“Cheat Sheet” for IEP Development



Measurable Annual Goal Development Guide

|OBSERVABLE BEHAVIOR |CRITERIA |

|The student will … | |Performance criteria |

|Add/Subtract |Compare |End point |

|Answer |Complete |How often |

|Articulate |Construct | |

|Calculate |Define | |

|Copy |Describe |% of time |

|Count |Edit |______ out of ______ |

|Discriminate |Evaluate |3:4 |

|Explain, Tell |Order |Scoring at a level of 3 on a 4 point rubric (attach to IEP) |

|Identify |Organize |______ times or less in ______ minutes |

|List |Predict |For ______ consecutive minutes |

|Manipulate |Raise hand |______ times per day ______ words correct per minute |

|Outline |Recall |______ digits correct per minute |

|Participate |Sing |______ sounds correct per minute |

|Produce |Sit |With _____ or fewer errors |

|Read |Solve |No more than ______ occurrences of … |

|Recite |Spell | |

|Redact |Summarize | |

|Retell |Verbalize | |

|Select |Wait | |

|Sort |Write 3 sentences | |

|State |Write a paragraph of 4 or more | |

|Walk |sentences |3 random trials |

| | |3 consecutive trials |

| | |4 out of 5 trials |

| | |By ______ (date) |

| | | |

| | | |

| | |Daily (seldom used for progress monitoring because instruction needs to occur between monitoring opportunities) |

| | |2 times per week |

| | |Weekly |

| | |Every Friday |

| | |Biweekly |

| | |Tri-weekly |

| | | |

| | | |

Measurable Annual Goal Development Guide

| |CONDITIONS | |

|Materials |Time |Place |

|Given a ______ grade level passage |at lunch, snack time |in _________ classe(s) |

|When using a dry erase board |during math, science, … |In the cafeteria |

|Given a worksheet |given _____ minutes |At the lockers/in the locker room |

|Using a mirror |in a conversational setting |In the ______ classroom (math, science, …) |

|When playing a game |during transitions (entering, leaving …) |In the resource room |

|When working on the computer |during free time/unstructured time |In a large/small group setting |

|When using a calculator |when doing seatwork |On field trips (Community-based instruction experiences) |

|When using a pencil, pen, crayon, paint… |upon entering the classroom |In the auditorium, gym, library, etc. |

|Using a highlighter marker |during circle time |In the hallway/commons area |

|Working with a clip board |during breaks |In a quiet area |

|Given manipulatives |during SSR |In the restroom |

|(wikki stix, sand, jello, shaving cream, pudding, counters, markers) |during work/job time |In the science lab |

|When using a ruler, number line, ABC strip, etc. |during “specials” (art, music, p.e., etc.) |In the speech room |

|When listening to a book on tape |when waiting in line |At his/her desk/seat |

|When writing on transparencies |arrival or dismissal time | |

|Using index cards |during homeroom period | |

|Using a geo-board |during reading center time | |

|Using a dictionary, thesaurus, etc. |In assemblies | |

| |During testing | |

|Activities |Supports |

|Working with partner or peer helper |visual or verbal prompts |graphic organizer |hand-over-hand assistance |

|In a mock interview |manipulatives |assignment |book marker |

|During science lab activity |pictures (PECs) |touch points |study carrel |

|Given a real or hypothetical example |given a fact sheet |book |overlay |

|In adventure-based activities |timer |mirror |outline |

|Working independently |calculator |word wall |adult assistance/proximity |

|When playing a game |slant board |tape recorder |study guide |

|When in a small group discussion |spell checker |one-on-one assistance |pencil gripper |

|When playing with peers at recess |easy reader |enlarged print |agenda |

|When communicating with peers |flash cards |books on tape |visual schedule |

|During team time ◦ Journaling |number line |special scissors (describe) |with a cane |

|During a class party |alphabet time |“fat” pencil |using a walker |

|When studying |special paper |assistive device (describe) |personal word book |

|During testing ◦ In mock |using a stress ball/band |skill checklist (describe) |with a student mentor |

|In a role play situation interview | | | |

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