Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts

Transcription

1 Motivation and Interest Maintain attention to a literacy-related activity for minutes. Literacy Interactions Print and Book Awareness will stay with the adult while they look at or read the book for at least five minutes, at least one time a week for three weeks Given daily opportunities to select from a regularly changing assortment of (print based, online and/or powerpoint) books, the student will successfully communicate a choice on 4 out of 5 days. Attends to story reading as noted by visual focus, motor action, or direct vocalization Given multiple practice opportunities, will use personal gestures to interact with peers and adults by indicating choices with at least 4 interactions daily for 3 of 4 probe checks in a 9 week period. (Pre-Symbolic Level) After listening to a story adapted with symbols and a repeated line 5 times for 5 different purposes, will use his AAC device to read the word/line given an expectant pause cue for 3 of 4 stories each 9 weeks. (Pre-Symbolic Level) will the indicate turn the page on her communication board to indicate it is time to turn it after the teacher has read each page Will orient and/or respond to visual images By (month/day/year), (student) will orient to visual images by looking at a picture book for ( ) seconds for of trials over ( ) trial days/weeks as measured by data collection. By (month/day/year), (student) will respond to visual images by turning the pages of a picture book for of trials over ( ) trial days/weeks as measured by data collection. Will locate the front and back cover of a book By (month/day/year), when given a book, (student) will locate the front and back cover of the book by pointing upon teacher request for of trials for ( ) trial days/weeks as measured by data collection Find the title on the cover of a book By (month/day/year), when given a book, (student) will locate the title on the cover of a book by eye gaze upon teacher request for of trials for ( ) trial days/weeks as measured by data collection. Follow words from left to right and top to bottom of a printed page. By (date), when given a book, (name) will follow words from left to right and top to bottom on a printed page with % accuracy in out of trials as measured by teacher-charted observation/ data. By (date), when given a book with one line entries, (name) will follow words from left to right of a printed page with % accuracy in out of trials as measured by teacher charted observation/data. By (date), when given a book with no more than two line entries per page, (name) will follow words from left to right and top to bottom of a printed page with % accuracy in out of trials as measured by teacher-charted observation/data. Compiled by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17, Look at a computer screen Look at picture icons Scan pages of a book Point to a picture of an object named Activate a switch

2 Note: There are areas of overlap and statements may appear in more than one category. Print and Book Awareness con t. When books are available to, s/he will independently pick them up, open them, turn them right side up (if necessary) turn their pages one at a time and point to the pictures, maintaining attention on the book for at least three minutes, four times in two settings. When presented with a book, will locate print on a page out of times. Will hold book correctly. Will differentiate between pictures and words. During book reading, will identify parts of a book with % accuracy. 1. Will identify the front cover and back cover. 2. Will identify author. Recognize that sentences in print are made up of separate words. By (date), when given a sentence, (name) will recognize that sentences are made up of words with % accuracy in out of trials as measured by student work samples/teacher-charted observation/data. By (date), when given a sentence, (name) will state the number of words in the sentence with % accuracy in out of trials as measured by student work samples/teacher- charted observation/data. When presented with a 3-4 word sentence, will locate a single printed word, out of times. 1.Will distinguish letters from words. 2.Will recognize that sentences are made of separate words. Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17,

