ࡱ> VXUq` C6bjbjqPqP 4J::C. , @ ]______$h4pZ]]4 [wƨ ]0")4"(  D  "Must see": Here's an IEP Goal Bank,which includes pages and pages of goals, including 384 goalsunder  HYPERLINK "http://www.autism-pdd.net/forum/forum_posts.asp?TID=16265&KW=NorwayMom" \t "_top" English  INCLUDEPICTURE "http://kona.kontera.com/javascript/lib/imgs/grey_loader.gif" \* MERGEFORMATINET  and 298 Social/emotional goals!!!  HYPERLINK "http://www.bridges4kids.org/IEP/iep.goal.bank.pdf" \t "_blank" http://www.bridges4kids.org/IEP/iep.goal.bank.pdf More sample goals:  HYPERLINK "http://www.bfinclusion.org.uk/iep%20pdf/Social%20and%20communication%20targets.pdf" \t "_blank" http://www.bfinclusion.org.uk/iep%20pdf/Social%20and%20commu nication%20targets.pdf- social skills, sequencing, attention, concepts, emotions, language/communication, structures and routines.  HYPERLINK "http://trainland.tripod.com/sample.htm" \t "_blank" http://trainland.tripod.com/sample.htm- goals for a  HYPERLINK "http://www.autism-pdd.net/forum/forum_posts.asp?TID=16265&KW=NorwayMom" \t "_top" first grader, plus some interesting links.  HYPERLINK "http://www.texasautism.com/WorkshopFiles/Social_Supports_handouts.pdf" \t "_blank" http://www.texasautism.com/WorkshopFiles/Social_Supports_han douts.pdf- goal areas for friendship and employment skills (teens).  HYPERLINK "http://www.concordspedpac.org/IEPGoals.html" \t "_blank" http://www.concordspedpac.org/IEPGoals.html- includes goals excerpted from an article on Wright's Law, plus some interesting links.  HYPERLINK "http://www.udel.edu/bkirby/asperger/IEP_Goals.html" \t "_blank" http://www.udel.edu/bkirby/asperger/IEP_Goals.html- middle school student with Aspergers  HYPERLINK "http://www.kid-power.org/samples/goals.html" \t "_blank" http://www.kid-power.org/samples/goals.html- one students goals for behavior, language, social skills, math, OT, test skills,  HYPERLINK "http://www.autism-pdd.net/forum/forum_posts.asp?TID=16265&KW=NorwayMom" \t "_top" hearing aid.  HYPERLINK "http://www.speakingofspeech.com/generic42.html" \t "_blank" http://www.speakingofspeech.com/generic42.html- speech and language goals covering articulation, fluency,  HYPERLINK "http://www.autism-pdd.net/forum/forum_posts.asp?TID=16265&KW=NorwayMom" \t "_top" life skills, auditory discrimination, pragmatics, written language, pragmatics, figures of speech, augmentative communication, etc.  HYPERLINK "http://www.iep4u.com/iepsh1%7E1.htm" \t "_blank" http://www.iep4u.com/iepsh1~1.htm- self-help goals for those whose functional skills are profoundly affected byautism.  HYPERLINK "http://www.iep4u.com/math.htm" \t "_blank" http://www.iep4u.com/math.htm- sample math goals.  HYPERLINK "http://www.iep4u.com/default.aspx" \t "_blank" http://www.iep4u.com/default.aspx- 4,000 goals, but requires membership, probably not free anymore.  HYPERLINK "http://www.ieps.net/Index.htm" \t "_blank" http://www.ieps.net/Index.htm- a book and CD for $29.95 which was awarded the Exceptional Parent magazine Award of Excellence. There are some free sample goals on their website, and 6,000 goals in the purchased product.  HYPERLINK "http://www.rfenc.org/NEWSITE/SLATE-Manual.doc" \t "_blank" http://www.rfenc.org/NEWSITE/SLATE-Manual.doc- social skills checklists in various goal areas, each with a manageable number of subgoals. These checklists could be very helpful in IEP planning. See separate post below for a list of the goal areas.  