How to Develop IEP Goals and Objectives for Children with CVI - Perkins School for the Blind (2023)

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Predictable and Actionable IEP Goals for Children with CVI

Congratulations! You've come this far, and that's the exciting part. In the Goals and Targets section of your child's IEP, your team will set clear and achievable goals for your child's educational progress over the next year.

Goals and goals are not synonymous. A goal is specific and measurable. It refers to the general goal of your child after a certain time, e.g. B. be able to read the entire alphabet 3 out of 4 times by the next IEP meeting.

Goals are the smallest steps and skills needed to achieve that goal, e.g. B. Being able to read 50 percent of the alphabet 3 out of 5 times with 2 prompts. Goals often include supports like requests, while a longer-term goal emphasizes independence. here is auseful breakdownof the difference

In either case, the goals and objectives for a child with CVI should be:

• Linked to your child's assessments and current performance level.
• Focused on CVI and your child's holistic educational experience; Remember: CVI touches all aspects of your child's learning.
• Based on data from appropriate CVI assessments conducted by a qualified team.

It is important to note that this section should be written from a strengths perspective, not gaps or weaknesses: goals and objectives should emphasize skills your child can develop, not skills they cannot develop. this must be onepositive, forward thinkingFramework that connects past strengths with future opportunities. He should:

• Identify your child's current abilities.
• Identify your prior knowledge.
• Link to your prior knowledge.

The vision should be considered for all goals and objectives, not isolated from your TVI. Each and every person on your child's team should have reviewed and understood the accommodations necessary for your child to address the skill she is striving for as part of her goal.

(Video) Navigating the IEP process

Marguerite Tibaudo, Associate Director of Assessment and Intervention at the CVI Center at Perkins

SMART model of goals and objectives

At Perkins, we like the aptly named SMART model of goals and objectives. What does that mean? The objectives should be:

• Specific:They must focus on precise areas of academic performance and functional performance. They contain clear and transparent descriptions of what is being taught and how your child's progress will be measured.
• Measurable:You must be able to objectively quantify your child's progress. Depending on the goal, metrics can include percentage accuracy, frequency, duration, rate, and intervals.
• action oriented:Look for words like "increase," "decrease," and "maintain." For example: "Pete will increase the time he spends in the cafeteria at lunch every day." That's why basic facts are so important at today's levels: they give weight to these action words.
• Realistic and relevant:Your child's goals should not conform to state or local curricula; Instead, they should be individualized to her situation. Remember our mantra: no two children with CVI are the same.
• Limited time:Goals should have clear time parameters: What will your child be able to do after three months, six months, nine months, and one year? You should be able to monitor progress at clear and regular intervals.

This is a non-SMART goal:This year Pete will begin to identify the letters of the alphabet.

This is a SMART goal:Within six months, Pete will recognize the capital letters A-L 75 percent of the time 4 out of 5 times when presented individually in 18-point Arial font on a black background. Within a year, Pete will recognize the capital letters AZ 75 percent of the time when they are presented individually in 18-point Arial font on a black background.

The SMART method is also useful because it supports ongoing data collection: with clear, linear milestones, an educator should be able to develop a data tracking system for each goal, which in turn determines if adjustments are needed and, by doing so, Help solidify existing levels for the following year's IEP.

As a parent, you have the right to ask how a goal or purpose was determined and what data supports it.

Finally, remember: goals and objectives are not focused on the services your team will provide; it is about what your child could achieve with those services. Yyour childthey canattain. Children with CVI can learn, progress and grow.

Ready to learn more? watch our presentationBuilding accessible and meaningful learning for students with CVI.

Measurable annual goal:When given direct, explicit, and repeated instructions, Kai will use mathematical manipulations to represent and solve problems, demonstrating an understanding of number sense 4 out of 5 times, as measured against the targets below.

Goals:

1. Kai will count objects up to 25 using a 1:1 correspondence with at least 3 different groups of objects 4 out of 5 times.
2. With no more than 1 cue, Kai identifies the digits 1-10, both in print and Braille, 4 out of 5 chances.
3. Given various mathematical tools (tactile, 3D, 2D), Kai combines 2 addends with sums of up to 10 isolated and in the context of a problem posed in 4 out of 5 possibilities.
4. With different mathematical tools (tactile, 3D, 2D) and no more than 2 prompts, Kai subtracts 2 numbers from 10 in isolation and in the context of a problem posed in 4 out of 5 possibilities.
5. Facing manipulation, Kai determines which group he is plus or minus 4 out of 5 times.
6. Using 3D math tools, Kai identifies triangles, rectangles, circles, and pentagons based on how many sides and vertices each shape has in 4 out of 5 ways.

Measurable annual goal:With direct, explicit, and repeated instructions, Kai will improve his phonemic awareness, word recognition skills, and comprehension when given 4 out of 5 opportunities, as measured against the following objectives.

Goals:

1. Kai will receptively identify letters when presented with a box of 2 or 3 letters in 4 out of 5 chances.
2. Kai will receptively identify letter sounds when presented with a 2-letter field and a verbal cue, "What letter makes the ___ sound?" 4 out of 5 options given.
3. Given meaningful vocabulary and sight words in an accessible print presentation, Kai identifies the words and their initial letter and sound and forms a 4 out of 5 sentence.
4. Read 4 sentences of a story, Kai answers verbatim questions (who/what/where) 4 out of 5 times.
5. Will read 2 sentences of a story, Kai will answer conclusion questions (why/how) 4 out of 5 times.
6. Equipped with a computer with an adapted keyboard and text-to-speech, Kai will compose short written pieces that use significant vocabulary and will see words that he will get 3 out of 5 times.

Measurable annual goal:Kai will improve his ability to produce the target sounds, his ability to understand speech, express himself, and further develop his social language skills, as measured against the following targets.

Goals:

1. Kai will retell a simple story or share a simple experience that has more than 2 details if given transitional language (first, next, then, last) on 4 out of 5 presented occasions.
2. Kai will demonstrate understanding and use of positional concepts such as left, right, in, out, forward, and back by following a 2-step instruction in 4 of 5 ways presented.
3. Kai will engage in a 3-4 volley conversation with a teacher or a colleague on a predetermined specific topic, receiving 2-3 verbal prompts on 3 out of 5 presented occasions.
4. Kai answers the who, what, and where questions after a verbal prompt exemplifying how to respond in 2 complete sentences, related to a simple short story and/or recent experiences on 3 out of 4 occasions presented.
5. Kai will produce the sounds /k/ and /g/ to start words, and /p, b, t, d/, in the middle and final position of words with an initial tactile cue and 3 of the 4 audible cues that follow. introduce you Odds.

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