ࡱ> M rnbjbj== %WWjXl$0$0$08\0L0yP1^3(3333h55Hxxxxxxx$z |hx<633<6<6x833x888<633x8<6x88J>rx3D1 +$06t6xx0yu)}7)}x8DENVER PUBLIC SCHOOLS Department of Student Services Office of Special Education Goals Bank for the Computerized IEP, Version 5.0 January, 2002 Table of Contents  TOC \h \z \t "Heading 1,2,Heading 2,3,Title,1"  HYPERLINK \l "_Toc535390458" Reading  PAGEREF _Toc535390458 \h 2  HYPERLINK \l "_Toc535390459" Math  PAGEREF _Toc535390459 \h 3  HYPERLINK \l "_Toc535390460" Numbers  PAGEREF _Toc535390460 \h 3  HYPERLINK \l "_Toc535390461" Addition and Subtraction  PAGEREF _Toc535390461 \h 3  HYPERLINK \l "_Toc535390462" Multiplication and Division  PAGEREF _Toc535390462 \h 4  HYPERLINK \l "_Toc535390463" Measurement  PAGEREF _Toc535390463 \h 4  HYPERLINK \l "_Toc535390464" Written Language  PAGEREF _Toc535390464 \h 5  HYPERLINK \l "_Toc535390465" Motor Skills  PAGEREF _Toc535390465 \h 7  HYPERLINK \l "_Toc535390466" General Motor  PAGEREF _Toc535390466 \h 7  HYPERLINK \l "_Toc535390467" Written Language - Motor  PAGEREF _Toc535390467 \h 8  HYPERLINK \l "_Toc535390468" Self-Advocacy  PAGEREF _Toc535390468 \h 10  HYPERLINK \l "_Toc535390469" Social /Emotional  PAGEREF _Toc535390469 \h 11  HYPERLINK \l "_Toc535390470" Speech language  PAGEREF _Toc535390470 \h 13  HYPERLINK \l "_Toc535390471" Transition Skills  PAGEREF _Toc535390471 \h 15 Reading Recall details from reading a selection. Recall known information related to reading selection. Read direction words used in instruction. React to a selection through conversation and discussion. Differentiate fact from fantasy. Match his/her name to sample. Recall details. Identify sequence of events or ideas in a reading selection. Sequence details. Indicate an interest in being read to. Identify symbols used in daily environment. Read words with consonant blends. Read consonant vowel - consonant words. Match colors to sample. Read sight word vocabulary presented in basal reading program. Recognize his/her name in writing. Identify his/her name among others. Read signs used in daily environment. Associate consonant sound with letter (record learned consonants if appropriate). Form complete sentences from adding words or symbols. Explain meaning of labels/symbols that caution against specific dangers. Read words with vowel dipthongs. Identify unknown word meanings using picture clues. Read sight word vocabulary applicable to: abbreviations, calendar, life skills, direction etc. Follow written directions. Read sight word vocabulary in content area. Define and use core vocabulary in content area. Identify the main idea in a reading selection. Identify multiple meanings of words spelled alike. Use context to derive meaning of words. State main idea. Predict outcomes for a reading selection. Follow written directions on reading level. Determine cause/effect in a reading selection. Distinguish between soft and hard c and g sounds: e.g., cigar, engine, cat. Identify silent letters: e.g. knife, gnaw, lamb. Identify root words. Identify abbreviations. Describe the qualities, motives, emotions expressed by the characters. Read passages from assigned reading material. Read with fluency, attention to punctuation, expression, cadence, stress. Adjust the rate of reading to the purpose and difficulty of the material. Use library/media center to obtain reading material. Select reading materials appropriate to his/her independent level. Interpret information from a variety of forms including magazines, newspapers, and manuals. Understand and use idioms. Math Numbers Tell age, address and telephone number Use manipulatives to count and compare quantities of 0-10 (many, some, few, none, equal, greater than) Identify, name, sequence, and write numerals 0-20 Count by ones in sequence to 100 Read numerals from 0-100 Write age, address and telephone number Read and write large numbers in expanded notation Identify, name, sequence, write and verbal representations of whole numbers 0-10 using number lines Identify and count by odd and even numbers Relate a quantity of physical materials grouped by tens and ones Demonstrate that the greater number is on top or comes first Identify and write number as prime or composite Identify, name, sequence, write and verbal representations of whole numbers 0-billions Locate position of negative numbers on a number line Supply a missing number or