You can see how educational objectives and expectations for Nickolaus have been gradually modified as he develops by comparing each of the objectives across the three different dates (* Differences are marked with underlines).

Click on pictures to see in a bigger view! Some pictures are provided with a little comment about the picture.

Objectives expected to be achieved by Jan. 2002	Objectives expected to be achieved by March 2002	Objectives expected to be achieved by May 2002
When given a directive by an adult, modifies his protest behavior from tantrum to saying "no" or requesting other activities, but cooperates when required with up to 3 verbal prompts.	When given a directive by an adult, modifies his protest behavior from tantrum to saying "no" or requesting other activities, but cooperates when required with only 1 verbal prompt.	Complies with teacher directives, especially for non-preferred tasks without a tantrum and with only 1 verbal prompt.
Stands up and allows his teeth to be brushed by an adult with mild protest behaviors. (saying no, turning his head)	Allows hand-over-hand brushing of his teeth with only mild protest behavior (saying no, turning his head).	Stands up and participates in brushing his own teeth with no tantrums.
(During interactive reading with peers) Answers wh-type questions & makes comments about story content using descriptive and action type words with 50% accuracy.	(During interactive reading with peers) Using familiar books with picture cues, narrates or tells a simple story using nouns, action words and attributes by using at least one sentence about each picture in the book with 70% accuracy.	(During interactive reading with peers) Demonstrates an understanding of story content in targeted books with 70% accuracy as evidenced by his answers to questions and his comments about the story for 3 consecutive sessions.
Remains dry all morning and through lunch with an adult prompt for toileting only once.	Remains dry all day with an adult prompt for toileting only once.	Is toilet trained.
Fastens and unfastens buttons on his own clothing with one physical prompt.	Zips his coat if an adult holds the receptacle side and he puts the zipper in place with verbal cues.	Independently does buttons and zippers on his clothing.
Says "I feel     ." with the emotions sad, angry, happy after a verbal model at appropriate times.	Answers the question, "How do you fell?" with the appropriate "I feel     ." statement with one verbal prompt.	Labels the emotions happy, sad and angry with an appropriate "I feel     ." statement with no verbal prompt when asked by a peer or adult.
Cuts two strips with 2 physical and 1 verbal prompt 50% of opportunities.	Cuts two strips with no tantrums and 1 physical prompt 50% of opportunities.	Cuts two strips of straight and angled lines (Montessori materials) with only 2 physical prompts and 2 verbal cues 75% of opportunities.
Draws a circle or square when given visual and verbal prompts 50% of opportunities.	Draws 2 shapes together to form a picture when given verbal and/or visual prompts 50% of opportunities.	Draws a circle or square and put 2 shapes together to make a picture 75% of opportunities.

 

Download Nick's ' "Individual Data Collection Form" based on these IEP objectives. (*Word format. Modify to use it for your child)

Download Nick's "Instructional Schedule Matrix" that was used to incorporate IEP objectives into daily routines in class (Developed in February 2001). (*Word format. Modify to use it for your child.)