| Planning and Placement Team Meeting continued... | | | | 4. Behavior goals are generally for mild behavior |
| What are goals and objectives? | | | | problems. Students with serious behavior issues |
| Goals and objectives are the areas that your child | | | | generally have a behavior intervention plan made |
| will work on throughout the year in the classroom, | | | | up separately from an Individualized Education Plan. |
| with a special education teacher, a counselor or in | | | | 5. Other goals may be added as necessary in |
| some other way. Hey have to be monitored and | | | | terms of community participation, general |
| measured. Monitoring can be through completion | | | | education participation, self-help skills, etc. |
| of tasks, teacher observation, etc. The | | | | 6. Children with Occupational, Speech or Physical |
| measurement can be through grades, | | | | Therapy needs will have goals related to these |
| standardized tests or mastery of a task. Each | | | | areas as well. |
| goal and subsequent objectives has a page | | | | Who writes the goal page? |
| dedicated to it. Goals can be related to academics, | | | | The special education teacher generally writes the |
| self-help skills, behavior, counseling, etc. | | | | goals and objectives with input from the team. |
| How are goals and objectives created? | | | | Certain goals related to counseling, speech |
| | | | therapy, etc. would be written by the individuals |
| 1. The team including yourself (the parent) will talk | | | | providing the service. |
| about your child's strengths and weaknesses. | | | | Can a parent request certain goals/objectives? |
| Goals/objectives will reflect areas that a child | | | | Certainly. Most teachers will work with the parent |
| needs assistance in. | | | | in creating goals and objectives that both feel are |
| 2. Any classes taken with a special education | | | | appropriate and in the best interests of the child. |
| teacher will have their own set of goals | | | | Also, if there are goals or objectives that you feel |
| objectives. | | | | are not needed or are inappropriate talk to the |
| 3. Depending on the age of your child, he or she | | | | individual about it and see why it was created and |
| may need transition goals from one school to the | | | | discuss whether or not it is relevant. |
| next or post-graduation | | | | |