symbol to solve equality and inequality number sentences, with or without regrouping Use symbols <,>,= to compare and order whole numbers through the thousands and solve number sentences Solves problems involving multiples of 10 Use zero as a place holder Estimate answer to a given problem prior to solving the problem Addition and Subtraction Work basic addition and subtraction operations Write number sentences to match story problems Construct and solve addition equations based upon teacher dictated story problems Solve word problems by separating out pertinent facts from given information Write addition problem to show multiplication is repeated addition Demonstrate mastery of 100 basic addition facts Add numbers with regrouping using vertical and horizontal modes Add 2 digit numbers without regrouping --vertically and horizontally Solve addition and subtraction problems containing 4-digit numerals with regrouping in the 1s, 10s, and 100s. Add a positive and negative number Use a variety of methods and strategies to estimate, solve and check addition of multi-digit with regrouping Use a variety of methods and strategies to estimate, solve and check addition of multi-digit without regrouping Use a variety of methods and strategies to estimate, solve and check subtraction of multi-digit with and without regrouping Solve addition problems involving 3 addends of 4 digits each with regrouping in the tens, hundreds and thousands Read and write addition facts whose sums do not exceed 10 --horizontally and vertically Subtract numbers with regrouping using vertical and horizontal modes Construct and solve subtraction equations based upon teacher dictated story problems Subtract 2 and 3 digit subtrahends from 3 digit minuends with and without regrouping Use order of operations and number properties to evaluate numeric expressions pertaining to all 4 operations Use order of operations and number properties to solve equations pertaining to all 4 operations Multiplication and Division Work basic multiplication and division operations Give orally or in writing the 100 multiplication facts Solve multiplication problems containing 2 digit multipliers and multiplicands with regrouping Multiply a 3 digit numeral by a 1 digit numeral with regrouping Solve even division problems containing three digit dividends with divisors of the numerals 2,3,4, and 5 Read, write and solve equations with parenthesis Measurement Identify and shade regions representing whole, half, and quarter of a shape or set Count money containing mixed coins and bills. Record the amount using $ sign and decimal point Differentiate among measures of tablespoon, teaspoon, and half teaspoon Written Language Draw a series of pictures to describe an object, event, or process. Form lower case and upper case manuscript letters with model. Form lower case and upper case manuscript letters without model. Form lower case and upper case cursive letters with model. Form lower case and upper case cursive letters without model. Write legibly at ability level, paying attention to shape, size, slant, and strokes, spacing and speed of letters. Capitalize beginning of sentences, names, pronoun I, titles, initials, days of week, months and holidays. Capitalize proper names, first word in each line of a poem, and first word of a quotation. Use end punctuation marks: period, question mark, exclamation point. Use period after initials and abbreviations. Write full legal name, telephone number, address, date and place of birth. 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. Use an apostrophe to form contractions and to form possessive nouns. Use quotation marks, colon, semi-colon, hyphen and underlines as appropriate. Identify and use nouns, including irregular plurals. Identify and use verbs, including action verbs and auxiliary verbs. Identify and use pronouns. Identify and use adjectives. Identify and use adverbs. Identify and use prepositions, conjunctions and interjections. Apply verb tense for regular verbs. Apply verb tense for irregular verbs. Identify subject and predicate in sentence and write sentences with noun-verb and subject-predicate agreement. Use verb tense by making changes to indicate past, present, and future. Use grammatically correct form of negatives and possessives. Draw sequential picture and sentence for each picture to compose a