Learning Experience/Skills

IEP Goal / Learning Experience/Skills / Teaching Strategies/Accommodations / Assessment
WILL MAINTAIN A CALM BODY WITH APPROPRIATE BODY ORIENTATION AND VOCAL VOLUME WHEN COMMUNICATING HIS THOUGHTS OR NEEDS TO PEERS OR ADULTS WITH 1 VERBAL OR VISUAL PROMPT AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS IN 3/5 OPPORTUNITIES. / ·  Use appropriate nonverbal communication (eye gaze, facial expression, conventional gestures, volume, rate of speech)
·  Be able to begin, maintain and end a conversation.
·  Check in with peer/adult.
·  Learn and generalize the rules of social interaction (turn-taking, reciprocity). / ·  Little Einstein rewards chart for each period.
·  5 point voice scale
·  Modeling
·  Verbal prompt/reminder / ·  Conference notes
·  Anecdotal notes
·  Video assessment
·  Social Club lesson plans
·  Record effectiveness of strategies implemented
WILL STATE THE TEACHING POINT AND THE HIGHLIGHTED EXAMPLE AFTER A MINI-LESSON OR INDEPENDENT CONFERENCE AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS IN 3/5 OPPORTUNITIES PER MARKING PERIOD. / ·  Use of working memory to recall teaching point/expectations. / ·  Priming
·  Reminders / ·  Conference notes
·  Anecdotal notes
·  Record effectiveness of strategies implemented
WILL DEMONSTRATE THE ABILITY TO USE CORRECT LETTER FORMATION, SPACING AND DIRECTIONALITY WHEN WRITING AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS IN 3/5 OPPORTUNITIES PER MARKING PERIOD. / ·  Start sentences with a capital.
·  Use ending punctuation marks.
·  Use finger spacing / ·  Finger spacing
·  Individual chart for letter/word writing.
·  Models
·  Prompts/reminders / ·  Writing samples
·  Writing name, writing during cluster periods.
WILL PARTICPATE IN A CONVERSATION DURING STUCTURED PLAY OR GROUP ACTIVITY WITH 2 OR MORE EXCHANGES BY ADDING RELATED COMMENTS, STATEMENTS, OR QUESTIONS WHEN TALKING TO A PARTNER OR GROUP OF PEERS, WITHOUT ADULT PROMPTING, WHILE REMAINING ON TOPIC, IN 3/5 OPPORTUITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS PER MARKING PERIOD. / ·  Learn and generalize the rules of social interaction (turn-taking, reciprocity).
·  Address topic management (preoccupation with one topic)
·  Repair conversation and ask for clarification. / ·  Declaritive language
·  Priming
·  Whispering in ear
·  Modeling conversation skills
·  Preferred topics of conversation
·  Episodic memory / ·  Conference notes
·  Anecdotal notes
·  Video assessment
·  Social Club lesson plans
·  Record effectiveness of strategies implemented.
WILL USE A VISUAL CHECKLIST TO INDEPENDENTLY COMPLETE AN ACADEMIC TASK ACCURATELY, WITH NO MORE THAN 1 VERBAL PROMPT, AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS, IN 3/5 OPPORTUNITIES / ·  Follow directions to complete a task.
·  Build independence / ·  Visual checklist for academic areas
·  Visual/written schedule for Social Club
·  Task break down / ·  Conference notes
·  Anecdotal notes
·  Video assessment
·  Social Club lesson plans
IEP Goal / Learning Experience/Skills / Teaching Strategies/Accommodations / Assessment
WILL RETRIEVE AND PUT AWAY WORK MATERIALS AND PERSONAL POSSESSIONS IN AN ORGANIZED FASHION WITH NO MORE THAN ONE VERBAL PROMPT AND BY REFERENCING PEERS IN 4/5 OPPORTUNITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS OVER 5 DAYS MONTHLY. / ·  Develop responsibility and independence
·  Develop organization skills
·  Do what the group is doing / ·  Individual checklist of what to unpack and pack-up.
·  Sticker rewards
·  Carryover with lunch / ·  Conference notes
·  Anecdotal notes
·  Record effectiveness of strategies implemented.
