NEW! Social Emotional-Behavior IEP Goal Progress Monitoring Set
- PDF
Description
Progress Monitoring Sheets and IEP goals, all in one!
This product contains a comprehensive list of "ready to go" pre-written IEP goals. This bank of goals in the area of behavior and social emotional, takes the guess work of writing a student specific goal, based on behavioral needs. So, you have 2 products in one, as listed below!
What is included?
* Part 1 -- 120 IEP goal progress monitoring sheets, with 1 progress monitoring sheet per goal. Each sheet contains the actual IEP goal as well.
* Part 2 -- IEP goal index, listing the 120 behavior and social emotional goals.
Total pages -- 140
What is the purpose of Progress Monitoring?
Progress monitoring is a systematic data collection method used by special education teachers, to track IEP goal progress. A consistent method is needed to track student progress, which will in turn be used to write IEP Progress reports which are sent home to parents.
How often should you use Progress Monitoring?
This is up to you, however, there are always many ways to collect data. The key is - fidelity. Currently, I progress monitor one time per month because my school district is on the trimester system. I've written each goal to include a time period, so that the goal itself tells you how often to collect the data. Some of these goals contain 4 data collection days and some contain 3. Here is an example: "When given the opportunity for a peer interaction and instruction to demonstrate safe body behaviors, the student will demonstrate safe body behaviors (hands/feet/body to self, objects to self) from 0% safe body behaviors over 4 data collection days, to 80% safe body behaviors over 4 data collection days."
How do I use these sheets?
It's your lucky day! Each Progress Monitoring sheet contains a simple 1-2 sentence direction at the top. Additionally, some sheets include additional notes to either circle or make check marks in corresponding sections. These sheets are currently being used by myself and my Para-professionals to collect data. We often go into the child's general education classroom, recess, PE, etc. to observe and then complete the forms. They love them! I do to, because I don't have to spend any time explaining how to use the sheets. I also have a simple to pocket paper folder for each student. I write their name on the front and then place the Progress monitoring sheet, specific to the child's IEP goal, into the folder. Some student's have 1 sheet, for 1 IEP goal and some have more than 4. When it comes time to writing progress reports, I have all the information that I need in one place!
This product focuses on Social-Emotional and Behavioral IEP goals only. I have categorized the goals into the following sections, using The Social Emotional Core Competencies domains:
- Responsible Decision Making
- Self-Awareness
- Self-Management
- Social Awareness
- Relationship Skills
Domain 4 and 5 have been combined in this book, as they are closely aligned and similar. *Visit Positive Action for more information about the 5 SEL Domains.
SMART IEP Goals
I have written these IEP goals using the SMART goal process. When IEP Goals are SMART, they are: Specific, Measurable, Attainable, Realistic and Timely! An IEP goal becomes measurable when the goal states what the child will be given, such as a peer interaction opportunity or scenario. Next, the IEP goal should have a baseline, or beginning point and the ending goal. The goals within this book are real IEP goals used by teachers for students who have IEP goals for each specific goal. *Visit The Autism Community in Action for more information about SMART IEP goals.
S - Specific
M - Measurable
A - Attainable
R - Realistic
T - Timely
Here are the 120 IEP goal topics contained in this book!
Remember, the full IEP goals are written out for each topic, within the progress monitoring sheet AND at the end of this book, within the goal index section.
DOMAIN 1: RESPONSIBLE DECISION MAKING —> Following Directions
- Follow 4 Directions
- Follow 3 Directions
- Follow 2 Directions
- Follow 1 Direction
- Follow Safety Directions
- Task Engagement
- Staying On Task
- 10 Minute Task Engagement
- Non-Preferred Task Demand
- 3-Step Task Demand
- Follow 3-Step Non-related Directions
- Follow 2-Step Non-related Directions
- Begin and Continue Tasks
- Initiate Task
- Follow 1 out of context direction
- Following Directions
- Completing Tasks with a Checklist
- 10 Minute Non-Preferred Task
- 5 Minute Non-Preferred Task
- 3 Minute Non-Preferred Task
- 1 Minute Non-Preferred Task
- Non-preferred Directions
- Attentive Listening
- Ask for More Time
- Make a Choice
DOMAIN 2: SELF-AWARENESS —> Coping Strategies
- Growth Mindset
- Growth Vs. Fixed Mindset
- Facial Features of Emotions
- Identify Emotions with Visual Aids
- Verbalize Emotions
- Coping Strategies
- Calming Strategies
- Explain Your Emotion
- Self-Regulation
- Taking Breaks
- Identify the Problem
- Identify Problem and Problem Size
- Identify Problem and Solution
- Identify Problem, Size and Solution
- Respond to a Problem, then return to Work
- Responding to a Problem
- Zones of Regulation
- Identify Your Zone
- Identify Your Zone and Emotion
- Recognize How Emotions Feel
- Ask for Peer Help
- Ask for Teacher’s Assistance
- Identify a Safe Adult
- Identify Reasons to Seek Adult Help
- Behavior Awareness
- Social Awareness
- Personal Strengths
DOMAIN 3: SELF-MANAGEMENT —> Behaviors
- Expected Classroom Behaviors
- Appropriate Communication
- On/Off Topic Comments
- Gain Attention for Help
- Use School Appropriate Language
- Demonstrate Safe Body
- School Items Safety
- Safe Decisions
- Follow a Daily Schedule
- Follow Transitions
- Communicating Needs
- Cleaning Up Materials
- Class Readiness
- Desk Organization
- Executive Functioning
- Voice Level
- Accessing Learning Aids-Math,
- Accessing Aids-LA
- Access Headphones or Separate Location
- Self Evaluation
- Goal Setting
- Self Monitoring
- Work Completion
- Behavior Self Reflection
- Bus Behavior
- Arrival & Dismissal
- Cafeteria Behavior
- PE Class Behavior
- Library Behavior
- Music Class Behavior
- Recess Behavior
DOMAIN 4/5: SOCIAL AWARENESS & RELATIONSHIP SKILLS —> Peer Interaction
- Taking Ownership of Behavior
- Working with Peers
- Disagreeing
- Ignoring Distractions
- Interactive Play
- Unfair Peer Interaction
- Unfair Situations
- Peer Play Engagement
- Joining Play
- Peer Interaction
- Conversational Skills
- Peer Interaction
- Peer Interaction
- Social Injustice Perceptions
- Follow Rules of a Game
- Accepting Losing
- Independent Peer Activity
- Playing Throw & Catch
- Sharing
- Compromising
- Saying “No”
- Accepting “No”
- Accepting a Change
- Saying “I’m Sorry”
- Choosing to Write or say “Sorry”
- On Purpose Vs. Accidental
- Greeting Others
- Getting Peer Attention
- Waiting
- Identify Ways to Be a Good Friend
- Identify Positive Qualities in a Friend
- Keep Thoughts to Self
- Peer Response
- Stay on Topic
- Accepting Compliments
- Asking for Items vs. Taking
- Ask Permission for a Hug
Thank you for stopping by and I'd love to hear your feedback!
--Andrea Darcy
Copyright notice: Once purchased, all sheets may be reproduced for classroom use only and the purpose of IEP progress monitoring. No sheets may be used without the "www.elementaryelephant.com" footnote.