IEP Goal Writing:
Elementary & High School
Incorporating Red and Green Choices
Green (2003) © "Red and Green
I created this page because on n
April 29, 2004 I received this E-mail message:
"I have had the opportunity to hear your
speech a couple different times
and I have purchased your books. I like what I have read and seen. I
will be working with a student next year that I feel would truly
from this type of behavioral strategy and in writing his IEP I am
struggling with getting his goals and objectives written and wondered
you would be so kind to send me some sample ideas? Thank you for your
consideration. Diane B., from Willard"
My E-mail Response:
"For specific IEP student goals, it would depend upon the
individual student, but you may consider something like the provided
examples, while also considering the age and the ability level. The
specific objectives are what led up to the student finally
accomplishing the goal independently. I went through my records to
find actual goals taken from IEP's throughout the years...."
The following IEP Goal samples are
from various school years, beginning in May 2000. That is when I
decided the specific techniques needed to be in writing for the school
adults and parents involved with behavioral programs, so everybody was
implementing the same expectations and program. My
student needs and student populations changed every few years. These
were for students in kindergarten, first grade, second grade, third
grade, and those going into the fourth grade. Each student's
I write my goals very specific, so they may be observable and
measurable by any observer. I use my "daily sheets home" and
individual calendars for data collection.
Given adult prompts / reminders and appropriate materials, Co will
monitor his own behavioral concerns by giving himself red or green
behavioral coded numbers throughout the school day with 70% accuracy
on five separate school days.
Given natural various situations at school, Co will decide for himself
whether his choices are 'red' or 'green' and follow through with the
appropriate 'green' school choice five times a school day.
Given natural situations during the school day, Ha will be given
specific red and green behavioral choices from one specific adult, and
decide to choose green over red l0x's per school day.
De will continue to monitor his own behavior throughout each school
day with a teacher-made chart by marking red or green as directed and
monitored by a adult with seventy percent accuracy.
Given various natural situations and the opportunity to make
appropriate (green) school choices, Gr will independently manage his
own behavioral concerns with adult supervision by making 'green'
school choices as opposed to 'red' by charting his own concerns or
items he feels he needs to improve with 70% accuracy on four
consecutive school days.
Given red and green choices, Ni will comply with one designated
adult's direction and choose green, and have "all green days", given
appropriate sensory supports and predictable expectations, 70% of
school days throughout the entire school year, except the first full 5
weeks to become familiar with the schedule and new expectations.
B will ask/receive any needed behavioral supports, sensory breaks,
individual charts, lists and schedules, and visual supports through
"red and green choices", social stories, or other means in order to
adapt and function independently in the large group environment, while
receiving "green" 95% of school days and "red" 5% of school days after
the first month of school to become acclimated to the
Given red and green choices, An will comply with one designated
adult's direction 70% of each school day.
use visual cues and prompts to initiate positive behavioral
b. will use visual cues and prompts to choose green school
c. will "do" green school choices
d. will participate in
sensory motor strategies as needed to focus & maximize attention &
Given specific explanations of expectations, An will receive a daily
positive (green) mark for initially choosing compliant or appropriate
or self-calming behaviors throughout the entire school day 80% of the
days each month (September -April) with no adult prompts, no reminders
and no assistance.
Given natural and
manipulated instances to further develop his skills, Dar will receive
a positive (green) mark on a daily chart 80% of the days each month
(September-May) indicating an appropriate voice level throughout the
entire school day (i.e. bus, hotel, restaurant, class, lab, hallway,
will receive all positive marks on a daily self-check personal hygiene
(self-care) chart 80% of the days each month during September to May.
Given specific single step directions
from the special education teacher throughout the school day, J will
begin and complete the directions upon the initial request to receive
positive (green) marks on daily chart 80% of the days each month from October