·  Checklist of what she remembers/forget
S WILL START, CONTINUE AND COMPLETE A TEACHER/PROVIDER SELECTED ACTIVITY 4 TIMES DAILY WITHOUT OBJECTING IN 3/5 OPPORTUNITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS, PER MARKING PERIOD. / ·  Participation in non-preferred tasks
·  Being flexible
·  Being part of the group and doing what the group is doing even if you do not want to. / ·  Being flexible
·  Expected/unexpected
·  First/then
·  Negotiating
·  Changing the way people feel
·  Being part of the group and doing what the group is doing even if you do not want to.
·  Sticker rewards / ·  Conference notes
·  Anecdotal notes
·  Social Club lesson plans
·  Record effectiveness of strategies implemented.
BODY WILL FACE THE SPEAKER WHILE SITTING ON THE CARPET FOR TEN MINUTES WITH ONE VISUAL OR PHYSCIAL PROMPT AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS OVER 5 DAYS MONTHLY. / ·  Sustain attention and concentration
·  Use appropriate nonverbal communication (eye gaze, facial expression, conventional gestures) / ·  Give 5
·  Whole body listening
·  Priming
·  Preferential seating
·  Expected/unexpected / ·  Conference notes
·  Anecdotal notes
·  Record effectiveness of strategies implemented.
S WILL USE AN APPROPRIATE VOCAL VOLUME AND WORDS WHEN COMMUNICATING HER OPPOSITION/DISCOMFORT WITH NO MORE THAN ONE VISUAL OR VERBAL REMINDER WITH TEACHERSAND/OR PEERS IN 3/5 OPPORTUNITIES IN 3 CONSECUTIVE DAYS AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS MONTHLY. / ·  Use appropriate nonverbal communication (eye gaze, facial expression, conventional gestures, volume, rate of speech)
·  Be able to begin, maintain and end a conversation.
·  Check in with peer/adult.
·  Learn and generalize the rules of social interaction (turn-taking, reciprocity). / ·  5 point voice scale
·  Modeling
·  Verbal prompt/reminder
·  Flexible
·  Big problem/little problem chart
·  Social stories
·  Sticker rewards / ·  Conference notes
·  Anecdotal notes
·  Video assessment
·  Social Club lesson plans
·  Record effectiveness of strategies implemented
S WILL PARTICIPATE IN A 3 OR MORE CONVERSATIONAL EXCHANGES DURING PARTNER WORK OR A GROUP ACTIVITY BY ADDING RELATED COMMENTS, STATEMENTS, OR QUESTIONSWITH NO MORE THAN ONE ADULT PROMPT, IN 3/5 OPPORTUNITIES. / ·  Learn and generalize the rules of social interaction (turn-taking, reciprocity).
·  Address topic management (preoccupation with one topic)
·  Repair conversation and ask for clarification. / ·  Declaritive language
·  Priming
·  Whispering in ear
·  Modeling conversation skills
·  Preferred topics of conversation
·  Sticker rewards
·  Episodic memory / ·  Conference notes
·  Anecdotal notes
·  Video assessment
·  Social Club lesson plans
·  Record effectiveness of strategies implemented.
IEP Goal / Learning Experience/Skills / Teaching Strategies/Accommodations / Assessment
IN A STRUCTURED, SMALL GROUP SETTING J WILL PARTICIPATE IN GROUP CHATS BY ADDING A RELEVANT COMMENT, STATEMENT, OR QUESTION FOLLOWING AN ADULT MODEL IN 3/5 OPPORTUNITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS AND A TIMER PER MARKING PERIOD. / ·  Learn and generalize the rules of social interaction (turn-taking, reciprocity).
·  Address topic management (preoccupation with one topic)
·  Repair conversation and ask for clarification.
·  Ask questions / ·  Declaritive language
·  Priming
·  Whispering in ear
·  Modeling conversation skills
·  Preferred topics of conversation
·  Episodic memory / ·  Conference notes
·  Anecdotal notes
·  Video assessment
·  Social Club lesson plans
·  Record effectiveness of strategies implemented.
J WILL INITIATE AND COMPLETE A TEACHER SELECTED ACTIVITY, NON PREFERRED OR FOLLOW-UP ACTIVITY WITH NO MORE THAN 2 VERBAL AND/OR VISUAL PROMPTS, AS MEASURED BY TEACHER/PROVIDER OBSERVATION ACROSS 5 DAYS, MONTHLY. / ·  Participation in non-preferred tasks
·  Being flexible
·  Being part of the group and doing what the group is doing even if you do not want to. / ·  Being flexible
·  Expected/unexpected
·  First/then
·  Negotiating
·  Changing the way people feel
·  Being part of the group and doing what the group is doing even if you do not want to.
