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It also lists example goals and instructional strategies across adaptive behavior, social-emotional skills, pre-academics, basic communication, articulation & language, and fine motor/sensory 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is the IEP goal framework structured in this menu?","Question",{"text":63,"@type":64},"It uses a table mapping “Under What Conditions” to “Students Will Do What,” along with a level/degree section defining frequency, duration, accuracy, or mastery criteria.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What types of goals are included for specialized instruction?",{"text":68,"@type":64},"It includes both measurable objectives using action verbs and non-measurable areas such as comprehend, enjoy, feel, increase, know, listen, learn, participate, realize, and understand.",{"name":70,"@type":61,"acceptedAnswer":71},"Which instructional categories are covered for preschool IEP specialized instruction?",{"text":72,"@type":64},"Adaptive Behavior, Social/Emotional and behavior skills, Pre-Academics/Basic Communication, Articulation & Language, and Fine Motor and Sensory are included, each with example practices and supports.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},410403,1790964862,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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 |  | LEVEL/DEGREE   |\n| --- | --- | --- | --- |\n| Location  \u003Cbr>·During lunch  \u003Cbr>·In a large group  \u003Cbr>·In a small group  \u003Cbr>·In a1:1 setting  \u003Cbr>·During free/play time  \u003Cbr>·Across environments  \u003Cbr>·During timed readings  \u003Cbr>·In the community  \u003Cbr>Givens  \u003Cbr>·Given____paragraphs  \u003Cbr>·Given pictures  \u003Cbr>·Given unfamiliar material  \u003Cbr>·Given words or letters  \u003Cbr>·Given a topic  \u003Cbr>·Given a story starter  \u003Cbr>·Given CVC words  \u003Cbr>·Given a calculator  \u003Cbr>·Given a model  \u003Cbr>·Given a writing prompt  \u003Cbr>Misc.  \u003Cbr>·With typical peers  \u003Cbr>·With adults  \u003Cbr>·With__software(do not use brand  \u003Cbr>names)  \u003Cbr>·With___grade vocabulary  \u003Cbr>·With two hands  \u003Cbr>·With L/R hand  \u003Cbr>·With a(\\#)key hit sequence through  \u003Cbr>use of__(AT)  \u003Cbr>·Through use of____strategy/behavior  \u003Cbr>·In(grade level)test/material   | Alphabetize  \u003Cbr>·  Answer  \u003Cbr>Arrange  \u003Cbr>● Ask  \u003Cbr>·  Bring  \u003Cbr>Calculate  \u003Cbr>Choose  \u003Cbr>Compare/contrast  \u003Cbr>Compile  \u003Cbr>·Complete  \u003Cbr>Compose  \u003Cbr>·  Contrast  \u003Cbr>● Contribute  \u003Cbr>Correct count  \u003Cbr>● Create  \u003Cbr>·  Decode  \u003Cbr>Define  \u003Cbr>Demonstrate  \u003Cbr>● Describe  \u003Cbr>Determine  \u003Cbr>Differentiate  \u003Cbr>Discriminate  \u003Cbr>Does not_  \u003Cbr>·Edit  \u003Cbr>Explain  \u003Cbr>● Evaluate  \u003Cbr>·  Formulate  \u003Cbr>◆ Generate  \u003Cbr>·Give  \u003Cbr>·  \u003Cbr>Greet   | ·  Identify  \u003Cbr>·Include  \u003Cbr>●  Initiate  \u003Cbr>● Imitate  \u003Cbr>● Label  \u003Cbr>·List  \u003Cbr>●  Maintain  \u003Cbr>●  Match  \u003Cbr>·  Name  \u003Cbr>·Organize  \u003Cbr>·Outline  \u003Cbr>●  Paraphrase  \u003Cbr>·  Point  \u003Cbr>·  Pronounce  \u003Cbr>·  Predict  \u003Cbr>● Read  \u003Cbr>·  Recognze  \u003Cbr>·Record  \u003Cbr>● Retell  \u003Cbr>·  Say  \u003Cbr>·Select  \u003Cbr>·Self-correct  \u003Cbr>·  Sequence  \u003Cbr>● Share  \u003Cbr>·Solve  \u003Cbr>·  Speak  \u003Cbr>·Spell  \u003Cbr>·Summarize  \u003Cbr>·Type  \u003Cbr>·Volunteer   | LEVEL  \u003Cbr>·__x each day  \u003Cbr>·__x in__minutes each day  \u003Cbr>·__consecutive