioning IEP Goals to choose from, like a lot of school systems have, you’d be wise to also聽arm yourself with the knowledge of how to write organizational goals. You want to be able to write goals聽that will meet your child’s individualized needs. So,聽check out the section about how to WRITE聽specific, measurable IEP Goals for Organization Skills in Part II of this lesson.

Two notes about development of Executive Functioning IEP Goals:

Your child needs direct instruction in organization both at home and at school in order to learn how to organize his school work. Your child’s IEP can contain Executive Functioning IEP Goals that are used both at聽home and at school.

Also when considering Executive Functioning IEP Goals, you may also聽find the pages for ADHD and Executive Functioning helpful. These are the two learning disabilities that cause many聽organizational problems. 聽Understanding these disabilities can help you come up with good plans for helping your child. 馃槈

Learn how to write聽MEASURABLE IEP GOALS like the samples above聽by reading the additional information in Part II to fully educate yourself about your child’s educational needs.

You may ALSO want to check out Assistive Technology for kids with Executive Functioning Disorder. Including the use of assistive technology in your Executive Functioning IEP Goals will set your child up for better long-term success.

Check related IEP Goals :

IEP Goals for Reading
IEP Goals for Spelling
IEP Goals for Written Expression
IEP Goals for Copying

backward in iep training IEP Goals for Organization forward in iep training