language picture story. Copy story which was dictated to teacher. Write words, phrases and sentences from dictation. Write complete sentence with correct punctuation, capitalization and spacing. Write compound and complex sentences and transform declarative sentence to interrogative, passive or negative. Write three or more sentences about one topic. Write a paragraph with topic sentence, supportive details and closing, use indentation and margins. Write a paragraph to present factual information, to sequence, to compare or contrast or to answer essay question, Write journal entries, poetry, outlines, book reports, and friendly or business letters with envelopes, take notes, use the writing process, . Use dictionary or computer spell checkers to check unknown spelling. Write messages, shopping lists, directions, complete forms, write/update resume. Spell words from selected lists. Spell base words and word parts using phonetic regularities, prefixes and suffixes. Apply selected spelling rules: change y to I with some suffixes, I before e except after c etc. Develop keyboarding skills. Engage a voice synthesizer and use a voice synthesizer for proof reading. Demonstrate the use of parts of a Braille writer. Use the appropriate keys/fingers to write the alphabet, numbers and punctuation using Braille writer. Depress with Braille eraser incorrect dots of embossed Braille. Backspace/position embossing head over the erased character, form new character and relocate original position. Write words and sentences using Braille writer. Identify situations when the use of a slate and stylus is appropriate. Demonstrate Braille word, sentence, number begin at right and move left. Effectively use an interpreter with signing skills. Motor Skills General Motor Bring hands or object to mouth/midline and/or bring hands together Use an accurate/ purposeful reach for an object Voluntarily pick up and release an object Pick up a small/medium object using a raking/palmer grasp Pick up a small/medium object using a 3 jaw chuck Pick up a small/medium object using a pincher grip Pick up a small/medium object using a superior pincher grip Explore an object using two hands Transfer an object from hand to hand Pick up the second object while holding onto the first Establish preference for right or left-handedness Stabilize object with non-dominant hand while engaging in an activity Remove objects from and place them into a container Stack objects (such as blocks or stacking rings) Turn pages of a cardboard/paper book one at a time Successfully use a cause effect toy by hitting a switch Successfully use a cause effect toy by pushing a button Successfully use a cause effect toy by flipping a switch Successfully use a cause effect toy by turning a knob Successfully shake a toy Successfully use a push-pull toy Successfully use a hammer toy Successfully use a squeeze toy Successfully use pop beads Successfully use a peg board Successfully use a hand crank Successfully put shapes into a shape board Successfully string beads Successfully use clothes pins Successfully twist off a lid Successfully use a lacing board Successfully use a wind up toy Open/close a box (such as a crayon box, lunch box, toy container) Wrap/ unwrap an object Inserts paper into folder Use clay or dough and mold into specific shapes Use clay or dough to make a long strand by rolling it between thumb and fingertips Use clay or dough to make a ball by rolling it between thumb and finger tips Put a puzzle together with __ pieces __ inches big Cup hands to hold (small objects, material such as sand, liquid) Translate objects from the palm of hand to the tips of fingers Pick up small objects individually and hold them in the palm of the same hand Use squeeze/scissor tongs to pick up and release small objects Use paste/glue Flick index and middle fingers against the thumb Consistently use ring and pinkie finger as stabilizers and thumb, index and middle finger as manipulators Snap Fold paper with matching edges 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) Use paper clips Use a manual pencil sharpener Show numbers 1-5 on each hand Successfully manipulate hand for sign language Use stapler Stack and collate paper together Use squeeze/loop scissors Use __ inch blade scissors Use Benbow scissors Use easy-grip scissors Use Friskers Use regular classroom scissors