presented by Dottie Handley-More
The purpose of this course is to describe the process for writing collaborative individualized education program (IEP) goals and objectives in school-based practice. The course identifies the essential elements of the present levels of academic achievement and functional performance (PLAAFP) and IEP goals and objectives as identified in the Individuals with Disabilities Education Act (IDEA) and provides strategies for developing and monitoring progress on goals and objectives that are educationally relevant.
Dottie Handley-More, MS, OTR/L, is an occupational therapist with 30 years of experience in the school-based practice. She has published and presented on a variety of topics including leadership, best practices, the Individuals with Disabilities Education Act, occupational therapy decision-making, pediatric assessment, and consultation and collaboration. Ms. Handley-More edits the "Collaboration and Connections" column for the Journal of Occupational Therapy, Schools, and Early Intervention and is Co-Chair of Occupational Therapists in Schools for the Washington Occupational Therapy Association. She was chair of AOTA’s Early Intervention and Schools Special Interest Section, where she also served as liaison to the Commission on Practice.
This chapter will describe educational relevance and identify key considerations when developing goals and objectives that are educationally relevant.
This chapter will provide strategies for gathering relevant student performance data and contributing to the student’s present levels of academic achievement and functional performance (PLAAFP).
This chapter describes the essential components of IEP goals and objectives and how to write them. Considerations for defining the behavior, establishing measurable criteria, and identifying the conditions will be discussed.
This chapter describes the process for monitoring progress on IEP goals and objectives. Strategies for data collection and reporting on progress will be discussed.