3 Letter and Word Recognition Will match same case letters By (month/day/year), (student) will match same case letters for ( ) capital letters for of trials over ( ) trial days/weeks as measured by data collection. Match pairs of lower case letters Play alphabet BINGO game Match same case with a template to form words Will match lower case to upper case letters By (month/day/year), (student) will match lower case letters to upper case letters for 26 pairs of letters for of trials over ( ) trial days/weeks as measured by data collection. Will identify first letter of first/last name By (month/day/year), when shown written example of own name, (student) will identify the first letter of first name by pointing to the correct letter for of trials over ( ) trial days/weeks as measured by data collection. Will select own first name By (month/day/year), when presented with 3 or more names (student) will select own first name for of trials over ( ) trial days/weeks as measured by data collection. Point to correct lower case letter when shown upper case letters Use keyboard to accurately type words and letters in upper and lower case Select the first letter of their name Put magnetic letter in correct position of their name with first letter missing Select first letter of name from a field of (2, 3, etc.) Locate own schedule Select own labeled work bin Will select name card of a named classmate or teacher By (month/day/year), when given a field of ( ) names of people in the class (student) will select name card of a named classmate for of trials over ( ) trial days/weeks as measured by data collection. Will match like sight words (student) will match like sight words for of trials over ( ) trial days/weeks as measured by data collection. Will match written words to corresponding pictures By (month/day/year), when given ( ) number of printed words and pictures (student) will match written words to corresponding pictures for of trials over ( ) trial days/weeks as measured by data collection. will correctly go to, point to or say his name to indicate he knows when it is his turn at circle, where to sit and where to put his belongings, when his printed name is moved around, three out of five times in one week. When reading a book, will read five words that s/he sees frequently, such as girls, boys, stop, dog and train, two times each in two different settings over two weeks. When given a list of classmates names, will match his/her own name in print out of times. 1. When given a choice of 2 names, will match his/her name. 2. When given a choice of 5 names, will match his/her name. Recognize by pointing to other students by name Recognize by pointing to the teacher or staff members in the classroom by name Match name card to other students Match name card to the teacher or staff members in the classroom Match days of the week Match months of the year Match locations at school Match locations at home Match picture menu to words Match picture schedule icons to words Match weather pictures to words Match color words to color Match number words to numeral Match shape words to shapes Compiled by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17,

4 Letter and Word Recognition Will identify common environmental signs By (month/day/year), when in the classroom/community, (student) will identify common environmental sign by indicating correct symbol from a field of (#) of trials for ( ) trial days/weeks as measured by data collection. Will identify common restaurants and/or community resource signs By (month/day/year), when in community, (student) will identify given a verbal cue to put with same of trials for ( ) trial days/weeks as measured by data collection. When presented with letters of the alphabet, will recognize the letters of his/her first name in print with % accuracy. Will recognize their name in print. Will recognize the first 3 letters of their name. Verbally label environmental signs/symbols in the community Use augmentative communication device to identify environmental signs/symbols in the classroom or community Use correct gender restroom Locate the bus stop Locate school office/nurse Find specific locations on campus by reading signs When presented with letters of the alphabet, will name all upper and lower case letters of the alphabet with % accuracy. 1.Will name 10 letters of the alphabet and identify whether a letter is upper or lower case. 2.Will name 20 letters of the alphabet and identify whether a letter is upper or lower case. Match symbol or cue to activity or function Will match picture to object By (month /year), when given a picture of an object and when given a cue match (student) will match picture to object for of trials over ( ) trial days/weeks as measured by data collection. Will match picture to picture By (month /year), when presented with an array of 3 or more pictures and given a picture of one of those that match a picture in the display, (student) will match the picture to the appropriate picture for of trials over ( ) trial days/weeks as measured by data collection Will identify the appropriate symbol or object that represents the specific activity or function By (month/day/year), when using a daily schedule, (student) will identify the appropriate symbol that represents the specific activity, by taking the picture to the correct location in the classroom of trials for ( ) trial days/weeks as measured by data collection. After listening to a story adapted with symbols and a repeated line 5 times for 5 different purposes, will (use his AAC device to) read the word/line given an expectant pause cue for 3 of 4 stories each 9 weeks. (Pre-Symbolic Level) Play picture to object lotto game Select desired food item using a picture to the item Enter a restaurant that is represented by a picture Match picture of letter to magnetic letter Play picture lotto game with peers Matching letters to letters Identify common traffic signs/symbols by placing markers on appropriate matching symbols during a community signs Bingo game Identify (verbally or gesturally) the appropriate common traffic sign/symbol Identify common traffic signs/symbols by correctly selecting the appropriate sign on the computer screen When shown a video of students in the community, will match the correct sign with the student s actions Compiled by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17,