HYPERLINK "http://specialed.about.com/od/iepstatements/IEP_Statements_for_all_Needs.htm" \t "_blank" http://specialed.about.com/od/iepstatements/IEP_Statements_f or_all_Needs.htm- see also separate post on page 2 of this topic  HYPERLINK "http://www.talkaboutcuringautism.org/special-ed-law/samplegoals1.htm" \t "_blank" http://www.talkaboutcuringautism.org/special-ed-law/samplego als1.htm- lots of preschool goals, but they need to be customized in order to be measurable.  HYPERLINK "http://www.talkaboutcuringautism.org/special-ed-law/samplegoals2.htm" \t "_blank" http://www.talkaboutcuringautism.org/special-ed-law/samplego als2.htm- same child as above, one year later.  HYPERLINK "http://gfcf-diet.talkaboutcuringautism.org/essential-handout-for-aides-teachers.htm" \t "_blank" http://gfcf-diet.talkaboutcuringautism.org/essential-handout -for-aides-teachers.htm- GFCF diet goals on the IEP  HYPERLINK "http://www.aboutautismlaw.com/goals_objectives_autism.html" \t "_blank" http://www.aboutautismlaw.com/goals_objectives_autism.html- 5 sample goals from David A. Sherman's book "Autism: Asserting your child's right to a special education."  HYPERLINK "http://www.udel.edu/bkirby/asperger/IEP_Goals.html" \t "_blank" http://www.udel.edu/bkirby/asperger/IEP_Goals.html- vague goals for communication/socialization and success in the classroom. More "food for thought" than concrete, measurable IEP goals.  HYPERLINK "http://userweb.esu10.k12.ne.us/%7Esped@esu10.org/obj/objhp.html" \t "_blank" http://userweb.esu10.k12.ne.us/%7Esped@esu10.org/obj/objhp.h tml- Kearney, Nebraska ESU 10's collection of IEP goals in 14 areas. Unfortunately, it looks like this hasn't been available since 2006.  HYPERLINK "http://www.specialed.us/issues-IEPissues/writingiep/GoalsMeasurable.html" \t "_blank" http://www.specialed.us/issues-IEPissues/writingiep/GoalsMea surable.html- several examples given in an article on writing measurable goals.  HYPERLINK "http://www.spedforms.com/goals/criteria.htm" \t "_blank" http://www.spedforms.com/goals/criteria.htm- lots of examples given in an article on the criteria for good IEP goals.  HYPERLINK "http://www.bipolarchild.com/iep.html" \t "_blank" http://www.bipolarchild.com/iep.html- sample IEP goals for a middle school boy with bipolar. His problems are similar to those that kids with autism would have.  HYPERLINK "http://sig.cls.utk.edu/Products/TN_SIG_Toolkit_2007.pdf" \t "_blank" http://sig.cls.utk.edu/Products/TN_SIG_Toolkit_2007.pdf- Part II (beginning page 115) gives tips for promoting reading skills in students with disabilities, including some sample IEP goals.  HYPERLINK "http://www.ed.uiuc.edu/sped/SPARK/teachermat/alligator/skills-finemotor.html" \t "_blank" http://www.ed.uiuc.edu/sped/SPARK/teachermat/alligator/skill s-finemotor.html- Fine motor skills goals.  HYPERLINK "http://www.playistherapy.com/?gclid=COzotP_894oCFQVAgQodakArlw" \t "_blank" http://www.playistherapy.com/?gclid=COzotP_894oCFQVAgQodakAr lw- Fine motor skills goals.  HYPERLINK "http://www.fape.org/pubs/fape-41.pdf" \t "_blank" http://www.fape.org/pubs/fape-41.pdf- attention goals  HYPERLINK "http://www.learningabledkids.com/learning_disability_LD/sensory_integration_dysfunction.htm%20-%20" \t "_blank" http://www.learningabledkids.com/learning_disability_LD/sens ory_integration_ dysfunction.htm - sensory goals  HYPERLINK "http://www.ecsu.k12.mn.us/programsServices%5CspecialEducation/documents/AreYouReadyGroup_elem.pdf" \t "_blank" http://www.ecsu.k12.mn.us/programsServices%5CspecialEducatio n/documents/AreYouReadyGroup_elem.pdf - a list of social skills that frequently appear in IEPs for kids with autism (not in measurable goal form, though).  