Hold scissors correctly Snip paper Cut on a straight/curved line___inches wide Hold and turn paper appropriate for cutting Cut out (simple/complex) shapes, with various curves and angles Cut paper opening and closing the scissor blades only way Written Language - Motor Make strokes on paper with paint brush/ marker/ crayon Scribble spontaneously Stay on paper when coloring/scribbling/painting Consistently use a _______ grasp on writing utensils when completing written work Maintain functional posture for writing Move from left to right and top to bottom of paper Trace a line/ draw a line through a maze/ draw a straight line from dot to dot Color within in the lines of a simple/ complex shape (lines are ____ inches thick) remains within ____inches of the line Use wrist movement to change direction of strokes when coloring (does not turn paper) Copy a vertical/horizontal/diagonal line Copy simple shapes legibly with appropriate lines and angles Draw circles counter clockwise Erase pencil marks without damaging paper Draw pictures of people, places or things with ___ number of different parts Write first name legibly without model Write first name legibly with model Write last name legibly without model Write last name legibly with model Write capital letters legibly without model Write capital letters legibly with model Write lower case letters legibly without model Write lower case letters legibly with model Write numbers legibly without model Write numbers legibly with model Write sentences legibly without model Write sentences legibly with model Write paragraphs legibly without model Write paragraphs legibly with model When copying shapes, pictures, etc. use appropriate proportions, spacing, amount of space on paper, centers appropriately Orient letters appropriately to lines on the paper/ uses correct sizing when writing (reduces letters to appropriate size of , or 3/8 in proportion to lines and space) Appropriately space letters/words/margins Form letters/numbers correctly Verbalize proper formation of letters/numbers Can identify shapes/letters/numbers by sight and by feel (when given a tactile cue) Write with appropriate pressure on paper and tension in hand Movement while writing comes from small muscles of the hand and fingers rather than wrist and shoulders Wrist remains in neutral position while writing Tilt paper appropriately Write/copy with functional speed Copy from a far point such as a board or a near point such a book Write with appropriate letter formation Link letters appropriately when writing Maintain appropriate orientation to line when writing Maintain appropriate letter size when writing Maintain appropriate spacing when writing Maintain appropriate letter shape and slant when writing Proofread for errors in writing Match cursive letters in manuscript / can copy a manuscript model into cursive and vice versa Self-Advocacy Explain the kind of help needed Share work and accept help from an adult Describe personal strengths (at this age, the child is still likely to inflate achievements) Identify a strategy for approaching a learning task (self-monitoring skills will not be in place at this time). Demonstrate understanding of what learning disability is and communicate to others what he/she needs to learn successfully. Identify one or two learning strategies. Evaluate effectiveness of learning strategies and make modifications as needed. Identify one or two environmental needs (I need to sit in the front of the class, I need a quiet place to work) Identify one or two curriculum modifications (I need to have more time to complete work, I need to have directions written on the board) Learn how and when to ask for help in the classroom. Learn the appropriate skills for negotiating a curriculum modification and will practice these skills in a structured setting. Participate in school meetings (parent/teacher conference or annual review) and advocate for self with the support of parent and teachers. Demonstrate understanding of the goals on the IEP. Participate in goal setting conferences and help to set own goals. 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. Evaluate the effectiveness of learning strategies and make modifications as needed. 