IEP 5 Goals - Denver Public Schools



DENVER PUBLIC SCHOOLS

Department of Student Services

Office of Special Education

Goals Bank for the Computerized IEP, Version 5.0

January, 2002

Table of Contents

Reading 2

Math 3

Numbers 3

Addition and Subtraction 3

Multiplication and Division 4

Measurement 4

Written Language 5

Motor Skills 7

General Motor 7

Written Language - Motor 8

Self-Advocacy 10

Social /Emotional 11

Speech language 13

Transition Skills 15

Reading

100. Recall details from reading a selection.

101. Recall known information related to reading selection.

102. Read direction words used in instruction.

103. React to a selection through conversation and discussion.

104. Differentiate fact from fantasy.

105. Match his/her name to sample.

106. Recall details.

107. Identify sequence of events or ideas in a reading selection.

108. Sequence details.

109. Indicate an interest in being read to.

110. Identify symbols used in daily environment.

111. Read words with consonant blends.

112. Read consonant – vowel - consonant words.

113. Match colors to sample.

114. Read sight word vocabulary presented in basal reading program.

115. Recognize his/her name in writing.

116. Identify his/her name among others.

117. Read signs used in daily environment.

118. Associate consonant sound with letter (record learned consonants if appropriate).

119. Form complete sentences from adding words or symbols.

120. Explain meaning of labels/symbols that caution against specific dangers.

121. Read words with vowel dipthongs.

122. Identify unknown word meanings using picture clues.

123. Read sight word vocabulary applicable to: abbreviations, calendar, life skills, direction etc.

124. Follow written directions.

125. Read sight word vocabulary in content area.

126. Define and use core vocabulary in content area.

127. Identify the main idea in a reading selection.

128. Identify multiple meanings of words spelled alike.

129. Use context to derive meaning of words.

130. State main idea.

131. Predict outcomes for a reading selection.

132. Follow written directions on reading level.

133. Determine cause/effect in a reading selection.

134. Distinguish between soft and hard c and g sounds: e.g., cigar, engine, cat.

135. Identify silent letters: e.g. knife, gnaw, lamb.

136. Identify root words.

137. Identify abbreviations.

138. Describe the qualities, motives, emotions expressed by the characters.

139. Read passages from assigned reading material.

140. Read with fluency, attention to punctuation, expression, cadence, stress.

141. Adjust the rate of reading to the purpose and difficulty of the material.

142. Use library/media center to obtain reading material.

143. Select reading materials appropriate to his/her independent level.

144. Interpret information from a variety of forms including magazines, newspapers, and manuals.

145. Understand and use idioms.

Math

Numbers

200. Tell age, address and telephone number

201. Use manipulatives to count and compare quantities of 0-10 (many, some, few, none, equal, greater than)

202. Identify, name, sequence, and write numerals 0-20

203. Count by ones in sequence to 100

204. Read numerals from 0-100

205. Write age, address and telephone number

206. Read and write large numbers in expanded notation

207. Identify, name, sequence, write and verbal representations of whole numbers 0-10 using number lines

208. Identify and count by odd and even numbers

209. Relate a quantity of physical materials grouped by tens and ones

210. Demonstrate that the greater number is on top or comes first

211. Identify and write number as prime or composite

212. Identify, name, sequence, write and verbal representations of whole numbers 0-billions

213. Locate position of negative numbers on a number line

214. Supply a missing number or symbol to solve equality and inequality number sentences, with or without regrouping

215. Use symbols ,= to compare and order whole numbers through the thousands and solve number sentences

216. Solves problems involving multiples of 10

217. Use zero as a place holder

218. Estimate answer to a given problem prior to solving the problem

Addition and Subtraction

219. Work basic addition and subtraction operations

220. Write number sentences to match story problems

221. Construct and solve addition equations based upon teacher dictated story problems

222. Solve word problems by separating out pertinent facts from given information

223. Write addition problem to show multiplication is repeated addition

224. Demonstrate mastery of 100 basic addition facts

225. Add numbers with regrouping using vertical and horizontal modes

226. Add 2 digit numbers without regrouping --vertically and horizontally

227. Solve addition and subtraction problems containing 4-digit numerals with regrouping in the 1’s, 10’s, and 100’s.

228. Add a positive and negative number

229. Use a variety of methods and strategies to estimate, solve and check addition of multi-digit with regrouping

230. Use a variety of methods and strategies to estimate, solve and check addition of multi-digit without regrouping

231. Use a variety of methods and strategies to estimate, solve and check subtraction of multi-digit with and without regrouping

