DIR® IEP Goal Bank

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Developing an <strong>IEP</strong> • Define Sensory Processing Support Systems (include sensory breaks, in-class sensory support, multi-sensory teaching strategies, the use of visuals and gestures to support language, allowances for individual working styles such as standing at the desk instead of sitting etc.)
Developing an <strong>IEP</strong> • Include all Locations Needed to Implement the Program (e.g., FT® area, sensory support location, lunch bunch location, etc.)
Page 1 and 2: The DIR® IEP Goal Bank Celebrate t
Page 3 and 4: Celebrate the Children • Public S
Page 5 and 6: How did we develop the DIR® goal b
Page 7 and 8: CURRICULUM AREAS that meet the Stat
Page 9 and 10: Celebrate the Children School for C
Page 11 and 12: The Levels • There is a very wide
Page 13 and 14: Sample Level 1 Goals • Child will
Page 15 and 16: Sample Level 2 Goals • Child will
Page 17 and 18: Sample Level 3 Goals • CHILD will
Page 27 and 28: Sample Level 8 Goals Gray Area Thin
Page 29 and 30: Sample of Specific Motor Planning a
Page 31 and 32: Sample IEP Page Year- Long Goals
Page 33 and 34: Details to Include in Your IEP
Page 35 and 36: Developing an IEP • Develop the I
Page 37 and 38: Developing an IEP • Include Speci
Page 39: 1/2 Day Self Contained Classroom 9:
Page 43 and 44: Developing an IEP • Clearly Defin
Page 45 and 46: Developing an IEP • Define Detail
Page 47 and 48: Developing an IEP • Clearly Ident
Page 49: Key Points to Remember Ø� The Go

DIR® IEP Goal Bank

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