·  Record faces and send home to parents regarding participation. / ·  Conference notes
·  Anecdotal notes
·  Social Club lesson plans
·  Record effectiveness of strategies implemented.
J WILL DEMONSTRATE HIS ABILITY TO MAINTAIN HIS ATTENTION DURING WHOLE GROUP LESSONS FOR 5 MINUTES AS EVIDENCED BY WHOLE BODY LISTENING AND APPROPRIATE RESPONSES TO TEACHER/PROVIDER QUESTIONS IN 3/5 OPPORTUNITIES ACROSS 5 DAYS MONTHLY. / ·  Sustain attention and concentration
·  Response to questions / ·  Give 5
·  Whole body listening
·  Priming
·  Preferential seating / ·  Conference notes
·  Anecdotal notes
·  Record effectiveness of strategies implemented.
IEP Goal / Learning Experience/Skills / Teaching Strategies/Accommodations / Assessment
A WILL INDEPENDENTLY WRITE UTILIZING CORRECT CAPITALIZATION, LETTER FORMATION, SIZING AND SPACING IN 4/5 OPPORTUNITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS, PER MARKING PERIOD. / ·  Start sentences with a capital.
·  Use ending punctuation marks.
·  Use finger spacing / ·  Finger spacing
·  Individual chart for letter/word writing.
·  Models
·  Prompts/reminders / ·  Writing samples
·  Writing name, writing during cluster periods.
·  Conference notes
·  Anecdotal notes
A WILL DEMONSTRATE HIS ABILITY TO MAINTAIN HIS ATTENTION DURING WHOLE GROUP LESSONS FOR 5 MINUTES AS EVIDENCED BY WHOLE BODY LISTENING AND APPROPRIATE RESPONSES TO TEACHER/PROVIDER QUESTIONS IN 3/5 OPPORTUNITIES ACROSS 5 DAYS MONTHLY. / ·  Sustain attention and concentration
·  Use appropriate nonverbal communication (eye gaze, facial expression, conventional gestures) / ·  Give 5
·  Whole body listening
·  Priming
·  Preferential seating / ·  Conference notes
·  Anecdotal notes
·  Record effectiveness of strategies implemented.
IN A STRUCTURED, SMALL GROUP SETTING A WILL PARTICIPATE IN GROUP CHATS BY ADDING A RELEVANT COMMENT, STATEMENT, OR QUESTION FOLLOWING N ADULT MODEL IN 3/5 OPPORTUNITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS AND A TIMER PER MARKING PERIOD. / ·  Learn and generalize the rules of social interaction (turn-taking, reciprocity).
·  Address topic management (preoccupation with one topic)
·  Repair conversation and ask for clarification.
·  Ask questions / ·  Declaritive language
·  Priming
·  Whispering in ear
·  Modeling conversation skills
·  Preferred topics of conversation
·  Episodic memory / ·  Conference notes
·  Anecdotal notes
·  Video assessment
·  Social Club lesson plans
·  Record effectiveness of strategies implemented.
A WILL DEMONSTRATE IMPROVED OBJECT CONTROL SKILLS BY ENGAGING IN A.P.E. GAMES THAT INCLUDE DRIBBLING, STRIKING A BALL WITH A BAT, IN 3/5 TRIALS USING THE TEST OF GROSS MOTOR DEVELOPMENT CRITERIA TO ASSESS PROGRESS AS WELL AS TEACHER OBSERVATION. / ·  Improve eye-hand coordination
·  Develop gross motor skills.
·  Turn-taking with phys ed materials.
·  Using materials appropriately to participate in gym. / ·  Priming/pre-teaching
·  Practicing in small group and 1:1 sessions (recess).
·  1:1 support during phys ed when presented with difficult task.
·  Self-reflection
·  Positive reinforcement after difficult task. / ·  Conference notes
·  Anecdotal notes
·  Consult APE teacher
·  Record effectiveness of strategies implemented.
IEP Goal / Learning Experience/Skills / Teaching Strategies/Accommodations / Assessment
P WILL INDEPENDENTLY WRITE UTILIZING CORRECT CAPITALIZATION, LETTER FORMATION, SIZING AND SPACING IN 4/5 OPPORTUNITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS, PER MARKING PERIOD. / ·  Start sentences with a capital.
·  Use ending punctuation marks.
·  Use finger spacing / ·  Finger spacing
·  Individual chart for letter/word writing.
