NEW! Social Emotional-Behavior IEP Goal Progress Monitoring Set

Progress Monitoring Sheets and IEP goals, all in one!

This product contains a comprehensive list of "ready to go" pre-written IEP goals. This bank of goals in the area of behavior and social emotional, takes the guess work of writing a student specific goal, based on behavioral needs. So, you have 2 products in one, as listed below!

What is included?

* Part 1 -- 120 IEP goal progress monitoring sheets, with 1 progress monitoring sheet per goal. Each sheet contains the actual IEP goal as well.

* Part 2 -- IEP goal index, listing the 120 behavior and social emotional goals.

Total pages -- 140

What is the purpose of Progress Monitoring?

Progress monitoring is a systematic data collection method used by special education teachers, to track IEP goal progress. A consistent method is needed to track student progress, which will in turn be used to write IEP Progress reports which are sent home to parents.

How often should you use Progress Monitoring?

This is up to you, however, there are always many ways to collect data. The key is - fidelity. Currently, I progress monitor one time per month because my school district is on the trimester system. I've written each goal to include a time period, so that the goal itself tells you how often to collect the data. Some of these goals contain 4 data collection days and some contain 3. Here is an example: "When given the opportunity for a peer interaction and instruction to demonstrate safe body behaviors, the student will demonstrate safe body behaviors (hands/feet/body to self, objects to self) from 0% safe body behaviors over 4 data collection days, to 80% safe body behaviors over 4 data collection days."

How do I use these sheets?

It's your lucky day! Each Progress Monitoring sheet contains a simple 1-2 sentence direction at the top. Additionally, some sheets include additional notes to either circle or make check marks in corresponding sections. These sheets are currently being used by myself and my Para-professionals to collect data. We often go into the child's general education classroom, recess, PE, etc. to observe and then complete the forms. They love them! I do to, because I don't have to spend any time explaining how to use the sheets. I also have a simple to pocket paper folder for each student. I write their name on the front and then place the Progress monitoring sheet, specific to the child's IEP goal, into the folder. Some student's have 1 sheet, for 1 IEP goal and some have more than 4. When it comes time to writing progress reports, I have all the information that I need in one place!

This product focuses on Social-Emotional and Behavioral IEP goals only. I have categorized the goals into the following sections, using The Social Emotional Core Competencies domains:

1. Responsible Decision Making
2. Self-Awareness
3. Self-Management
4. Social Awareness
5. Relationship Skills 

Domain 4 and 5 have been combined in this book, as they are closely aligned and similar. *Visit Positive Action for more information about the 5 SEL Domains.

SMART IEP Goals

I have written these IEP goals using the SMART goal process. When IEP Goals are SMART, they are: Specific, Measurable, Attainable, Realistic and Timely! An IEP goal becomes measurable when the goal states what the child will be given, such as a peer interaction opportunity or scenario. Next, the IEP goal should have a baseline, or beginning point and the ending goal. The goals within this book are real IEP goals used by teachers for students who have IEP goals for each specific goal. *Visit The Autism Community in Action for more information about SMART IEP goals. 

S - Specific

M - Measurable

A - Attainable

R - Realistic

T - Timely

Here are the 120 IEP goal topics contained in this book!

Remember, the full IEP goals are written out for each topic, within the progress monitoring sheet AND at the end of this book, within the goal index section.

DOMAIN 1: RESPONSIBLE DECISION MAKING —> Following Directions  

1.   Follow 4 Directions                
2.   Follow 3 Directions
3.   Follow 2 Directions
4.   Follow 1 Direction
5.   Follow Safety Directions
6.   Task Engagement
7.   Staying On Task
8.  10 Minute Task Engagement
9.   Non-Preferred Task Demand
10.   3-Step Task Demand
11.   Follow 3-Step Non-related Directions
12.   Follow 2-Step Non-related Directions
13.   Begin and Continue Tasks       
14.   Initiate Task  
15.   Follow 1 out of context direction
16.   Following Directions
17.   Completing Tasks with a Checklist        
18.   10 Minute Non-Preferred Task
19.   5 Minute Non-Preferred Task 
20.   3 Minute Non-Preferred Task
21.   1 Minute Non-Preferred Task
22.   Non-preferred Directions
23.   Attentive Listening   
24.   Ask for More Time 
25.   Make a Choice