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) Identify specific environmental modifications and to tell why they are needed. Communicate academic strategies or compensation skills that work best for him/her. Demonstrate appropriate skills in knowing when or how to ask for help. Demonstrate appropriate skills in asking for a curriculum modification and will negotiate the modification with some adult cuing. Share with the classroom teacher that the IEP is a legal document and what kinds of information can be found on the IEP. Co-lead annual review and help develop IEP goals. Demonstrate knowledge of strengths, weaknesses, personal learning style and their applications in daily school, community life and career options. Evaluate the effectiveness of learning strategies and make appropriate modifications Communicate academic strategies or compensation skills that work best for him/her. Demonstrate appropriate skills in asking for help at appropriate times. Demonstrate appropriate skills in asking for modification independently. Participate in development of a post secondary plan. Demonstrate understanding of Rehabilitation Act 504 Demonstrate knowledge of community resources. Lead annual review meetings to help develop goals. Make decisions between two alternatives. Social /Emotional Reduce self-destructive behavior. State causes of anger, stress or frustration. Respond to accidental contact without aggression. Follow class routine. Transition from one activity to another. Enter classroom, and take seat without disturbance. Demonstrate self-control while waiting for assistance or attention. Remain in designated location. Refrain from making extraneous noises. Wait for his/her turn. Raise hand to get teachers attention. Reduce school avoidance behaviors. Be punctual to class. Reduce the number of requests to leave the classroom. Demonstrate self-control in interpersonal situations. Maintain socially acceptable distance from others. Touch belongings of others only with their permission. Anticipate loss of control and ask for intervention. Walk away from situations causing anger, stress, or frustration. Request/accept feedback from others to clarify perceptions. Review problem incidence and examine options. Develop objectives necessary to obtain personal goals. Use coping strategies when confronted with threatening situations. Remove him/herself from anxiety or fright provoking situations. Engaged in stress management activities. Identify his/her own feelings. Express his/her own feelings. Accept adult intervention. Request adult intervention. Demonstrate conflict management skills. Identify preventative measures to avoid conflicts. Develop and use self monitoring techniques. Respect property of others. Accept responsibility for own actions. Demonstrate coping skills. Ask for help when necessary. Change tasks without resistance. Exhibit good sportsmanship. Identify his/her strengths and weaknesses. Gain the attention of others appropriately. Supply personal information. Take turns in conversation appropriately. Use social greetings, introductions, and salutations appropriately. Make appropriate apologies and explanations of behavior. Demonstrate appropriate risk taking behaviors. Improve ability to work in a group. Use time management techniques. Follow directions. Demonstrate time on task behaviors. Make/answer a telephone call using appropriate manners of language. Solve problems in daily activities and state the solution and rationale. Speech language Arrange picture sequence cards and tell the story Tell a story sequencing at least three events using pictures or other visual stimuli Use a designated word in a sentence when describing pictures or objects Identify his/ her dysfluency Practice relaxation techniques introduced by instructor Answer yes/no questions Use relaxation techniques when reminded by the instructor Answer questions concerning comparison of pictures or objects that differ in only one aspect Use subject pronouns-I, he, she, it, we, they, and you Use object pronounsme, him, her, it, us, and them Use verbs in conversational speech Use blow toys such as whistles or party blow-outs Repeat stuttered words with easy onset of phonation Point to a picture after hearing a sentence which includes a comparative/superlative Produce sound in initial position of words when cued Answer who questions by pointing to pictures or objects Identify associated of struggle behaviors associated with dysfluencies Answer questions about