·  Models
·  Prompts/reminders / ·  Writing samples
·  Writing name, writing during cluster periods.
P WILL TAKE A BREAK, REMAIN QUIET AND CALM OR USE SELF REGULATION STRATEGIES DURING A NON-PREFERRED ACTIVITY OR PERCEIVED BORING MOMENT WITH A VERBAL PROMPT FROM A TEACHER/PROVIDER IN 3 OUT OF 5 OPPORTUNITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS ACROSS FIVE DAYS, MONTHLY / ·  Develop self-regulation and calming strategies
·  Develop choice-making skills
·  Develop self-reflection skills / ·  Social story – what to do when upset
·  Reminder card- what to do when upset
·  Comic strip conversations
·  Big/little problems
·  Being flexible
·  Expected/unexpected
·  / ·  Conference notes
·  Anecdotal notes
·  Social Club lesson plans
·  Record effectiveness of strategies implemented.
·  Discussion with OT
IN A STRUCTURED, SMALL GROUP SETTING P WILL PARTICIAPTE IN GROUP CHATS BY ADDING A RELEVANT COMMENT, STATEMENT, OR QUESTION FOLLOWING AN ADULT MODEL IN 3/5 OPPORTUNITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS AND A TIMER PER MARKING PERIOD. / ·  Learn and generalize the rules of social interaction (turn-taking, reciprocity).
·  Address topic management (preoccupation with one topic)
·  Repair conversation and ask for clarification.
·  Ask questions / ·  Declaritive language
·  Priming
·  Whispering in ear
·  Modeling conversation skills
·  Preferred topics of conversation
·  Episodic memory / ·  Conference notes
·  Anecdotal notes
·  Video assessment
·  Social Club lesson plans
·  Record effectiveness of strategies implemented.
P WILL DEMONSTRATE IMPROVED OBJECT CONTROL SKILLS BY ENGAGING IN A.P.E. GAMES THAT INCLUDE DRIBBLING, STRIKING A BALL WITH A BAT, IN 3/5 TRIALS USING THE TEST OF GROSS MOTOR DEVELOPMENT CRITERIA TO ASSESS PROGRESS AS WELL AS TEACHER OBSERVATION. / ·  Improve eye-hand coordination
·  Turn-taking with phys ed materials.
·  Using materials appropriately to participate in gym. / ·  Priming/pre-teaching
·  Practicing in small group and 1:1 sessions (recess).
·  1:1 support during phys ed when presented with difficult task.
·  Self-reflection
·  Positive reinforcement after difficult task. / ·  Conference notes
·  Anecdotal notes
·  Consult APE teacher
·  Record effectiveness of strategies implemented.
IEP Goal / Learning Experience/Skills / Teaching Strategies/Accommodations / Assessment
M WILL DEMONSTRATE HIS ABILITY TO MAINTAIN HIS ATTENTION DURING WHOLE GROUP LESSONS FOR 5 MINUTES AS EVIDENCED BY WHOLE BODY LISTENING AND APPROPRIATE RESPONSES TO TEACHER/PROVIDER QUESTIONS IN 3/5 OPPORTUNITIES ACROSS 5 DAYS MONTHLY. / ·  Sustain attention and concentration
·  Use appropriate nonverbal communication (eye gaze, facial expression, conventional gestures) / ·  Give 5
·  Whole body listening
·  Priming
·  Preferential seating
·  Work for brainpop / ·  Conference notes
·  Anecdotal notes
·  Record effectiveness of strategies implemented.
M WILL KEEP HIS HANDS TO HIMSELF AND HIS MOUTH QUIET WHILE ON THE CARPET OR DURING GROUP ACTIVITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS IN 4/5 OPPORTUNITIES DAILY ACROSS FIVE DAYS. / ·  Give 5 with focus on hands down and mouth quiet
·  Develop emotional control skills
·  Being part of the group
·  / ·  Give 5- visual cue cards
·  Whole body listening
·  Priming
·  Preferential seating
·  Movement breaks
·  Work for brainpop
·  Expected/unexpected / ·  Conference notes
·  Anecdotal notes
·  Record effectiveness of strategies implemented.
M WILL INDEPENDENTLY WRITE UTILIZING CORRECT CAPITALIZATION, LETTER FORMATION, SIZING AND SPACING IN 4/5 OPPORTUNITIES AS MEASURED BY TEACHER/PROVIDER OBSERVATIONS, PER MARKING PERIOD. / ·  Start sentences with a capital.