Joe is described to be a quiet high school student that needs to communicate using a Dynovox. He has just completed his 1st semester and entering his 3rd quarter in the tenth grade. Based on the Social Responsiveness Scale, Joe has been diagnosed and assessed for severe autism. Joe is capable of completing 2-3 tasks independently and is proficient at communicating as often as 10 times during the day his wants and needs. Joe’s strong points are being able to work well with visual prompts and repetition. He enjoys playing video games and repeating tasks. Although Joe is very limited with his math skills and language skills, Joe is competent at lifting boxes, following directions with prompts, and is skilled at performing most jobs independently. Joe is knowledgeable about rounding money amounts up to the nearest dollar in the classroom, cooking, and life skills. Joe’s weakness is his expressive social communication. For instance, Joe becomes very frustrated when getting his ideas across and has great difficulty in the ability to interpret social cues. He also lacks the understanding of cause and effect and being able to problem solve. Joe’s major set back is not initiating or actively interacting socially.
At the beginning of the school year, the IEP team members met for their first IEP meeting for Joe for the new school year. Seven team members were present at the meeting. In attendance were the parents of Joe, the special day class teacher, the school principal, the IEP coordinator, the speech therapist, and the basic life skills teacher. At the meeting, Joe’s IEP goals and objectives were discussed for the entire school year. Three goals with objectives were planned out for academics, communication skills, and basic life skills. The first goal and objectives were geared towards Joe’s math skills. The second goal and objectives were focused on Joe’s communication skills, and the last goal and objectives were concerning Joe’s basic skills classes.
The first goal that was set up for Joe was to be able to count money and change to the exact amount instead of rounding to the nearest dollar. Because Joe is already familiar with coins and is able to round money amounts up to the nearest dollar in the classroom, the IEP team wanted Joe to count the exact change and to take his money and count not only in the classroom, but also at the local grocery store. Joe will meet this goal at least 4 times a month for 6 months at the local grocery store and classroom. Joe will first learn to count exact change by using a visual aid to guide him on the place value of coins (notebook with place value of coins and names of coins). After Joe accomplishes counting exact change, Joe will take his knowledge to the local grocery store, purchase two items, and count the exact amount that is owed at least 4 times a month. If this cannot be accomplished right away, Joe will use his visual aid in the grocery store to assist him with counting.
The second goal and objectives were directed towards Joe’s communication skills. The IEP team members made this goal to be a focal point in Joe’s IEP. They stressed that Joe learns to initiate social interaction instead of only communicating his needs and wants. The goal for Joe is to be able to initiate a conversation at least two times a day or at least 10 times per week. At this point in time, Joe only converses his wants and needs 10 times per day. Instead of Joe communicating his wants and needs, Joe needs to be able to strike up a conversation by starting off with “Hello, how are you?” In order to meet the objectives, Joe must walk up to a person he is familiar with and state the following, “Hello, how are you?”, “my name is Joe, what is your name?” This objective will be met by using a Dynovox (medium tech). Joe will meet these objectives with 75% accuracy rate in 6 months. If Joe has difficulty meeting these objectives, Joe will practice inside the classroom with the teacher and repeat five times daily each line, “hello how are you?” and “my name is Joe, what is your name?” for six months.
The last goal and objectives were related to Joe’s basic skills classes. The parents wanted Joe to continue with cooking classes and basic skills classes. Since, one goal for Joe is to practice counting money, Joe can practice going to the grocery store, picking up a box of cake mix, and purchasing the item with change. For the last goal, Joe will practice baking a cake by learning to tell time, following directions, and purchasing items in a grocery store. The objectives for the goal are for Joe to follow directions on the box by using an enlarged kitchen timer and enlarged clock (low tech device) to help Joe read time. Joe will also purchase the cake mix in the grocery store using change. Joe will accomplish this goal within six months. He will go to the local grocery store once a week for 6 months.
Any time the three goals and objectives are not correct or will need modification, Joe’s IEP team members will meet to adjust to his needs. Hopefully, with these goals and objectives Joe can live a successful life and live to become independent from his parents. His parents hope that one of these days Joe will be able to live in a group home after high school. In order to live in a group home, Joe must accomplish and succeed in basic life skills class and meet his goals and objectives.
At the beginning of the school year, the IEP team members met for their first IEP meeting for Joe for the new school year. Seven team members were present at the meeting. In attendance were the parents of Joe, the special day class teacher, the school principal, the IEP coordinator, the speech therapist, and the basic life skills teacher. At the meeting, Joe’s IEP goals and objectives were discussed for the entire school year. Three goals with objectives were planned out for academics, communication skills, and basic life skills. The first goal and objectives were geared towards Joe’s math skills. The second goal and objectives were focused on Joe’s communication skills, and the last goal and objectives were concerning Joe’s basic skills classes.
The first goal that was set up for Joe was to be able to count money and change to the exact amount instead of rounding to the nearest dollar. Because Joe is already familiar with coins and is able to round money amounts up to the nearest dollar in the classroom, the IEP team wanted Joe to count the exact change and to take his money and count not only in the classroom, but also at the local grocery store. Joe will meet this goal at least 4 times a month for 6 months at the local grocery store and classroom. Joe will first learn to count exact change by using a visual aid to guide him on the place value of coins (notebook with place value of coins and names of coins). After Joe accomplishes counting exact change, Joe will take his knowledge to the local grocery store, purchase two items, and count the exact amount that is owed at least 4 times a month. If this cannot be accomplished right away, Joe will use his visual aid in the grocery store to assist him with counting.
The second goal and objectives were directed towards Joe’s communication skills. The IEP team members made this goal to be a focal point in Joe’s IEP. They stressed that Joe learns to initiate social interaction instead of only communicating his needs and wants. The goal for Joe is to be able to initiate a conversation at least two times a day or at least 10 times per week. At this point in time, Joe only converses his wants and needs 10 times per day. Instead of Joe communicating his wants and needs, Joe needs to be able to strike up a conversation by starting off with “Hello, how are you?” In order to meet the objectives, Joe must walk up to a person he is familiar with and state the following, “Hello, how are you?”, “my name is Joe, what is your name?” This objective will be met by using a Dynovox (medium tech). Joe will meet these objectives with 75% accuracy rate in 6 months. If Joe has difficulty meeting these objectives, Joe will practice inside the classroom with the teacher and repeat five times daily each line, “hello how are you?” and “my name is Joe, what is your name?” for six months.
The last goal and objectives were related to Joe’s basic skills classes. The parents wanted Joe to continue with cooking classes and basic skills classes. Since, one goal for Joe is to practice counting money, Joe can practice going to the grocery store, picking up a box of cake mix, and purchasing the item with change. For the last goal, Joe will practice baking a cake by learning to tell time, following directions, and purchasing items in a grocery store. The objectives for the goal are for Joe to follow directions on the box by using an enlarged kitchen timer and enlarged clock (low tech device) to help Joe read time. Joe will also purchase the cake mix in the grocery store using change. Joe will accomplish this goal within six months. He will go to the local grocery store once a week for 6 months.
Any time the three goals and objectives are not correct or will need modification, Joe’s IEP team members will meet to adjust to his needs. Hopefully, with these goals and objectives Joe can live a successful life and live to become independent from his parents. His parents hope that one of these days Joe will be able to live in a group home after high school. In order to live in a group home, Joe must accomplish and succeed in basic life skills class and meet his goals and objectives.
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