objects or pictures which include comparatives or superlatives Use easy onset of vocalization Produce sound in final position when cued Use relaxation techniques to deal with emotional or stressful situations in therapy Produce sound in the medial position of words when cued Produce the correct pronoun in sentences Use specific verbs in sentences Give directions on how to do something or go somewhere in proper sequence Maintain fluency by reducing tension in the articulators during therapy Use relaxation techniques without being reminded by the instructor List two or more adjectives that describe a person, object, or picture Modify dysfluencies/struggle behavior appropriately Speak fluently for one minute Produce sound in blends when cued Describe an effect from a specified action Listen to a story and answer questions about the sequence of events Give at least two definitions of a multiple meaning word Combine two sentences into a longer sentence by adding a conjunction Eliminate dysfluencies and struggle behavior in conversation with peers Predict at least two results from a specified action Make comparisons among objects or pictures that differ in only one aspect by using comparatives and superlatives Use reduce rate, breathiness, low volume and monotone in speech Produce sound in sentences when cued Clearly organize and effectively present ideas orally Keep a diary of type and situation of dysfluency Answer why questions Eliminate dysfluencies and struggle behavior in conversation with strangers Eliminate dysfluencies and struggle behavior in conversation with authority figures Speak fluently for five minutes Eliminate dysfluencies and struggle behavior in conversation on the telephone Speak fluently for a therapy session Produce at least two sentences using different meanings of a multiple meaning word Produce another sentence by using synonyms to give the same meaning Eliminate dysfluencies and struggle behavior in conversation with the clinician Transition Skills Use an organizational calendar and checklist of materials Access supports necessary to become successful in academic classes Develop organizational skills useful in post-secondary training Demonstrate the ability to use keyboarding skills and computer programs Increase functional academics in math, reading, written language and/or oral Demonstrate the characteristics of an effective worker Contact guidance counselor to determine most appropriate high school classes to take to reach long-term goal Work with counselor/instructor to determine needed credits Develop an assignment book Demonstrate basic computer operations Organize notebook around subject matter Increase survival reading Become computer literate Demonstrate the ability to work effectively and efficiently Develop functional math skills necessary in a post-secondary setting Take a computer or keyboarding class Develop and ask __ questions about each assignment Use a modification check sheet in all classes Develop organizational skills Organize and effectively present ideas and information in writing Determine what modifications may be needed to take SAT/ACT Use feedback to monitor and improve performance Demonstrate the ability to receive and relay information clearly and effectively Take SAT/ACT exam Contact college counselor to determine post-secondary educational options Identify post-secondary options Demonstrate the ability to work with a variety of technologies and equipment Review three post-secondary catalogs Contact/visit colleges and vocational schools of choice Investigate community colleges, trade and vocational school options Clearly organize and effectively present ideas orally Organize and effectively present ideas and information in writing Develop banking skills (checkbooks, debit cards, ATM, etc.) Develop study skills useful in post-secondary training Demonstrate ability to maintain checkbook, savings and debit card accounts and budgeting skills Shadow vocational program of choice Apply appropriate time to tasks Complete a job application Access public transportation and route information Develop a monthly budget for post-secondary living situations (Rent, Tuition, Entertainment, Clothes, Transportation, Food, etc.) Use efficient techniques to acquire and apply new knowledge and skills Successfully complete core academic requirements for college entrance Develop a career portfolio Complete and submit financial aid packet Complete a resume Generate new and innovative ideas Manage multiple priorities Develop a work Portfolio Deliver a 3 minute speech in front of group Ask one question in every collaborative group situation Make application to Colorado Vocational Rehab and complete intake process Goals Bank for the Computerized IEP, Version 5.0 Page  PAGE 16 of  NUMPAGES 16  !"