DOMAIN 2: SELF-AWARENESS —> Coping Strategies

1.   Growth Mindset
2.   Growth Vs. Fixed Mindset
3.   Facial Features of Emotions
4.   Identify Emotions with Visual Aids
5.   Verbalize Emotions
6.   Coping Strategies
7.   Calming Strategies
8.   Explain Your Emotion
9.   Self-Regulation 
10.   Taking Breaks
11.   Identify the Problem
12.   Identify Problem and Problem Size
13.   Identify Problem and Solution
14.   Identify Problem, Size and Solution
15.   Respond to a Problem, then return to Work 
16.   Responding to a Problem 
17.   Zones of Regulation
18.   Identify Your Zone
19.   Identify Your Zone and Emotion
20.   Recognize How Emotions Feel
21.   Ask for Peer Help 
22.   Ask for Teacher’s Assistance     
23.   Identify a Safe Adult
24.   Identify Reasons to Seek Adult Help   
25.   Behavior Awareness
26.   Social Awareness
27.   Personal Strengths

DOMAIN 3: SELF-MANAGEMENT —> Behaviors

1.   Expected Classroom Behaviors
2.   Appropriate Communication 
3.   On/Off Topic Comments  
4.   Gain Attention for Help
5.   Use School Appropriate Language
6.   Demonstrate Safe Body
7.   School Items Safety              
8.   Safe Decisions 
9.   Follow a Daily Schedule
10.   Follow Transitions  
11.   Communicating Needs 
12.   Cleaning Up Materials
13.   Class Readiness 
14.   Desk Organization       
15.   Executive Functioning
16.   Voice Level
17.   Accessing Learning Aids-Math, 
18.   Accessing Aids-LA
19.   Access Headphones or Separate Location
20.   Self Evaluation  
21.   Goal Setting  
22.   Self Monitoring      
23.  Work Completion 
24.  Behavior Self Reflection  
25.  Bus Behavior
26.  Arrival & Dismissal
27.  Cafeteria Behavior
28.   PE Class Behavior  
29.   Library Behavior 
30.   Music Class Behavior
31.   Recess Behavior

DOMAIN 4/5: SOCIAL AWARENESS & RELATIONSHIP SKILLS —> Peer Interaction

1. Taking Ownership of Behavior
2. Working with Peers                       
3. Disagreeing
4. Ignoring Distractions
5. Interactive Play
6. Unfair Peer Interaction
7. Unfair Situations    
8. Peer Play Engagement
9. Joining Play
10. Peer Interaction 
11. Conversational Skills  
12. Peer Interaction
13. Peer Interaction 
14. Social Injustice Perceptions
15. Follow Rules of a Game
16. Accepting Losing
17. Independent Peer Activity 
18. Playing Throw & Catch
19. Sharing
20. Compromising
21. Saying “No”
22. Accepting “No”
23. Accepting a Change
24. Saying “I’m Sorry”
25. Choosing to Write or say “Sorry”
26. On Purpose Vs. Accidental
27. Greeting Others
28. Getting Peer Attention
29. Waiting 
30. Identify Ways to Be a Good Friend
31. Identify Positive Qualities in a Friend
32. Keep Thoughts to Self
33. Peer Response
34. Stay on Topic
35. Accepting Compliments
36. Asking for Items vs. Taking
37. Ask Permission for a Hug

Thank you for stopping by and I'd love to hear your feedback!

--Andrea Darcy

Copyright notice: Once purchased, all sheets may be reproduced for classroom use only and the purpose of IEP progress monitoring. No sheets may be used without the "www.elementaryelephant.com" footnote.