HYPERLINK "http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfourth.pdf" \t "_blank" http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfourt h.pdf- Inventory/Assessment of Functional Skills in Secondary School (such as entry routines, locker routines, etc.) Starts on page 124. Thorough! To help come up withfunctional skill goals.  HYPERLINK "http://www.bipolarchild.com/IEP/" \t "_blank" http://www.bipolarchild.com/IEP/- sample goals for a bipolar child, the focus on executive dysfunction makes the goals equally applicable to ASD kids.  HYPERLINK "http://www.autism-pdd.net/forum/forum_posts.asp?TID=16253&am%20p;PN=1&TPN=1" \t "_blank" http://www.autism-pdd.net/forum/forum_posts.asp?TID=16253&am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;am p;PN=1&TPN=1- This collection of checklist resources includes checklists that could help identify needed IEP goals in social skills and other areas. Browse around!  HYPERLINK "http://www.redandgreenchoices.com/iepgoals.htm" \t "_blank" http://www.redandgreenchoices.com/iepgoals.htm - IEP goals for behavior management using the "red choices" and "green choices" concept to identify appropriate and inappropriate behavior/reactions in school.  HYPERLINK "http://www.exmundane.com/archives/2006/12/12/auditory-processing-disorder-iep-goals/" \t "_blank" http://www.exmundane.com/archives/2006/12/12/auditory-proces sing-disorder-iep-goals/ - 3 IEP goals related to working memory and Auditory Processing Disorder.  HYPERLINK "http://www.learningabledkids.com/IEP_training/IEP_training_sitemap.htm" \t "_blank" http://www.learningabledkids.com/IEP_training/IEP_training_s itemap.htm - IEP goals for 5th grade level in copying, organization, reading, spelling and written expression. See menu on the left of the screen.  HYPERLINK "http://www.autism-pdd.net/forum/forum_posts.asp?TID=19533&PN=1&TPN=1" \t "_blank" http://www.autism-pdd.net/forum/forum_posts.asp?TID=19533&am p;am p;am p;PN=1&TPN=1- my handwriting resource collections has various checklists that can help you come up with specific handwriting goals. Other IEP resources: Checklists related toIEPs:  HYPERLINK "http://www.php.com/iep_prep" \t "_blank" http://www.php.com/iep_prep- Checklist for preparing for an IEP meeting and making sure everything got covered before the meeting was adjourned.  HYPERLINK "http://www.listen-up.org/dnload3/cklist.pdf" \t "_blank" http://www.listen-up.org/dnload3/cklist.pdf- checklist for considering ESY, based on court cases.  HYPERLINK "http://www.spannj.org/BasicRights/appendix_c.htm" \t "_blank" http://www.spannj.org/BasicRights/appendix_c.htm- Sample IEP goal activity matrix, which helps chart outwhich IEP goals get covered in which subjects/sessions during the course of the week.  HYPERLINK "http://www.calstat.org/iep/" \t "_blank" http://www.calstat.org/iep/- IEP online training Misc.  HYPERLINK "http://specialedlaw.blogs.com/home/2007/02/parents_need_to.html" \t "_blank" http://specialedlaw.blogs.com/home/2007/02/parents_need_to.h tml- strategic planning for the next IEP (setting priorities).  HYPERLINK "http://www.cedu.niu.edu/ccwe/publications/docs/IEP%20and%20Environmental%20Considerations%20final%20draft.doc" \t "_blank" http://www.cedu.niu.edu/ccwe/publications/docs/IEP%20and%20E nvironmental%20Considerations%20final%20draft.doc - IEP considerations for children with a history of abuse or neglect.  