Student will raise her hand when she needs to ask questions 4 out of 5 trials.
Provided a visual cue, student will raise his hand and wait to be called on before talking aloud in group settings 4 out of 5 opportunities to do so.
Student will raise his hand to speak 4 out of 5 times.
Student will ask for assistance when necessary rather than abandon a task on 2 out of 5 assignments.
Student will ask for assistance when he needs clarification on an assignment 4 out of 5 times.
Student will ask for help when needed 70% of the time.
Student will speak only when given permission at a rate of no more than two times during one class period.
Student will talk with inclusion teacher at least once a week to discuss grades and problems occurring in classes.
Student will raise her hand and appropriately ask to speak with staff if she feels angry or upset with another student 3 out of 5 trials.
Student will when confronted with an interpersonal conflict; resolve it through discussion or with teacher assistance 5 out of 8 trials.
Student will ask to talk with someone who can solve any problem that may occur (counselor, ESE teacher, or teacher).
When frustrated, student will utilize a picture to express how student feels (i.e. hungry, thirsty, sick, upset) with minimal assistance with 70% accuracy.
Student will raise hand and wait for permission before talking out in class 4 out of 5 times.
Student will utilize a picture or use sign language to request a desired object with minimal assistance with 80% accuracy.
Given a preferred activity or object, student will request “more” by pointing to pictures and or signing “more” with 70% accuracy.
IEP objectives are specific, measurable steps that the student will work on to help them achieve their IEP Goals.
At least 2 Objectives should be written under each IEP Goal.