SNED 15

DEVELOPMENT OF
INDIVIDUALIZED
EDUCATION PLAN
(IEP)

BY: KLAIRE FETIZA

M.ED - SPED
 LESSON 5
Goals, Objectives and Benchmarks
 • Name the SMART model of IEP goals
and Objectives and what does it mean.
• Differentiate goals, objectives and
OBJECTIVES
benchmarks.
• Create goals, objectives and benchmark
using PLOP of the child.
ELIGIBILITY DETERMINATION

IEP Goals
IEP GOALS
 Overall target by a set time. Usually annual or the duration of the IEP.
 During IEP review, those goals that were not met may be stay the
same for a year. And if it was met, goals should be change based on
the current performance of the child.
 IEP goals should develop skills need to make progress toward grade-
level standards.
IEP GOALS
 Present level of performance is a key setting in creating annual goals.
 Consider the strength and weakness of the child.
 Should review annually
 Should help the participation of the child in the general curriculum.
SMART GOALS
 Specific – target precise area of academic and functional performance. Will
include clear description and how will be measured.
 Measurable – Objectively quantify the child’s progress. Include percentage
accuracy, frequency duration rate and interval.
 Action-Oriented/ attainable – progress should be realistic for your child
 Realistic and Relevant – lay out what the child should do or accomplish
Time-limited/time-bound - includes time frame when will the child achieve it.
ELIGIBILITY DETERMINATION

IEP Objectives
IEP OBJECTIVES
 Objectives support the goals by providing clear parts to reach the
goals.
 Objectives is different from the goal. These support in order to reach
the mastery of the goal.
 Objectives should build upon each other.
 Objectives break down the skills or steps necessary to accomplish the goal.
IEP OBJECTIVES SAMPLE
 By the end of January, Jay will be able to trace broken lines forming a
letter with 80% accuracy in 4 out of 5 consecutive trials.
By the end of February, Jay will be able to write straight line with 80%
accuracy in 4 out of 5 consecutive trials.
 By the end of March, Jay will be able to write letter A independently
with 80% accuracy in 3 out of 5 consecutive trials.
ELIGIBILITY DETERMINATION

IEP Benchmarks
IEP BENCHMARK
 Major milestones that the students will demonstrate that will lead to the
annual goals.
 Usually designate a target time period for a behavior to occur.
 The amount of progress that is expected to make within a segment of time.
 Establish the expected performance level that allow for regular checks of
progress
IEP BENCHMARK SAMPLE
 By the end of 1st grading, Gil will identify the letter names of the alphabet with 50%
accuracy in 3 out of 5 trials.
 By the end of 2nd grading, Gil will identify the letter names of the alphabet with 60%
accuracy in 3 out of 5 trials.
 By the end of 3rd grading, Gil will identify the letter names of the alphabet with 70%
accuracy in 3 out of 5 trials.
 By the end of 4th grading, Gil will identify the letter names of the alphabet with 80%
accuracy in 3 out of 5 trials.
 ELIGIBILITY DETERMINATION

Sample IEP
goals/objectives/benchmark
Goal: Kai will remain in his reading class for the entire period and ask for help
when reading is difficult for him at the end of IEP.
Objectives:
• Kai will be able to identify what upset him after a behavior disruption for the
entire class measured by the teacher’s observation.
• Kai will be able to state the physical signs he is feeling when reading gets difficult
and leads to disruption for the entire class measured by the teacher’s observation.
• Kai will raise his hands for assistance when he begins to experience physical
signs. for the entire class measured by the teacher’s observation.
Goal: Kevin will interpret graphs and charts to solve grade-level mathematical
problems 4/5 times for 2 weeks.
Objectives:
• Kevin will use manipulatives to reproduce graphs and charts to solve math
problem 4/5 times for 2 weeks.
• Kevin will highlight the large print graphs and chart to increase the contrast
between the various parts of the graphs in order to solve math problem 4/5 times
for 2 weeks.
• Kevin will verbally describe the materials presented on graphs and charts to the
teacher in order to solve math problem 4/5 times for 2 weeks.
THANK YOU!
Klaire M. Fetiza, MEd – SPED
Klairefetiza@antiquespride.edu.ph
REFERENCES

• https://www.perkins.org/resource/how-to-design-iep-goals-and-objectives-for-kids-with-c
vi/

• https://www.understood.org/en/articles/setting-annual-iep-goals-what-you-need-to-know
• https://www.naset.org/publications/the-practical-teacher/determining-measurable-annual-
goals-in-an-iep