232. Solve addition problems involving 3 addends of 4 digits each with regrouping in the tens, hundreds and thousands

233. Read and write addition facts whose sums do not exceed 10 --horizontally and vertically

234. Subtract numbers with regrouping using vertical and horizontal modes

235. Construct and solve subtraction equations based upon teacher dictated story problems

236. Subtract 2 and 3 digit subtrahends from 3 digit minuends with and without regrouping

237. Use order of operations and number properties to evaluate numeric expressions pertaining to all 4 operations

238. Use order of operations and number properties to solve equations pertaining to all 4 operations

Multiplication and Division

239. Work basic multiplication and division operations

240. Give orally or in writing the 100 multiplication facts

241. Solve multiplication problems containing 2 digit multipliers and multiplicands with regrouping

242. Multiply a 3 digit numeral by a 1 digit numeral with regrouping

243. Solve even division problems containing three digit dividends with divisors of the numerals 2,3,4, and 5

244. Read, write and solve equations with parenthesis

Measurement

245. Identify and shade regions representing whole, half, and quarter of a shape or set

246. Count money containing mixed coins and bills. Record the amount using $ sign and decimal point

247. Differentiate among measures of tablespoon, teaspoon, and half teaspoon

Written Language

300. Draw a series of pictures to describe an object, event, or process.

301. Form lower case and upper case manuscript letters with model.

302. Form lower case and upper case manuscript letters without model.

303. Form lower case and upper case cursive letters with model.

304. Form lower case and upper case cursive letters without model.

305. Write legibly at ability level, paying attention to shape, size, slant, and strokes, spacing and speed of letters.

306. Capitalize beginning of sentences, names, pronoun “I”, titles, initials, days of week, months and holidays.

307. Capitalize proper names, first word in each line of a poem, and first word of a quotation.

308. Use end punctuation marks: period, question mark, exclamation point.

309. Use period after initials and abbreviations.

310. Write full legal name, telephone number, address, date and place of birth.

311. Use a coma between date and year, between city and state, and after introductory words such as yes, no, well, uses a coma to separate words in a series, when setting off phrases and appositives, and in a salutation.

312. Use an apostrophe to form contractions and to form possessive nouns.

313. Use quotation marks, colon, semi-colon, hyphen and underlines as appropriate.

314. Identify and use nouns, including irregular plurals.

315. Identify and use verbs, including action verbs and auxiliary verbs.

316. Identify and use pronouns.

317. Identify and use adjectives.

318. Identify and use adverbs.

319. Identify and use prepositions, conjunctions and interjections.

320. Apply verb tense for regular verbs.

321. Apply verb tense for irregular verbs.

322. Identify subject and predicate in sentence and write sentences with noun-verb and subject-predicate agreement.

323. Use verb tense by making changes to indicate past, present, and future.

324. Use grammatically correct form of negatives and possessives.

325. Draw sequential picture and sentence for each picture to compose a language picture story.

326. Copy story which was dictated to teacher.

327. Write words, phrases and sentences from dictation.

328. Write complete sentence with correct punctuation, capitalization and spacing.

329. Write compound and complex sentences and transform declarative sentence to interrogative, passive or negative.

330. Write three or more sentences about one topic.

331. Write a paragraph with topic sentence, supportive details and closing, use indentation and margins.

332. Write a paragraph to present factual information, to sequence, to compare or contrast or to answer essay question,

333. Write journal entries, poetry, outlines, book reports, and friendly or business letters with envelopes, take notes, use the writing process, .