5 Note: There are areas of overlap and statements may appear in more than one category. Phonological Awareness When presented with word families, will recognize and produce words that rhyme out of times. 1. Will identify words and environmental sounds that are the same or different. 2. Will recognize and point to 2 words/pictures that rhyme. When presented with environmental sounds, will recognize sounds that are the same and different out of times. 1. Associate object with sound. 2. Associate picture with the sound. When presented with a list of words, will identify, blend and segment syllables out of times. 1. Will orally blend words with picture prompts. 2. Will orally segment words with picture prompts. When presented with environmental sounds will point to specific source of sound when typical sound of object is made with % accuracy. 1. Will turn to source of environmental sound When presented with a song or poem will imitate rhyming words with % accurately. Identify rhyming words in response to an oral prompt. Given a graphic organizer and object support, identify rhyming words, provided limited options (e.g., identify words that rhyme with cat) Given a graphic organizer and picture support, identify rhyming words (e.g., identify words that rhyme with cat) Given a graphic organizer, identify rhyming words (e.g., identify words that rhyme with cat) Phonemic Awareness When given a one syllable word, will blend and segment individual phonemes out of times. 1. Will blend individual phonemes. 2. Will segment individual phonemes. Identify 2 phonemes as being alike or different Identify two objects that start with the same phoneme Decoding When presented with word families, will recognize and produce words that rhyme out of times. 1. Will identify words and environmental sounds that are the same or different. 2. Will recognize and point to 2 words/pictures that rhyme. When given a list of words, will associate letters with their corresponding sounds out of times. 1. Will recognize 10 letters and their sounds. 2. Will recognize 20 letters and their sounds. Identify sound/symbol relationship for consonant sounds. Match initial letter sounds in one-syllable words Identify initial letter sounds in one-syllable words Imitate initial letter sounds in one-syllable words Compiled by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17,

6 Reading Comprehension Symbol Recognition Word Meaning Will respond appropriately to a pictured request/direction By (month/day/year) given a picture schedule, (student) will respond appropriately to a pictured request, by demonstrating the appropriate action for of trials over ( ) trial days/weeks as measured by data collection. Will make a choice from a field of two objects / pictures / words By (month/day/year), (student) will make a choice from a field of two pictures by (specify mode of communication here) the picture of the preferred activity for of trials over ( ) trial days/ weeks as measured by data collection Respond to a behavior picture card, i.e., raise hand Follow a picture schedule Shop for pictured items requested by teacher Respond to a transition card Select the appropriate picture or word choice on an augmentative device Sign a request when given a choice (e.g., bathroom, computer, water) Select picture/symbol and hand it to staff member By (date), when shown a variety of product labels one at a time, (name) will identify common signs and labels by naming product % of the time out of days as observed and charted by staff. When a familiar story is read aloud will identify by pointing/touching representations/pictures of characters/objects with % accuracy. 1. Will point/touch one object with physical prompt 2. Will point/touch 2 objects with verbal prompt Will recognize pictures for specific activities By (date), when transitioning between activities throughout the school day, (name) will recognize pictures for specific activities by independently going to the next activity on his picture schedule with % accuracy over consecutive days as observed and recorded by staff. When presented with a set of objects from familiar stories, will point/touch named object with % accuracy. 1. Will point to or touch one named object with only one choice 2. Will point to or touch one named object with possible choices When a familiar story is read aloud will identify by pointing/touching representations/pictures of characters/objects with % accuracy. 1. Will point/touch one object with physical prompt 2. Will point/touch 2 objects with verbal prompt Describe common objects and events with a increasing vocabulary When taught new vocabulary, will use it to describe persons, objects and actions with % accuracy. 1. Will describe persons and objects. 2. Will describe actions. Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17,