HYPERLINK "http://www.wrightslaw.com/bks/feta2/ch12.ieps.pdf" \t "_blank" http://www.wrightslaw.com/bks/feta2/ch12.ieps.pdf- Wright's Law chapter on writing smart IEP goals. Reader-friendly.  HYPERLINK "http://edtech.tennessee.edu/~bobannon/classifications.html" \t "_blank" http://edtech.tennessee.edu/~bobannon/classifications.html- Revised Bloom's Taxonomy, showing the various levels of thinking skills (cognitive domain).It also includes he verbs that can be used to define goals in eachlevel. For example, remembering (lowest level) has verbs like label, list and recall whereas creating (highest level) has verbs like plan, visualize and pretend.  HYPERLINK "http://www.tedi.uq.edu.au/downloads/Bloom.pdf" \t "_blank" http://www.tedi.uq.edu.au/downloads/Bloom.pdf HYPERLINK "http://specialed.about.com/od/teacherchecklists/a/bloom.htm" \t "_blank" - similar taxonomy to the above, with somewhat different levels in the cognitive domain, plus levels and verbs in the psychomotor and affective domains. Any other resources? P.S. See page 2 of this topic for info on Individual Healthcare Plans (IHP), with samples for seizures and ADHD medication.  jk5 8 9 : \ ] \ ]  ` a ɼּ戁vvevvvevvv h h>0JCJOJQJaJjh h>U h h>h h>0Jh h><B*phh h><B*phFU!jh h><B*UphFUh h>>*B*phFUh h>>*B*phjh h>B*Uphh h>B*phh h>5B*\ph$9 \  #  }Nt/t\X&8+gd>gd> dd[$\$gd>C6   # $   M N y z !"TU}~DE*+hiNO?@]^tuOPmn/0wxtu)*\ h h>0JCJOJQJaJ h h>jh h>Uh h>0J>*B*phQ\]XY&' ]^ UVno89+,qr,-QR#$[\K L !!O!P!l!m!!!!!!)h h>0JB*CJOJQJaJph h h>0JCJOJQJaJ h h>jh h>UN l!!"($%\&'(*B+o,,,j-."///k01p2G455B6gd>!!a"b"""""""M#N###($)$$$$$%%%%%%\&]&&&H'I''',(-([(\(((l)m)))**o*p***B+C+++++o,,,h h>0J)h h>0JB*CJOJQJaJph h h>0JCJOJQJaJh h>5>*B*\phh h>0J>*B*ph h h>jh h>U:,,,,,,,,j-k-----..`.a..."/#/X/Y/t/u///////-0.0k0l000c1d11111)2*2p2q22233G4H4444455B6C6 h hRh h>0J h h>0JCJOJQJaJjh h>U h h>h h>0J>*=B6C621h:p2/ =!"#$%  DdLL\  S 8Agrey_loaderbp ȶ=`Bl )C};L DnD ȶ=`Bl )C};PNG  IHDRj gIFxNETSCAPE2.0$NPPLTEKs᛺݋ţdAԯzސi豙TܜY㠷ۆځmޠ^PпߔFWg2-tRNS@fbKGDHgIFg P% cmPPJCmp0712HsIDAT(SmmC@ `9αg^}֐Si({ Dx5\X |]S75h]̃a)|cyL!۶ *8NS!4-\+wZU>'jvVFE1J/ʜ]Ft;_+>,.>s f6Q=msOGMSOFFICE9.0GIF89aKs᛺݋ţdAԯzސi豙TܜY㠷ۆځmޠ^PпߔF! NETSCAPE2.0! ,@pHˡd6;AլfYL?ӁME`DŠ^!** C# Bo<##",44(3--! "% % 3U++C (/ . M+2.^+/>/MA! ,@pH,Ȥr<ΚZl4v s1ZN@iA,f80yѩqf1<+`L#*//K*I#C>+F.#$<C+ . . -YD. ! "4" ,˼ E+ ( ,.L+( GA! ,@pH,Ȥrl:Փ:Se,d^(Ocsfkk08 L|# /J%11.I3*1y/(((lE(0,C ! % 2(* E "4#<* $>F -4hG #(L"-% GA! ,@pH,aul> pp-- ER Wb& צ=<@ &|>.{B((2(!! z{(, ">"",--4"/M G.4=F  G#$ ."*; E <* 0 *F,13M1 f"$!eDA! ,@pX6eEl9 R8|BE>n! 8 ).^kx(ω3 v[%"!"[4--%["4N2M#D-$<<(C%B #**3(*  40*-#1; >%*!# A! ,@pp@Bgv :DA(B@Z`]QB< XdEř 4%.+ j. LC<~-m C]B>2/C>"**C//M<% .B+C 0͒D"DC(1 ^0 ;; < 3*BA! ,@pXh#5#:! %'4)*wmD`I98 X[el g % C,y!O !*M\((( 11%B(+#*C2 ;-B  ;v. ; OەC2>+/C+A! ,@pxM0: F $+Q9=vW؁':pmFs$# \  \ = 4--,"M\"" !\ ,,N+ N!(3v . .. Ѱ+> +/޽ʰA;yIENDB`@@@ NormalCJ_HaJmH sH tH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k@(No ListLU`L > Hyperlink"5>*CJ OJQJ\aJ o(phFUL^`L > Normal (Web)dd[$\$ B*ph*W`* >Strong5\"o!" >klinkC.J9\#}N  t  / t \X&8+l(\ "B#o$$$j%&"'''k()p*G,--B.E.000@000000000000000000000000@0@0@0@0@00000000000000000000000009\G,--B.E.@0@0@0@0@0K04I0I0!@dI0| \!,C6 "#B6C6!$C6j579\\`#My!T}D*hN  ? ] t  O m / w t )\X&]Un8+q,Q#[KOlaM(\H, [ l!!"o""B###$$$j%%%&`&&"'X't'''-(k((c))))*p**+G,,,,--C.XCXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX̳$N̳TPE.E.8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplace s|  MO  "#'(,-1267;<@!!######$$*(-(E.:=]okN'8:MZ''()_*o*---A.E.3333333333333333E.E.ulIhIh2=pUX{ @R>@[[ Q[[C.