days  \u003Cbr>·Fewer than_minutes each week  \u003Cbr>·For___minutes  \u003Cbr>·  For___repetitions in__(amt of time)  \u003Cbr>·___%of the time  \u003Cbr>·__our of___trials  \u003Cbr>·With__errors  \u003Cbr>·No more than random error (define)  \u003Cbr>·_words per minute  \u003Cbr>·__letters per minute  \u003Cbr>·In less than____minute  \u003Cbr>·___seconds or less  \u003Cbr>__complete work in__minutes  \u003Cbr>·Within_minutes of a verbal prompt  \u003Cbr>DEGREE(\\#of times the student must  \u003Cbr>demonstrate skill/behavior for mastery)  \u003Cbr>·  ___per week  \u003Cbr>·On___out of__trials  \u003Cbr>·In___out of__transitions  \u003Cbr>·Per Quarter  \u003Cbr>·In___out of___days  \u003Cbr>·In____out of__weekly checks  \u003Cbr>·Over____consecutive sessions   |\n|  |  |  | NON-MEASURABLE:comprehend,enjoy  \u003Cbr>feel,increase (from what to what?),know,  \u003Cbr>listen,learn,manipulate (how?),participate  \u003Cbr>(how?),realize,understand   |\n\nPossible topics and phrases to include on a Preschool IEP for specialized instruction:  \n\n| Specialized instruction in   |\n| --- |\n| Adaptive Behavior   |\n| ·Self feeding   |\n| ·Caring for own belongings  \u003Cbr>·Toileting   |\n|  |\n| ·Dressing   |\n| ·Independent play   |\n| ·Following a schedule   |\n| ·Following familiar routines  \u003Cbr>·_____________   |\n|  |\n| Include (examples):   |\n| ·Modeling   |\n| ·Guided practice   |\n| ·Guided repetitions  \u003Cbr>·Visual cues   |\n|  |\n| ·Prompting hierarchy   |\n| ·Chaining of behaviors   |\n| (backwards/forwards)   |\n| ·Hand over hand assistance   |\n| ·Corrective feedback   |\n| ·Task analysis with   |\n| reinforcement of discrete steps   |\n| ·Oral motor desensitization/  \u003Cbr>stimulation   |\n|  |\n| ·Reinforcement of successive  \u003Cbr>approximations   |\n|  |\n| ·Tactile cues  \u003Cbr>·_____________   |\n| ·_____________   |\n\nto include_  \n\n| Social/Emotional,Behavior Skills  \u003Cbr>·Maintaining focus  \u003Cbr>·Turn Taking  \u003Cbr>·Smooth transitions  \u003Cbr>·Seeking attention  \u003Cbr>·Dealing with frustration  \u003Cbr>·Completing a work system  \u003Cbr>·Identifying emotions  \u003Cbr>Include(examples):  \u003Cbr>·Modeling  \u003Cbr>·Social stories  \u003Cbr>·Role playing  \u003Cbr>·Repeated practice,guided practice  \u003Cbr>◆ Proactive sensory breaks  \u003Cbr>·Corrective feedback wit","cbCaitvN4Is3Y8Td","https://ap.wps.com/l/cbCaitvN4Is3Y8Td","pdf",899002,"English","# Goals And Objectives Menu\n## Under What Conditions and Students Will Do What\n## Specialized Instruction Categories and Example Strategies\n## Preschool IEP Topics (Adaptive Behavior, Social/Emotional, Pre-Academics)\n## Articulation & Language and Fine Motor/Sensory","[{\"question\":\"How is the IEP goal framework structured in this menu?\",\"answer\":\"It uses a table mapping “Under What Conditions” to “Students Will Do What,” along with a level/degree section defining frequency, duration, accuracy, or mastery criteria.\"},{\"question\":\"What types of goals are included for specialized instruction?\",\"answer\":\"It includes both measurable objectives using action verbs and non-measurable areas such as comprehend, enjoy, feel, increase, know, listen, learn, participate, realize, and understand.\"},{\"question\":\"Which instructional categories are covered for preschool IEP specialized instruction?\",\"answer\":\"Adaptive Behavior, Social/Emotional and behavior skills, Pre-Academics/Basic Communication, Articulation \\u0026 Language, and Fine Motor and Sensory are included, each with example practices and supports.\"}]","Goals And Objectives Menu - Preschool IEP Specialized Instruction | PDF",1790585198]