334. Use dictionary or computer spell checkers to check unknown spelling.

335. Write messages, shopping lists, directions, complete forms, write/update resume.

336. Spell words from selected lists.

337. Spell base words and word parts using phonetic regularities, prefixes and suffixes.

338. Apply selected spelling rules: change y to I with some suffixes, I before e except after c… etc.

339. Develop keyboarding skills.

340. Engage a voice synthesizer and use a voice synthesizer for proof reading.

341. Demonstrate the use of parts of a Braille writer.

342. Use the appropriate keys/fingers to write the alphabet, numbers and punctuation using Braille writer.

343. Depress with Braille eraser incorrect dots of embossed Braille.

344. Backspace/position embossing head over the erased character, form new character and relocate original position.

345. Write words and sentences using Braille writer.

346. Identify situations when the use of a slate and stylus is appropriate.

347. Demonstrate Braille word, sentence, number begin at right and move left.

348. Effectively use an interpreter with signing skills.

Motor Skills

General Motor

400. Bring hands or object to mouth/midline and/or bring hands together

401. Use an accurate/ purposeful reach for an object

402. Voluntarily pick up and release an object

403. Pick up a small/medium object using a raking/palmer grasp

404. Pick up a small/medium object using a 3 jaw chuck

405. Pick up a small/medium object using a pincher grip

406. Pick up a small/medium object using a superior pincher grip

407. Explore an object using two hands

408. Transfer an object from hand to hand

409. Pick up the second object while holding onto the first

410. Establish preference for right or left-handedness

411. Stabilize object with non-dominant hand while engaging in an activity

412. Remove objects from and place them into a container

413. Stack objects (such as blocks or stacking rings)

414. Turn pages of a cardboard/paper book one at a time

415. Successfully use a cause effect toy by hitting a switch

416. Successfully use a cause effect toy by pushing a button

417. Successfully use a cause effect toy by flipping a switch

418. Successfully use a cause effect toy by turning a knob

419. Successfully shake a toy

420. Successfully use a push-pull toy

421. Successfully use a hammer toy

422. Successfully use a squeeze toy

423. Successfully use pop beads

424. Successfully use a peg board

425. Successfully use a hand crank

426. Successfully put shapes into a shape board

427. Successfully string beads

428. Successfully use clothes pins

429. Successfully twist off a lid

430. Successfully use a lacing board

431. Successfully use a wind up toy

432. Open/close a box (such as a crayon box, lunch box, toy container)

433. Wrap/ unwrap an object

434. Inserts paper into folder

435. Use clay or dough and mold into specific shapes

436. Use clay or dough to make a long strand by rolling it between thumb and fingertips

437. Use clay or dough to make a ball by rolling it between thumb and finger tips

438. Put a puzzle together with __ pieces __ inches big

439. Cup hands to hold (small objects, material such as sand, liquid)

440. Translate objects from the palm of hand to the tips of fingers

441. Pick up small objects individually and hold them in the palm of the same hand

442. Use squeeze/scissor tongs to pick up and release small objects

443. Use paste/glue

444. “Flick” index and middle fingers against the thumb

445. Consistently use ring and pinkie finger as stabilizers and thumb, index and middle finger as manipulators

446. Snap

447. Fold paper with matching edges

448. Manipulate objects in one hand without having to use the table, body or the other hand (e.g.: forming a ball from a piece of paper)

449. Use paper clips

450. Use a manual pencil sharpener

451. Show numbers 1-5 on each hand

452. Successfully manipulate hand for sign language

453. Use stapler

454. Stack and collate paper together

455. Use squeeze/loop scissors

456. Use __ inch blade scissors

457. Use “Benbow” scissors

458. Use easy-grip scissors

459. Use Friskers

460. Use regular classroom scissors

461. Hold scissors correctly

462. Snip paper

463. Cut on a straight/curved line___inches wide

464. Hold and turn paper appropriate for cutting

465. Cut out (simple/complex) shapes, with various curves and angles

466. Cut paper opening and closing the scissor blades only ½ way

Written Language - Motor

500. Make strokes on paper with paint brush/ marker/ crayon

501. Scribble spontaneously

502. Stay on paper when coloring/scribbling/painting

503. Consistently use a _______ grasp on writing utensils when completing written work

504. Maintain functional posture for writing

505. Move from left to right and top to bottom of paper

506. Trace a line/ draw a line through a maze/ draw a straight line from dot to dot

507. Color within in the lines of a simple/ complex shape (lines are ____ inches thick) – remains within ____inches of the line

