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"What three or four things that she doesn't do now would we most like for Patricia to be able to do or to do better by the end of the year?

 

"What three of four things that Jeff does now would we like for him not to do by the end of the year?"

"What would I like Cory to do by the end of the year?"


Every goal must answer the following 6 questions:

* By when?
* Given what?
* Who (child's name)?
* Does what?
* How much?
* How it will be measured?

You can mix and match the 6 questions in any order as long as they are all present

By when: By March 17, 2012
Given what: When given four flash cards with letters on them
Who: Johnny
Does what: Will pick the appropriate card when asked "show me the letter ___"
How much: With 80% accuracy on five consecutive trials
How it will be measured: as measured by teacher data.

Given what: When given four flash cards with letters on them
Who: Johnny Does what: will pick the appropriate card when asked “show me the letter___”
By when: by March 17, 2012
How much: With 80% accuracy on five consecutive trials
How will it be measured: as measured by teacher data.


Behaviour, Emotional and Social Development Needs
IEP targets for Behaviour, Emotional and Social Development Needs


To enter classrooms quietly and be ready for the teacher to take the register and introduce the lesson.

To behave correctly during registration.

To be ready for the start of the lesson with all book and equipment on the desk.

{name} should remain in his seat during lessons.

To sit in his correct place in class

To not disrupt the class during lessons.

To refrain from talking with peers during tasks.

To sit still in seat whenever teacher is addressing class.

To not shout out in class.

To pay attention during class / group discussions.

To wait his turn when participating in group tasks and discussions

To not interrupt the teacher.

To look at the teacher when instructions are given or the class is spoken to.

To start tasks quickly and maintain focus during completion.

To not leave the classroom unless given permission.

To follow instructions in a prompt and sensible manner.

To pack away and leave the classroom in a sensible manner.

To participate more routinely in class discussions.

To wait his turn during question and answer sessions.

To show sensitivity when dealing with peers.

To act in an age appropriate manner.

To improve listening skills.

To remain in class.

To manage his temper.

To remain in his seat.

To manage transition activities successfully.

To sustain attention in class.

To reduce time off task.

To exercise greater self control.

To settle efficiently at the beginning of the session.

To remain on task (written).

To reduce verbal outbursts.

To reduce incidences of defiant / oppositional behaviour.

To improve organisational skills.

To be able to accept praise.

To show pride in own achievements.

To refer to self in positive terms.

To respect the property of others.

To accept criticism.

To manage emotional outbursts.

To persevere with task set.

To work towards set goals.

To resolve differences with others.

Arrive in school on time.

Bring correct books and equipment.

Speak respectfully to members of staff.

Walk on the left-hand side of corridors and stairs.

Complete all set tasks.

Complete homework tasks.

Bring a reading book to school every day.

Follow classroom rules.

Line up outside classroom quietly.

Enter classroom quietly.

Sit in allocated seat without argument.

Place planner, books and equipment on desk.

Sit quietly while register is taken.

Read in silence when requested.

Ask permission to speak.

Talk about relevant issues only.

Follow positive behaviour policy.

Ask to see the Behaviour Support Teacher when necessary.

Attend Behaviour Support Teacher appointments made for you.

Ask to see the School Counsellor when necessary.

Discuss issues with your Learning Coach.

Discuss issues with your Form Tutor.

Discuss issues with your Head of Year.

Use a behaviour monitoring sheet when advised.

Use a positive behaviour monitoring sheet when advised.

Use an attendance/punctuality monitoring sheet.

Set a personal target at the start of every lesson.

Remind yourself of any targets set at the start of the lesson.

Identify triggers for negative behaviour.

Take responsibility for your own behaviour.

Be proud of when you display positive behaviour.

Ask to use stress ball/alternative if necessary.

Ask to use doodle pad if necessary.

Ask to be moved if other pupils distract you.

Ask for help with organization from Learning Support Assistant.

Ask your Learning Support Assistant to help you record homework tasks.

Cross off homework when you’ve completed it.

Pack your school bag each evening.

Carry spare pens/pencils etc.

Put all important worksheets/papers in a wallet file.

Establish a routine on school evenings.

Ask your parents/guardians to test you when revising.

Ask for help from a Learning Coach.

Leave spare PE kit in school.

Allow enough time for breakfast before coming to school.

To accept that everyone is different.

To accept that we need to be polite to everyone even if we disagree with them.

To try to understand what makes people behave in certain ways.

To try to determine the likely consequences of one’s actions .

To think before speaking.

To use acceptable tone of voice when speaking to others.

To use appropriate facial expressions when talking to others.

To listen to others speaking and interact with them appropriately.

To avoid using inappropriate language in school.

To avoid name calling.