#$@ABCGHIcֲ֥qX֥0j6>*B*CJU]mHnHphu56CJ\]aJmHnHu$j}6CJU]mHnHu!j6CJU]mHnHu6CJ]mHnHu0j6>*B*CJU]mHnHphu6CJ]mHnHu0J6CJ]mHnHu"j0J6CJU]mHnHuCJ jCJU5QRS"il \X U  !d` !d$a$$a$$ !a$nqncdefghijkܽvj`R`BR`RjqCJUmHnHujCJUmHnHuCJmHnHu0JCJaJmHnHu*j>*B*CJUmHnHphuCJmHnHu0JCJmHnHuj0JCJUmHnHu56CJ\]aJmHnHu"j0J6CJU]mHnHu6CJ]mHnHu!j6CJU]mHnHu$jw6CJU]mHnHu     ,-./JKLfghijklmnٻ㯥q㯥ajeCJUmHnHu*j>*B*CJUmHnHphujkCJUmHnHujCJUmHnHuCJmHnHu0JCJaJmHnHu*j>*B*CJUmHnHphuCJmHnHu0JCJmHnHuj0JCJUmHnHu5CJ\aJmHnHu%ŷŧŷۚ{p{W{J9J!j6CJU]mHnHu6CJ]mHnHu0j6>*B*CJU]mHnHphu6CJ]mHnHu0J6CJ]mHnHu"j0J6CJU]mHnHu5CJ\aJmHnHuj_CJUmHnHujCJUmHnHuCJmHnHu0JCJaJmHnHuj0JCJUmHnHu*j>*B*CJUmHnHphu     +,-.:;<VWXYZ[\]^z{ܽ|iܽZPHPCJmHnHu0JCJmHnHuj0JCJUmHnHu$jS6CJU]mHnHu0j6>*B*CJU]mHnHphu6CJ]mHnHu0J6CJ]mHnHu56CJ\]aJmHnHu"j0J6CJU]mHnHu6CJ]mHnHu!j6CJU]mHnHu$jY6CJU]mHnHu{|}ŷŧŷۚېrŷbŷۚP"j0J6CJU]mHnHujG CJUmHnHu*j>*B*CJUmHnHphuCJmHnHu0JCJmHnHu5CJ\aJmHnHujMCJUmHnHujCJUmHnHuCJmHnHu0JCJaJmHnHuj0JCJUmHnHu*j>*B*CJUmHnHphu %&'(567QRSUVWXYZvwxyμ򯞯{b򯞯O$j; 6CJU]mHnHu0j 6>*B*CJU]mHnHphu56CJ\]aJmHnHu$jA 6CJU]mHnHu!j6CJU]mHnHu6CJ]mHnHu"j0J6CJU]mHnHu0j 6>*B*CJU]mHnHphu6CJ]mHnHu0J6CJ]mHnHu     ! 2 3 4 N O P R ЬП{bПO$j/ 6CJU]mHnHu0j 6>*B*CJU]mHnHphu$j5 6CJU]mHnHu!j6CJU]mHnHu6CJ]mHnHu0j 6>*B*CJU]mHnHphu6CJ]mHnHu0J6CJ]mHnHu"j0J6CJU]mHnHu56CJ\]aJmHnHuR S T U V ^ n -----`9y9CCNOWWdcwcnJnPnQnWnXnZn[n_n`njnknmnnnqnrnĢǜǜ mHnHuCJ 5CJ\CJOJPJQJ^J5CJOJPJQJ\^JCJ jU56CJ\]aJmHnHu"j0J6CJU]mHnHu!j6CJU]mHnHu1U ^ _ # D b r  6 ` y & x  L  & F h^h "QB3a*m & Fh^h & F GU-mn88} & F~j3x" @wqh^h & F N !{!!B""""#$j$$$$%5%t%%%-&u&& '7' & F h^h7'j'''(V((-))*R*s**)+E+++',g,,-N-------,. & F & F ,.\....%/a////0W0000'1_11112&2E2`2}222223 & F3;3Z33333P4445P5555666627B7`7~777778%8<8 & F<8I8h88888#9_9`9y9z9999K:s:::p;;;,<K<u<<< = & Fh^h & F =3=V====>*>K>q>>>>Y?@1@P@~@@AwAAAA#BKBsBBBC & FC:CZCCCCCDnDDZEEECFFGG H?HH(I|IJgJJKKK.L & F & F.LLMiMMM/NcNNNNOO$OROOOOO;PZPPPPPP.QdQ & F$a$ & FdQQQRDRRRR(ShSSSSST-T`TTTTTU)UEUpUUUU'V`V & F`VVVVV WNWWWWWW1XyXXXX"YYYY Z>ZrZZZ8[[ & Fh^h & F[[[ \t\\\\A]]]^G^e^^^^1_v___d```a3aJaaa b & F bXb}bbcdcwcxccc5d}ddeneeeef,fEffffgLgjggg & F & Fghhhzhhh1iViiijJjjjkAkak|kk1lxlllmm6mQmjmmm & FmnnJnKnonpnqnrn$a$$a$h^h & F# 0&P/ =!"#$%}DyK _Toc535390458}DyK _Toc535390458}DyK _Toc535390459}DyK _Toc535390459}DyK _Toc535390460}DyK _Toc535390460}DyK _Toc535390461}DyK _Toc535390461}DyK _Toc535390462}DyK _Toc535390462}DyK _Toc535390463}DyK _Toc535390463}DyK _Toc535390464}DyK _Toc535390464}DyK _Toc535390465}DyK _Toc535390465}DyK _Toc535390466}DyK _Toc535390466}DyK _Toc535390467}DyK _Toc535390467}DyK _Toc535390468}DyK _Toc535390468}DyK _Toc535390469}DyK _Toc535390469}DyK _Toc535390470}DyK _Toc535390470}DyK _Toc535390471}DyK _Toc535390471 i0@0 Normal_HmH sH tH >@> Heading 1$@&5>*CJPJ\<@< Heading 2$$@&a$ 5>*\@@ Heading 3$$@&a$ 5>*CJ\0@0 Heading 4$@&CJ<@< Heading 5$$@&a$ 6]aJ<A@< Default Paragraph Font,B, Body Text5\:>@: Title$h^ha$ 5>*CJ\4Z@4 Plain Text OJQJ^J,@", Header  !, @2, Footer  !2@2 TOC 1x56\]aJ4@4 TOC 2x^ 5\aJ** TOC 3 ^aJ** TOC 4 X^XaJ** TOC 5  ^ aJ** TOC 6 ^aJ** TOC 7 ^aJ** TOC 8 x^xaJ** TOC 9 @^@aJ.U@. Hyperlink >*B*phrj5QRS"il \XU^_#Dbr6`y&x L " Q  B 3 a * m GU-mn88}~j3x" @wqN{B j !5!t!!!-"u"" #7#j##'$V$$-%%&R&s&&)'E''''(g(()N))))))),*\****%+a++++,W,,,,'-_----.&.E.`.}...../;/Z/////P0001P1111222223B3`3~333334%4<4I4h44444#5_5`5y5z5555K6s666p777,8K8u888 939V9999:*:K:q::::Y;<1<P<~<<=w====#>K>s>>>?:?Z?????@n@@ZAAACBBCC D?DD(E|EFgFFGGG.HHIiIII/JcJJJJKK$KRKKKKK;LZLLLLLL.MdMMMNDNNNN(OhOOOOOP-P`PPPPPQ)QEQpQQQQ'R`RRRRR SNSSSSSS1TyTTTT"UUUU V>VrVVV8WWWW XtXXXXAYYYZGZeZZZZ1[v[[[d\\\]3]J]]] ^X^}^^_d_w_x___5`}``anaaaab,bEbbbbcLcjcccdhdzddd1eVeeefJfffgAgag|gg1hxhhhii6iQijiiijjJjKjojsj000000H0S0080S0000000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0! 0" 0# 0$ 0% 0& 0' 0( 0) 0* 0+ 0, 0-0000  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 00n 0n 0n 0n 0n 0n 0n 0n 0n 0n 0n 0n 0n 0n 0 n 0!n 0"n 0#n 0$n 0%n 0&n0n00 0' 0( 0) 0* 0+ 0,000 0- 0. 