508. Use wrist movement to change direction of strokes when coloring (does not turn paper)

509. Copy a vertical/horizontal/diagonal line

510. Copy simple shapes legibly with appropriate lines and angles

511. Draw circles counter clockwise

512. Erase pencil marks without damaging paper

513. Draw pictures of people, places or things with ___ number of different parts

514. Write first name legibly without model

515. Write first name legibly with model

516. Write last name legibly without model

517. Write last name legibly with model

518. Write capital letters legibly without model

519. Write capital letters legibly with model

520. Write lower case letters legibly without model

521. Write lower case letters legibly with model

522. Write numbers legibly without model

523. Write numbers legibly with model

524. Write sentences legibly without model

525. Write sentences legibly with model

526. Write paragraphs legibly without model

527. Write paragraphs legibly with model

528. When copying shapes, pictures, etc. use appropriate proportions, spacing, amount of space on paper, centers appropriately

529. Orient letters appropriately to lines on the paper/ uses correct sizing when writing (reduces letters to appropriate size of ½”, ¼” or 3/8” in proportion to lines and space)

530. Appropriately space letters/words/margins

531. Form letters/numbers correctly

532. Verbalize proper formation of letters/numbers

533. Can identify shapes/letters/numbers by sight and by feel (when given a tactile cue)

534. Write with appropriate pressure on paper and tension in hand

535. Movement while writing comes from small muscles of the hand and fingers rather than wrist and shoulders

536. Wrist remains in neutral position while writing

537. Tilt paper appropriately

538. Write/copy with functional speed

539. Copy from a far point such as a board or a near point such a book

540. Write with appropriate letter formation

541. Link letters appropriately when writing

542. Maintain appropriate orientation to line when writing

543. Maintain appropriate letter size when writing

544. Maintain appropriate spacing when writing

545. Maintain appropriate letter shape and slant when writing

546. Proofread for errors in writing

547. Match cursive letters in manuscript / can copy a manuscript model into cursive and vice versa

Self-Advocacy

600. Explain the kind of help needed

601. Share work and accept help from an adult

602. Describe personal strengths (at this age, the child is still likely to inflate achievements)

603. Identify a strategy for approaching a learning task (self-monitoring skills will not be in place at this time).

604. Demonstrate understanding of what learning disability is and communicate to others what he/she needs to learn successfully.

605. Identify one or two learning strategies.

606. Evaluate effectiveness of learning strategies and make modifications as needed.

607. Identify one or two environmental needs (I need to sit in the front of the class, I need a quiet place to work)

608. Identify one or two curriculum modifications (I need to have more time to complete work, I need to have directions written on the board)

609. Learn how and when to ask for help in the classroom.

610. Learn the appropriate skills for negotiating a curriculum modification and will practice these skills in a structured setting.

611. Participate in school meetings (parent/teacher conference or annual review) and advocate for self with the support of parent and teachers.

612. Demonstrate understanding of the goals on the IEP.

613. Participate in goal setting conferences and help to set own goals.

614. Demonstrate understanding of what a learning disability (or other handicapping condition if appropriate) is and able to communicate to others how he/she learns best.

615. Evaluate the effectiveness of learning strategies and make modifications as needed.

616. Identify specific curriculum modifications that are in the IEP and why they are needed (My listening skills are not as strong, so I will need a note taker)

617. Identify specific environmental modifications and to tell why they are needed.

618. Communicate academic strategies or compensation skills that work best for him/her.

619. Demonstrate appropriate skills in knowing when or how to ask for help.

620. Demonstrate appropriate skills in asking for a curriculum modification and will negotiate the modification with some adult cuing.

621. Share with the classroom teacher that the IEP is a legal document and what kinds of information can be found on the IEP.