7 Understanding of Text & Word Meaning Answering Questions will read and locate key information with charts, directories, maps, menus and schedules with/without assistance at percent accuracy as measured by. Read and follow one step written directions. Read and choose items from a picture/written menu. Read and choose a meal from a school cafeteria menu. When a familiar story is read aloud will identify by pointing/touching representations/pictures of characters/objects with % accuracy. 1. Will point/touch one object with physical prompt 2. Will point/touch 2 objects with verbal prompt Will respond to simple questions about text (using preferred mode of communication) By (month/day/year), after being read a story, (student) will respond to simple questions about the text by (specify mode of communication here) out of factual questions ( ) times per day for ( ) of ( ) trial days as measured by data collection. Will answer Wh questions about materials read (using preferred mode of communication) By (month/day/year), after orally reading a developmentally-appropriate story, (student) will answer Wh questions about materials read using (specify mode of communication here) for of questions per story times per day for ( ) of ( ) trial days as measured by data collection Circle correct answer from a field of three Select correct answer using preferred method of communication Recall Information Given direct instruction and multiple practice opportunities, will use eye gaze to select from an array of 3 objects to respond to questions during a group literacy activity with at least 3 responses daily for 3 of 4 probe checks in a 9 week period. (Pre-Symbolic Level) Will recall events/story (using preferred mode of communication) By (month/day/year), after orally reading a primer-level story, (student) will recall events by retelling the story in his/her own words by (specify mode of communication here) noting beginning/middle/end for out of opportunities for ( ) of ( ) trial days as measured by data collection Use pictures to recall major points in sequence Will use pictures to sequence two or more major points in a story or expository text By (month/day/year), after listening to a developmentally appropriate story, (student) will use pictures to sequence two or more major points in a story or expository text for questions per story ( ) times per day for ( ) of ( ) trial days as measured by data collection. Retell a personal experience in sequential order Retell a story presented to him/her by staff in his/ her own words correctly sequencing events Use communication device to put pictures in order after listening to oral story Use mouse to place pictures in proper sequence on a computer Will put two or more pictures of a pictured activity in sequence By (month/day/year), during classroom activities, (student) will put two or more pictures of a pictured activity in sequence for of trials for ( ) of ( ) trial days as measured by data collection After a story is read aloud to the group, will retell at least three important facts from a non-fiction text out of opportunities. 1. Will identify three pictures from a story that provides information. 2. Will provide three details from the text. Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology Aug. 5, Put sequence of a daily activities in order Put picture of tooth brushing activities in proper order Put menu items in preparation order

8 Recall Information con t. Student will follow a schedule By (date), when given a schedule with two activities in picture form, (name) will follow schedule by picking up the picture at the top of the schedule and placing it on corresponding work area, completing the task and placing the picture on a done section of their schedule % of the time on out of trial days as observed and charted by staff. When a text is read aloud, will identify pictures of characters, objects or events out of occurrences. Will identify first event By (month/day/year), after reviewing the day s activities, (student) will identify first event by pointing to first activity for ( ) of ( ) trial days over a ( ) week period of time as measured by data collection. Identify first step of job sequence Identify first step of meal preparation Identify first step of a playground activity Recall A Sequence Of Events Will identify last event By (month/day/year), following a leisure time game, (student) will identify the last eventwhen asked by staff by (specify mode of communication here) of trials for ( ) of ( ) trial days as measured by data collection. Will sequence two pictures into beginning and ending event By (month/day/year), after vocational activity, (student) will sequence two pictures into beginning and ending eventby putting pictures in correct activity order of trials for ( ) of ( ) trial days as measured by data collection Given multiple practice opportunities, will use up to 4 digital pictures to retell a story or personal event in sequence one opportunity daily for 3 of 4 probe checks in a 9 week period. (Symbolic Level) When a text is read aloud, will retell the beginning, middle, and end with % accuracy. 1. Retell story in own words. 2. Identify characters, setting. 3. Identify main events. After a story is read aloud to the group, will answer who, what and where questions from a non-fiction story given % accuracy. 1. Will answer who and what questions pertaining to the story. 2. Will answer where questions pertaining to the story. Sequence beginning and end of a story Sequence beginning and end of a recipe Sequence the beginning and end of a hand washing activity The student will demonstrate knowledge of the sequence of events in stories and apply that to the beginning, middle and end of a story For example: will sequence three events from a story or from content area subjects. Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17,