0/00 0 0 0 0 0 0 0 0 0 0  0  0  0  0  0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0! 0" 0# 0$ 0% 0& 0' 0( 0) 0* 0+ 0, 0- 0. 0/ 000000) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0 ) 0 ) 0 ) 0 ) 0 ) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0) 0 ) 0!) 0") 0#) 0$) 0%) 0&) 0') 0() 0)) 0*) 0+) 0,) 0-) 0.) 0/) 00) 01) 02) 03) 04) 05) 06) 07) 08) 09) 0:) 0;) 0<) 0=) 0>) 0?) 0@) 0A) 0B)0)00`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0 `5 0 `5 0 `5 0 `5 0 `5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0 `5 0!`5 0"`5 0#`5 0$`5 0%`5 0&`5 0'`5 0(`5 0)`5 0*`5 0+`5 0,`5 0-`5 0.`5 0/`50`50`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0 `5 0 `5 0 `5 0 `5 0 `5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0 `50`50`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0 `5 0 `5 0 `5 0 `5 0 `5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0 `5 0!`5 0"`5 0#`5 0$`5 0%`5 0&`5 0'`5 0(`5 0)`5 0*`5 0+`5 0,`5 0-`5 0.`5 0/`5 00`5 01`5 02`50`50`50`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0 `5 0 `5 0 `5 0 `5 0 `5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0 `5 0!`5 0"`5 0#`5 0$`5 0%`5 0&`5 0'`5 0(`5 0)`5 0*`5 0+`5 0,`5 0-`5 0.`5 0/`5 00`5 01`5 02`50`50`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0 `5 0 `5 0 `5 0 `5 0 `5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0`5 0 `5 0!`5 0"`5 0#`5 0$`5 0%`5 0&`5 0'`5 0(`5 0)`5 0*`5 0+`5 0,`5 0-`5 0.`5 0/`5 00`5 01`5 02`50@0@0@0 022WWWZc{R rn<?@ABCDEFU 7',.3<8 =C.LdQ`V[ bgmrn=GHIJKLMNOPQRSTUVWXqn> "BHdfgi   .Kgijl   -;WYZ\|'6RUVXx 3ORSUrj tX%tX%tX%tX%tX%tX%tX%tX%tX%tX%tX%tX%tX%tX%t̕7>AFQTZ! _Toc533571204 _Toc533576232 _Toc535390458 _Toc535390459 _Toc535390460 _Toc535390461 _Toc535390462 _Toc535390463 _Toc535390464 _Toc535390465 _Toc535390466 _Toc535390467 _Toc535390468 _Toc535390469 _Toc535390470 _Toc535390471 _Toc535389994SSV n))`5?JSe_x_sj ]  ))x5?JSv__sj  +4444TTrW~WZ&Z[[(]2]T]`]]]^ ^_*_jpjsj t##%%-&5&&&''(%(()r)~)xBBJ(JpPPPPS&Sjpjsj33333333333333333333 Hg Kj ;Z6V3SjsjDPS ?C:\WINDOWS\Desktop\IEP Dev\Dev Versions 5\Ver 5.29\AllGoals.docDPS LC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of AllGoals.asdDPS ?C:\WINDOWS\Desktop\IEP Dev\Dev Versions 5\Ver 5.29\AllGoals.docDPS ?C:\WINDOWS\Desktop\IEP Dev\Dev Versions 5\Ver 5.29\AllGoals.docDPS ?C:\WINDOWS\Desktop\IEP Dev\Dev Versions 5\Ver 5.29\AllGoals.docDPS ?C:\WINDOWS\Desktop\IEP Dev\Dev Versions 5\Ver 5.31\AllGoals.docDPS LC:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of AllGoals.asdDPS ?C:\WINDOWS\Desktop\IEP Dev\Dev Versions 5\Ver 5.31\AllGoals.docDPS ?C:\WINDOWS\Desktop\IEP Dev\Dev Versions 5\Ver 5.31\AllGoals.docDPS ?C:\WINDOWS\Desktop\IEP Dev\Dev Versions 5\Ver 5.31\AllGoals.doc/hHD_8<7< ƤC ^[R%Cq*NдIq#F!.& FPU'ӠC45`G& o%9cF>pjLD &=#]L4Y.*e@5808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.d808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. 808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h^`.h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.d88^8`o(^`. L ^ `L.  ^ `.xx^x`.HLH^H`L.^`.^`.L^`L.^`.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.d`^``o(^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.X808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h^`.h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(,808^8`0o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.e afLSrR%CF>LDsXv o%98.&0uEcx45< ]_p/PU'#]LC ,fYq#F!q*+o_                 2        b                         n        PD        c:        Z                                   ܫ        -C                 J         DD>        |        dF                 =                 ^         @idiirj@UnknownG:Times New Roman5Symbol3& :ArialO MS MinchoMS Gothic?5 :Courier New;Wingdings"qhXzaFzaF!Y|W,$20dok 2q IEP 5 GoalsStudent ServicesDPS  Oh+'0   < H T `lt| IEP 5 GoalsEP Student ServicesdtudtudNormal DPS l 33 Microsoft Word 9.0@}@ @v%,@JY|W ՜.+,D՜.+,L hp  Denver Public Schoolsoc,ok  IEP 5 Goals Title 8@ _PID_HLINKSAdT=P_Toc535390471=J_Toc535390470=D_Toc535390469=>_Toc535390468=8_Toc535390467=2_Toc535390466=,_Toc535390465=&_Toc535390464= _Toc535390463=_Toc535390462=_Toc535390461=_Toc535390460=_Toc535390459=_Toc535390458  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXY[\]^_`acdefghijklmnopqrstuvwxyz{|}~Root Entry F Data Z1Tableb)}WordDocument%SummaryInformation(DocumentSummaryInformation8CompObjjObjectPool    FMicrosoft Word Document MSWordDocWord.Document.89q