622. Co-lead annual review and help develop IEP goals.

623. Demonstrate knowledge of strengths, weaknesses, personal learning style and their applications in daily school, community life and career options.

624. Evaluate the effectiveness of learning strategies and make appropriate modifications

625. Communicate academic strategies or compensation skills that work best for him/her.

626. Demonstrate appropriate skills in asking for help at appropriate times.

627. Demonstrate appropriate skills in asking for modification independently.

628. Participate in development of a post secondary plan.

629. Demonstrate understanding of Rehabilitation Act 504

630. Demonstrate knowledge of community resources.

631. Lead annual review meetings to help develop goals.

632. Make decisions between two alternatives.

Social /Emotional

700. Reduce self-destructive behavior.

701. State causes of anger, stress or frustration.

702. Respond to accidental contact without aggression.

703. Follow class routine.

704. Transition from one activity to another.

705. Enter classroom, and take seat without disturbance.

706. Demonstrate self-control while waiting for assistance or attention.

707. Remain in designated location.

708. Refrain from making extraneous noises.

709. Wait for his/her turn.

710. Raise hand to get teacher’s attention.

711. Reduce school avoidance behaviors.

712. Be punctual to class.

713. Reduce the number of requests to leave the classroom.

714. Demonstrate self-control in interpersonal situations.

715. Maintain socially acceptable distance from others.

716. Touch belongings of others only with their permission.

717. Anticipate loss of control and ask for intervention.

718. Walk away from situations causing anger, stress, or frustration.

719. Request/accept feedback from others to clarify perceptions.

720. Review problem incidence and examine options.

721. Develop objectives necessary to obtain personal goals.

722. Use coping strategies when confronted with threatening situations.

723. Remove him/herself from anxiety or fright provoking situations.

724. Engaged in stress management activities.

725. Identify his/her own feelings.

726. Express his/her own feelings.

727. Accept adult intervention.

728. Request adult intervention.

729. Demonstrate conflict management skills.

730. Identify preventative measures to avoid conflicts.

731. Develop and use self monitoring techniques.

732. Respect property of others.

733. Accept responsibility for own actions.

734. Demonstrate coping skills.

735. Ask for help when necessary.

736. Change tasks without resistance.

737. Exhibit good sportsmanship.

738. Identify his/her strengths and weaknesses.

739. Gain the attention of others appropriately.

740. Supply personal information.

741. Take turns in conversation appropriately.

742. Use social greetings, introductions, and salutations appropriately.

743. Make appropriate apologies and explanations of behavior.

744. Demonstrate appropriate risk taking behaviors.

745. Improve ability to work in a group.

746. Use time management techniques.

747. Follow directions.

748. Demonstrate time on task behaviors.

749. Make/answer a telephone call using appropriate manners of language.

750. Solve problems in daily activities and state the solution and rationale.

Speech language

800. Arrange picture sequence cards and tell the story

801. Tell a story sequencing at least three events using pictures or other visual stimuli

802. Use a designated word in a sentence when describing pictures or objects

803. Identify his/ her dysfluency

804. Practice relaxation techniques introduced by instructor

805. Answer “yes/no” questions

806. Use relaxation techniques when reminded by the instructor

807. Answer questions concerning comparison of pictures or objects that differ in only one aspect

808. Use subject pronouns-I, he, she, it, we, they, and you

809. Use object pronouns—me, him, her, it, us, and them

810. Use verbs in conversational speech

811. Use blow toys such as whistles or party blow-outs

812. Repeat stuttered words with easy onset of phonation

813. Point to a picture after hearing a sentence which includes a comparative/superlative

814. Produce ‘sound’ in initial position of words when cued

815. Answer “who” questions by pointing to pictures or objects

816. Identify associated of struggle behaviors associated with dysfluencies

817. Answer questions about objects or pictures which include comparatives or superlatives

818. Use easy onset of vocalization

819. Produce ‘sound’ in final position when cued

820. Use relaxation techniques to deal with emotional or stressful situations in therapy

821. Produce ‘sound’ in the medial position of words when cued

822. Produce the correct pronoun in sentences

823. Use specific verbs in sentences