To report any incidents of unpleasant behaviour or name calling.

To distance oneself from any unpleasant or inappropriate behaviour by others.

To observe others’ social use of language.

To initiate a conversation.

To contribute to a conversation.

To take an interest in others’ interests and conversations.

To report any incident to a member of staff if an injustice is perceived.

To understand that teasing can develop into bullying quickly.

To avoid touching others inappropriately or if they dislike being touched.

To avoid taking other pupils’ belongings without their permission.

To offer to lend your equipment when necessary.

To report any pressure to give something to another pupil if this is unacceptable to you.

To meet behaviour expectations of class teacher.

To work with peers calmly.

To use the library/club facilities/IT suite during free time.

To join clubs as a way of meeting other pupils and building friendships.

To offer to help at a club or in the library.

To stay away from pupils who may  have a negative influence on you.

To discuss any problem with the class seating plan with your teacher/Learning Support Assistant.

To remember that your behaviour outside school reflects on you, your family and your school.

To complete a daily behaviour monitoring report.

To complete a daily positive behaviour report.

To complete an daily attendance/punctuality report .


 

Cognition and Learning
IEP targets for cognition and learning needs :


To complete written classwork within a negotiated time period.

To refer to self in positive terms.

To engage more actively in group work.

To improve short term memory.

To improve working memory.

To maintain / improve self esteem.

To improve organisational skills.

To stay motivated.

To improve self supported study skills.

To improve sequencing skills.

To improve presentation skills.

To maintain / improve confidence levels.

To improve handwriting (speed).

To improve handwriting (formation).

To improve short term visual memory.

To improve short term verbal memory.

To improve / maintain correct letter formation when writing.

To improve concentration.

To improve personal organisation skills.

To improve social skills.

To complete written tasks within a negotiated time.

To maintain legibility of handwriting.

To participate as part of a group.

To adapt positively to new situations.

To manage handing a range of equipment.

To develop instant recognition of high frequency words.

To develop a good sight vocabulary of irregularly spelled words.

To  develop word attack skills.

To develop sound grapheme/phoneme correspondence.

To be able to recite/sing the alphabet.

To distinguish between vowels and consonants.

To read initial consonant in words.

To read final consonant in words.

To be able to read words with initial two letter consonant blends.

To be able to read words with final two letter consonant blends.

To be able to read words with three letter initial consonant blends.

To be able to read the consonant digraphs.

To know that ch can sound as ‘k’ in some words.

To know that gh can sound as ‘f’ in words.

To know that ph sounds as ‘f’ in words.

To develop strategies for differentiating between b and d when reading.

To develop strategies for differentiating between p and  q when reading.

To know the lfs doubling  rule.

To know that some letters are silent.

To know short vowel sounds.

To know long vowel sounds.

To read the following vowel digraphs.

To spell the following vowel digraphs.

To be able to read words ending with silent e.

To be able to spell words ending with silent e.

To be able to read words containing ‘ar’.

To be able to read words containing ‘or’.

To be able to read words containing ‘er’.

To be able to read words when ‘ear’ says ‘er’.

To know the ‘o’saying ‘u’ rule.

To know that ‘w’ before ‘a’ says ‘wo’.

To know that ‘w’ before ‘ar’ says ‘or’.

To know that ‘w’ before ‘or’ says ‘wer’.

To know that sometimes ‘o’ says ‘u’.

To know the rule about ‘d’ before ‘g’(dge).

To know the rule about ‘t’ before ‘ch’(tch).

To know the group of words ending  ‘ind’.

To know the group of words ending  ‘ild’.

To know the group of words ending  ‘old’.

To know the group of words ending  ‘ost’.

To be able to recognise how many syllables there are in a word.

To recognise that each syllable must have at least one vowel.

To be able to segment polysyllabic words when reading.

To be able to segment polysyllabic words when spelling.

To use contextual clues when reading.

To attempt to sound the first three letters in a word.

To be able to track letters.

To be able to track words.

To be able to read the following suffixes.

To be able to spell the follwing suffixes.

To be able to read the following prefixes.

To be able to spell the following prefixes.

To know the adding a suffix beginning with a vowel rule.

To know the doubling rule .

To know the dropping ‘e’ rule when reading.

To know the dropping e rule when spelling.

To know the soft c rule when reading.

To know the soft g rule when reading.

To know words beginning with’ ‘j’.

To know words beginning with ‘k’.

To  know the rules about plurals.

To know the following homophones.

To take an interest in written text.

To use the school library regularly.

To know and use the different sections of the school library.

To ask the librarian for help when choosing appropriate reading books.

To read aloud to an adult every day.

To read at home for 5 minutes every day.

To have a reading book in his/her school bag every day.

To read  5 sentences independently.

