While I was writing some goals for a student’s IEP, I thought about what it would look like in a world where we had developed the system differently. Instead of writing goals to say how I think I’ll change a child over the course of the year, I could write goals about how we’ll change the environment or what kind of improvements *I* need to make or work *I* need to do…
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By next annual review, the therapist will have explained sensory processing styles to the adults in the child’s life on at least 3 occasions with at least 80% understanding, pausing for questions as needed, and with use of visual aids, to improve the child’s ability to be accepted and supported in their needs 100% of the time.
By next annual review, the therapist will have introduced the child to at least 10 ways to incorporate writing into play, with 95% adherence to what the child finds interesting, with no more than one verbal reminder needed from the child.
By next annual review, the adults will configure the school day such that the child will experience at least two feelings of intrinsic success per day (as measured by accomplishing a task which meets all of the following: personally motivating, meaningful, and at the appropriate developmental level) on at least 95% of days for at least four consecutive weeks.
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At very least, if we came to the next year’s review and these goals weren’t being met, it would be a lot clearer to us who needed to work harder next year. 😉
