Use the baselines in PLAAFP to develop the goals. Remember that the student’s every area of need should be listed in IEP present levels. I have a separate post about an Autism IEP, which explains how to build a solid, meaningful IEP if your child has autism. Yes, many students with IEPs for autism have similar needs. Functional, measurable, long-term, and short-term goals include the following: Performance Who Will do what Criteria Conditions Time frame for goal achievement (target dates on the IFSP) Who is always the child or the family What is the activity that the child or family will be able to do. So, you’d develop goals based on the child’s needs. Remember, IEPs are needs-driven, not diagnosis driven. I’m often asked why I don’t have a separate IEP goal bank for autism. What if my child does not meet their IEP goals?.In my online IEP Advocacy Training, I spend a great deal of time discussing IEP goals, how to develop them, write them and measure them.įinding great ideas (and there are literally thousands here) is just one step toward a solid IEP. I have dozens upon dozens of articles about IEP goals on this site. You may need to do some reading there first, before you choose the measurable IEP goals from this goal bank list. So, while browsing lists of IEP goals is easy, and you likely will find a goal that you like, it doesn’t mean that it’s appropriate for your child. Goals should be Specific, Measurable, Actionable, Realistic and Time Limited.
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