@@UnknownGz Times New Roman5Symbol3& z Arial7&  Verdana"qhɛӆ˛ӆ\'S\'S!x24,.,.2HX)?>2 "Must see": ana.santini ana.santiniOh+'0|  8 D P\dlt"Must see":  ana.santiniNormal ana.santini2Microsoft Office Word@G@.(ƨ@mpƨ\'՜.+,D՜.+,8 hp|  orcS,. "Must see": Title\! 8@ _PID_HLINKSA!,,"<http://specialed.about.com/od/teacherchecklists/a/bloom.htmEV.http://www.tedi.uq.edu.au/downloads/Bloom.pdfpn;http://edtech.tennessee.edu/~bobannon/classifications.htmlG2http://www.wrightslaw.com/bks/feta2/ch12.ieps.pdfxrdhttp://www.cedu.niu.edu/ccwe/publications/docs/IEP and Environmental Considerations final draft.docGB@http://specialedlaw.blogs.com/home/2007/02/parents_need_to.html55http://www.calstat.org/iep/? 1http://www.spannj.org/BasicRights/appendix_c.htmih~,http://www.listen-up.org/dnload3/cklist.pdf){http://www.php.com/iep_prepOexEhttp://www.autism-pdd.net/forum/forum_posts.asp?TID=19533&PN=1&TPN=1dHuGhttp://www.learningabledkids.com/IEP_training/IEP_training_sitemap.htmGrUhttp://www.exmundane.com/archives/2006/12/12/auditory-processing-disorder-iep-goals/u o/http://www.redandgreenchoices.com/iepgoals.htmdlLhttp://www.autism-pdd.net/forum/forum_posts.asp?TID=16253&am%20p;PN=1&TPN=1Ni!http://www.bipolarchild.com/IEP/J fBhttp://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfourth.pdf?@cbhttp://www.ecsu.k12.mn.us/programsServices%5CspecialEducation/documents/AreYouReadyGroup_elem.pdft-`^http://www.learningabledkids.com/learning_disability_LD/sensory_integration_dysfunction.htm -T]%http://www.fape.org/pubs/fape-41.pdfM(Z?http://www.playistherapy.com/?gclid=COzotP_894oCFQVAgQodakArlwKWMhttp://www.ed.uiuc.edu/sped/SPARK/teachermat/alligator/skills-finemotor.htmlD&T8http://sig.cls.utk.edu/Products/TN_SIG_Toolkit_2007.pdfKQ%http://www.bipolarchild.com/iep.htmly}N,http://www.spedforms.com/goals/criteria.htmKIhttp://www.specialed.us/issues-IEPissues/writingiep/GoalsMeasurable.htmlBmH@http://userweb.esu10.k12.ne.us/%7Esped@esu10.org/obj/objhp.htmldE3http://www.udel.edu/bkirby/asperger/IEP_Goals.htmlUB;http://www.aboutautismlaw.com/goals_objectives_autism.html9(?Thttp://gfcf-diet.talkaboutcuringautism.org/essential-handout-for-aides-teachers.htmZ<Ehttp://www.talkaboutcuringautism.org/special-ed-law/samplegoals2.htmZ9Ehttp://www.talkaboutcuringautism.org/special-ed-law/samplegoals1.htm<j6Mhttp://specialed.about.com/od/iepstatements/IEP_Statements_for_all_Needs.htmO3.http://www.rfenc.org/NEWSITE/SLATE-Manual.docA0http://www.ieps.net/Index.htmZ[-"http://www.iep4u.com/default.aspx *http://www.iep4u.com/math.htm&"'$http://www.iep4u.com/iepsh1%7E1.htm0$Ghttp://www.autism-pdd.net/forum/forum_posts.asp?TID=16265&KW=NorwayMomu'!/http://www.speakingofspeech.com/generic42.html0Ghttp://www.autism-pdd.net/forum/forum_posts.asp?TID=16265&KW=NorwayMomo(,http://www.kid-power.org/samples/goals.htmld3http://www.udel.edu/bkirby/asperger/IEP_Goals.htmlc>,http://www.concordspedpac.org/IEPGoals.html=6Fhttp://www.texasautism.com/WorkshopFiles/Social_Supports_handouts.pdf0Ghttp://www.autism-pdd.net/forum/forum_posts.asp?TID=16265&KW=NorwayMom~8 'http://trainland.tripod.com/sample.htm-p Khttp://www.bfinclusion.org.uk/iep pdf/Social and communication targets.pdfW 2http://www.bridges4kids.org/IEP/iep.goal.bank.pdf0Ghttp://www.autism-pdd.net/forum/forum_posts.asp?TID=16265&KW=NorwayMom  !"#$%'()*+,-/0123456789:<=>?@ABDEFGHIJKLMNOPQRSTWRoot Entry FwƨYData &1Table.WordDocument4JSummaryInformation(;DocumentSummaryInformation8C"CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q