824. Give directions on how to do something or go somewhere in proper sequence

825. Maintain fluency by reducing tension in the articulators during therapy

826. Use relaxation techniques without being reminded by the instructor

827. List two or more adjectives that describe a person, object, or picture

828. Modify dysfluencies/struggle behavior appropriately

829. Speak fluently for one minute

830. Produce ‘sound’ in blends when cued

831. Describe an effect from a specified action

832. Listen to a story and answer questions about the sequence of events

833. Give at least two definitions of a multiple meaning word

834. Combine two sentences into a longer sentence by adding a conjunction

835. Eliminate dysfluencies and struggle behavior in conversation with peers

836. Predict at least two results from a specified action

837. Make comparisons among objects or pictures that differ in only one aspect by using comparatives and superlatives

838. Use reduce rate, breathiness, low volume and monotone in speech

839. Produce ‘sound’ in sentences when cued

840. Clearly organize and effectively present ideas orally

841. Keep a diary of type and situation of dysfluency

842. Answer “why” questions

843. Eliminate dysfluencies and struggle behavior in conversation with strangers

844. Eliminate dysfluencies and struggle behavior in conversation with authority figures

845. Speak fluently for five minutes

846. Eliminate dysfluencies and struggle behavior in conversation on the telephone

847. Speak fluently for a therapy session

848. Produce at least two sentences using different meanings of a multiple meaning word

849. Produce another sentence by using synonyms to give the same meaning

850. Eliminate dysfluencies and struggle behavior in conversation with the clinician

Transition Skills

900. Use an organizational calendar and checklist of materials

901. Access supports necessary to become successful in academic classes

902. Develop organizational skills useful in post-secondary training

903. Demonstrate the ability to use keyboarding skills and computer programs

904. Increase functional academics in math, reading, written language and/or oral

905. Demonstrate the characteristics of an effective worker

906. Contact guidance counselor to determine most appropriate high school classes to take to reach long-term goal

907. Work with counselor/instructor to determine needed credits

908. Develop an assignment book

909. Demonstrate basic computer operations

910. Organize notebook around subject matter

911. Increase survival reading

912. Become computer literate

913. Demonstrate the ability to work effectively and efficiently

914. Develop functional math skills necessary in a post-secondary setting

915. Take a computer or keyboarding class

916. Develop and ask __ questions about each assignment

917. Use a modification check sheet in all classes

918. Develop organizational skills

919. Organize and effectively present ideas and information in writing

920. Determine what modifications may be needed to take SAT/ACT

921. Use feedback to monitor and improve performance

922. Demonstrate the ability to receive and relay information clearly and effectively

923. Take SAT/ACT exam

924. Contact college counselor to determine post-secondary educational options

925. Identify post-secondary options

926. Demonstrate the ability to work with a variety of technologies and equipment

927. Review three post-secondary catalogs

928. Contact/visit colleges and vocational schools of choice

929. Investigate community colleges, trade and vocational school options

930. Clearly organize and effectively present ideas orally

931. Organize and effectively present ideas and information in writing

932. Develop banking skills (checkbooks, debit cards, ATM, etc.)

933. Develop study skills useful in post-secondary training

934. Demonstrate ability to maintain checkbook, savings and debit card accounts and budgeting skills

935. Shadow vocational program of choice

936. Apply appropriate time to tasks

937. Complete a job application

938. Access public transportation and route information

939. Develop a monthly budget for post-secondary living situations (Rent, Tuition, Entertainment, Clothes, Transportation, Food, etc.)

940. Use efficient techniques to acquire and apply new knowledge and skills

941. Successfully complete core academic requirements for college entrance

942. Develop a career portfolio

943. Complete and submit financial aid packet

944. Complete a resume

945. Generate new and innovative ideas

946. Manage multiple priorities

947. Develop a work Portfolio

948. Deliver a 3 minute speech in front of group

949. Ask one question in every collaborative group situation

950. Make application to Colorado Vocational Rehab and complete intake process

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