WRITING "S.M.A.R.T." GOALSBy: Carmen Willings
teachingvisuallyimpaired.com November 7, 2015 Individualized Education Program (IEP) formats and the criteria vary greatly between states and sometimes within states and even counties! One thing in common is that all goals should be "S.M.A.R.T.". "S.M.A.R.T." goals should meet the student's needs that result from the student's disability to enable the child to be involved in and make progress in the general education curriculum; and meet each of the student's other educational needs that result from the student's disability. Goals are goals that are: Specific
A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions:
Blooms Taxonomy of cognitive objectives can be helpful when determining the "action" word to describe what the student must do to meet the goal. Measurable Establish concrete criteria for measuring progress toward the attainment of each goal. When you measure your progress, you stay on track, and reach your target dates. To determine if the goal is measurable, ask questions such as:
Achievable/Attainable Set a plan and establish a time frame that allows you to carry out those steps. Realistic & Relevant To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic. Be sure that every goal represents substantial progress. Timely A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. Ex. When asked to complete a written assignment, (name), will independently load the paper in the braille writer with 90% accuracy on 4 of 5 opportunities by the end of the IEP duration. The 3 C'sShort-term objectives (or benchmarks) must also be SMART and contain the 3 C's: condition; clearly defined behavior; performance criteria. Objectives describe the small steps needed to achieve the goal.
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TVI's Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired
$50.00
Written specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), this book consists of over 400 activities and topic areas of discussion for instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level. The core activities listed in the Activity section can be adapted to each thematic unit. These include:
In addition to the core activity areas, each of the 32 Thematic Units incorporates additional unique ECC concepts and skills providing you with a years’ worth of activities. These units are cyclical and can be used repeatedly to help students build on prior knowledge and develop a deeper understanding of concepts. Each unit includes suggestions for activity adaptation associated with the unit. These include lists of objects, possible community based experiences, environmental print, poems, children & young reader books, children's songs, pop culture songs, movies, and websites. Unique Concepts within the Units include:
Although the intended audience of this resource is fellow Teachers of Students with Visual Impairments, special education teachers may find these activities beneficial to the students in their classrooms as the activities are multisensory and include life skills and concepts needed by all students. This resource, however, is not intended to take the place of a Teacher of Students with Visual Impairments (TVI). Readers are advised to consult their own TVI’s regarding instruction in the ECC and the unique visual needs of the student’s served in their programs. Note: This curriculum is a digital pdf download. Once you make your purchase you will be directed to an order confirmation page where you will find the download link. This download will also be included on the receipt sent to the email address you provide. The pdf download can be found directly under the order number. Each download is intended for single instructor use per copyright. Thank you for helping me preserve the content and not distributing copies to third parties. Product details Digital pdf download: 364 pages (11 pt font) Publisher: Teaching Students with Visual Impairments Author: Carmen Willings Language: English 
Visual Efficiency & Magnifier Fluency Grab & Go ECC Supplements
$20.00
This workbook is a pdf download that can be printed on demand for use with students. It contains five different types of worksheets for developing visual motor skills and near magnifier fluency skills particularly with the use of a video magnifier. As a supplement to the TVI’s Guide to the ECC, the worksheets correspond to each of the 32 ECC Thematic units. The worksheets, along with a list of environmental print for each thematic unit, are designed to help students refine their visual motor skills while reinforcing ECC concepts presented in the thematic units. Visual Efficiency & Near Magnifier Fluency Worksheet Details: Digital pdf download: 210 pages Publisher: Teaching Students with Visual Impairments Author: Carmen Willings Language: English |