9 Follow Written Directions Identify the action of a character Will identify the action of a character in a narrative story. By (month/day/year), after listening to a story, (student) will identify the action of a character in a narrative story by (specify mode of communication here) to state the action when questioned of trials for ( ) of ( ) trial days as measured by data collection. will follow written directions at level with percent accuracy as measured by. Read and follow one step written directions. Read and follow step written directions. Read and follow written information found on notes and lists. Use a shopping list of pictures/labels/printed words. Read and follow recipes. Identify abbreviations on directions, e.g., recipes, shopping, maps. Read and follow written direction for recreational games. will read and locate key information with charts, directories, maps, menus and schedules with/without assistance at percent accuracy as measured by. Read and follow one step written directions. Read and choose items from a picture/written menu. Read and choose a meal from a school cafeteria menu. Will identify the action of a character in a picture By (month/day/year), when presented with a picture, (student) will identify the action of the character in the pictureby stating the action by (specify mode of communication here) of trials for ( ) of ( ) trial days as measured by data collection. After watching a movie, identify the action of a character After a physical activity, identify the action of their peers Use pictures in a magazine to identify action of a character Use pictures on a computer to identify action of a character Identify the emotions of a character Will role play the emotion(s) of a character in a narrative story By (month/day/year), after watching a video story, (student) will role-play the emotions of a characterby (specify mode of communication here) of trials for ( ) of ( ) trial days as measured by data collection. Role play the emotions of peers after a playground conflict Role play the emotions of characters in a story Will identify own feelings By (month/day/year), (student) will identify own feelingsby (specify mode of communication here) from a field of ( ) to indicate if they are happy or sad of trial days ( ) of ( ) trial days as measured by data collection. Communicate feelings and match the corresponding picture from a field of ( ) photos Will select the picture representing the emotion of a character in a narrative story By (month/day/year), after listening to a story, (student) will select the picture representing the emotion of a character in the storyby matching the requested emotion for of trials for ( ) of ( ) trial days as measured by data collection. Use preferred mode of communication to select the emotions of the characters Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17,

10 Vocabulary Follow Written Directions Make Predictions Will describe common objects and events with an increasing vocabulary When taught new vocabulary, will use it to describe persons, objects and actions with % accuracy. 1. Will describe persons and objects. 2. Will describe actions. will follow written directions at level with percent accuracy as measured by. will read and locate key information with charts, directories, maps, menus and schedules with/without assistance at percent accuracy as measured by. Read and follow one step written directions. Read and choose items from a picture/written menu. Read and choose a meal from a school cafeteria menu. When presented with a story will make predictions about the content out of times. Answer prediction questions by selecting a picture/object from a set of three to predict an outcome or next event. When presented with a story will make predictions about the content out of times. 1. Will use pictures to make predictions 2. Will use text features to make predictions. Predict what might happen next during reading of text. Predict what will happen next, using pictures and content as a guide. Make predictions while reading and support predictions with information from the text or prior experience. Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge. Predict content, events and outcomes by using chapter titles, section headers, illustrations and story topics, and support those predictions with examples from the text. When presented with a story will make predictions about the content out of times. Answer prediction questions by selecting a picture/object from a set of three to predict an outcome or next event. When presented with a story will make predictions about the content out of times. 1. Will use pictures to make predictions 2. Will use text features to make predictions. Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17, there were other things on this list Connect information or ideas in text to prior knowledge and experience.