Guide for Writing IEPs - The Special Education Team - Wisconsin.gov

Measurable level of
attainment (Referenced
to the Wisconsin Early
Learning Standards,
2008 Edition)
Measurable level of
attainment (Referenced
to the Wisconsin Early
Learning Standards,
2008 Edition)
small group activity for 7 minutes by December 15.
3. When interacting with materials in a teacher directed small group
activity, Ed will maintain focus for at least 10 minutes at least three
times per week by February 15.
4. Ed will listen and attend to a 10-minute activity at least three times
per week that includes a story and discussion by March 15.
Procedures for measuring progress toward the annual goal:
1. Target one story time, one small group and one individual activity
twice weekly to record time of attending to activity.
2. At least weekly anecdotal records of attending to activities.
When periodic reports about student progress toward meeting the
annual goal will be provided to the parents:
1. Two times per month phone contact or personal visit with parents.
2. IEP progress notes quarterly.
Goal 3: Ed will use the bathroom so he has no accidents during the day.
(Health and Physical Development A. Physical Health and development,
A.EL.1c; Language Development and communication, B. Speaking and
Communication, B.EL. 2a)
Benchmarks:
1. With adult assistance, Ed will use the toilet at regular intervals daily
by November 1.
2. Ed will tell an adult when he needs to use the bathroom, having no
more than four accidents per week by December 1.
3. Ed will tell an adult when he needs to use the bathroom, having no
more than two accidents per week by April 1
Procedures for measuring progress toward the annual goal:
1. Daily data recording of Ed’s telling an adult when he needs to use the
toilet and/or uses the toilet by himself.
When periodic reports about student progress toward meeting the
annual goal will be provided to the parents:
1. Two times per month phone contact or personal visit with parents.
2. IEP progress notes quarterly.
Goal 4: Ed will increase his use of language by using 4-5 word
sentences when he talks with adults and students 75% of opportunities.
(Language Development and Communication B. Speaking and
Communication, B.EL.2a, 2b, 2c)
Objectives:
1. With the assistance of picture cues, Ed will use 4-5 word sentences
when he tells a story or talks to his family 75% of opportunities.
2. Using verbal models and visual cues, Ed will ask “who, where and
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