To read 5 sentences with understanding.

To read 5 paragraphs with understanding.

To read 5 pages with understanding.

To ask for help when you don’t understand a word.

To recognise when tracking errors in reading result in lack of meaning.

To recognise when punctuation errors result in loss of meaning.

To read a short story in 5 days.

To be able to describe a simple story.

To understand the main points in a story.

To describe the main characters in a story.

To take part in a discussion about a novel.

To give an opinion about a novel.

To use adjectives to describe a scene in a novel.

To write a review of a novel.

To understand deduction.

To understand inference.

To understand idioms.

To understand similes.


 

Communication and Interaction
IEP targets for Communication and Interaction :


To manage hyper/hypo sensitivity to light.

To manage hyper/ hypo sensitivity to touch.

To manage hyper/hypo sensitivity to taste.

To manage hyper/ hypo sensitivity to smell.

To make / maintain eye contact.

To use polite sentences eg thank you, please.

To respond when called.

To ask for help.

To address low self esteem.

To wait for a pause in conversation before attempting to gain attention.

To follow simple commands.

To engage with the starter.

To compliment appropriately.

To greet others / respond to a greeting.

To manage obsession.

To cope with changes to routine.

To work collaboratively.

To be aware of others physical space.

To mange homework / course work demands.

To modify behaviour.

To improve independent skills.

To recognise emotions.

To speak clearly without mumbling.

To speak at an appropriate volume.

To look at the listener/audience when speaking.

To maintain eye contact with the listener whilst speaking.

To alter the intonation of your voice when speaking.

To speak in a formal way when appropriate.

To be polite when speaking to an adult.

To be respectful when speaking to others.

To plan what you will say before starting to converse.

To state your point clearly.

To give your opinion when asked.

To follow the programme as advised by  SALT.

To practise at home as advised by SALT.

To wait for your turn to speak.

To ask for permission to speak.

To contribute to a paired discussion.

To contribute to a group discussion.

To contribute to a class discussion.

Show that you are listening by giving the speaker your attention.

Maintain eye contact with the speaker whilst listening.

Think about what the speaker is saying.

Think about anything you may wish to clarify.

Think about a question you may want to ask.

Build up a  picture in your mind about the speaker’s subject.

Decide whether you agree with the points made by the speaker.

Show that you have listened by quoting something the speaker has said.

Show that you have listened by adding to something the speaker has said.

Show that you have listened by politely disagreeing with something the speaker has said.

Show that you have listened by commenting on something that has been said.

Show that you have listened by asking a question.

Make relevant notes while the speaker is talking.

Show that you have listened by asking a question.

Make relevant notes while the speaker is talking.

To make / maintain eye contact.

To use polite sentences eg thank you, please.

To respond when called.

To ask for help.

To address low self esteem.

To wait for a pause in conversation before attempting to gain attention.

To follow simple commands.

To engage with the starter.

To compliment appropriately.

To greet others / respond to a greeting.

To manage obsession.

To cope with changes to routine.

To work collaboratively.

To be aware of others physical space.

To mange homework / course work demands.


 

Sensory and/or physical
IEP targets for Sensory and/or physical :


Sit near audio equipment.

Use extra time carefully in tests/exams.

Ask Learning Support Assistant to check task has been understood.

Ask Learning Support Assistant to check work.

Wear spectacles as prescribed.

Sit in appropriate position for view of IWB.

Use larger font when word processing.

Ask for help when necessary.

Use extra time carefully in tests/exams.

Ask Learning Support Assistant to check you’ve understood task.

Ask Learning Support Assistant to check task has been understood.

Ask for large print worksheets if necessary.

Request large print test and exam papers.

Use coloured background and text when word processing.

Use diagrams and charts instead of words.

Use Kindle for reading texts.

Follow advice of Physiotherapist.

Undertake exercise programme prescribed by physiotherapist.

Follow differentiated PE/Games curriculum.

Wear prescribed support/brace.

Propel wheelchair as independently as possible.

Use specialist seating when necessary.

Move from wheelchair to specialist seating safely.

Use height adjustable bench/table as necessary.

Leave classrooms early in order to move safely along corridor.

Leave classrooms early in order to access taxi or bus.

Leave classrooms early in order to access canteen facilities.

Use staircase with assistance of Learning Support Assistant.

Use lift with assistance of Learning Support Assistant.

Use laptop for writing tasks.

Use writing slope to aid writing process.

Use toilet facility as independently as possible.

Use toilet facility as advised by carer/medical advice.

Spend lunch and break time in supervised areas.

Spend lunch and break time in  areas supervised from a distance.

Report any concern to Learning Support Assistant.

Take prescribed medication before arriving in school.

Take prescribed medication when necessary and as agreed in school.

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