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IEP4U.COM has over 4000  Goals and Objectives (IEP-ITP) each with changeable benchmarks. The Idea Statements are spread out over seven subjects (Domains) and four functional levels.  Teachers, parents and students can now access objectives directly from this Web Site. Input key words, phrases, or test names in the search engine to find just the correct objectives for your students needs. Copy and paste any information you want, then modify the objectives (examples) to exactly describe the needs of your students. The kid section will give your students personal input to write their own objectives (with your help) and to play some interesting games as well.

This information is is designed to help you with the daunting task of writing proper IEP's  The data within this web site was written to correlate with the unique characteristics of various formal assessments. Since assessment is essential for the development of the IEP, specific questions were evaluated and idea statements written based upon those questions. Searching the data for idea statements by assessment will enable teachers to plan lessons or web quests based upon how the student scored on the assessment.



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Samples of SMART IEP's

IEP 4U.COM has over 4000  Goals and Objectives (IEP-ITP) each with changeable benchmarks. The Idea Statements are spread out over seven subjects (Domains) and four functional levels. Teachers, parents and students can now access objectives directly from this Web Site

By month/year, the STUDENT will collect 2 newspaper and/or magazine articles that discuss the impact of human actions on the environment by as recorded in THE STUDENT's portfolio.

By month/year, the STUDENT will collect 4 newspaper and/or magazine articles that discuss the impact of human actions on the environment by as recorded in THE STUDENT's portfolio.

By month/year, the STUDENT will collect 6 newspaper and/or magazine articles that discuss the impact of human actions on the environment by as recorded in THE STUDENT's portfolio.


Special Education Science Standards And Guide For THE STUDENT's With Moderate To Severe Developmental Disabilities

There Are Four Content Areas That Are Addressed Within This Science Guide

Physical Science

Earth Science

Life Science

The Nature of Science

Under each goal stem there are many sample objectives and suggested activities. Science instruction presents many opportunities for ties with other core areas. For example, an art project can illustrate the life cycle of a butterfly, a song about the rain can be connected to a lesson about the weather, and THE STUDENT's can participate in counting and grafting the number of days it takes for a seed to sprout. Effective science instruction enables all THE STUDENT's to understand their world and better define their place in it.



 Scroll down the page to go directly to THE IDEA STATEMENTS.

Special Education Science Standards For THE STUDENT's With Moderate To Severe Developmental Disabilities

Science Literacy Standard # 1 THE STUDENT Understands The Structure, Systems And Dynamic Processes Of The Universe.

Benchmarks:

Identifies the moon and stars, objects that can be observed in our solar system ( e.g., planets, moons, stars- Earth Science: Goal Stem 4

Identifies the planets as objects that can be observed in our solar system- Earth Science: Goal Stem 4

Knows basic patterns of the sun and moon ( e.g., the day and night cycle and how it changes throughout the seasons)- Earth Science: Goal Stem 4

Understands the relative positions of the earth, moon, and sun- Earth Science: Goal Stem 4

Knows characteristics and features of the moon, earth and other planets (e.g., relative distance from the sun, position in relation to the sun, relative size.) Earth Science: Goal Stem 4

Science Literacy Standard # 2 THE STUDENT Understands The Composition Structure And Dynamic Processes Of The Earth.

Benchmarks:

Knows the materials consist of solid rocks, soils, liquid, water, and the gases ( air) of the atmosphere-

Earth Science: Goal Stem: 3

Knows that wind, water, and sun changes in the landscape over time - Earth Science: Goal Stems 2 and 3

Knows that the sun heats water, earth and air and causes our weather - Earth Science: Goal Stem 2

Knows that water can be a liquid or a solid and can be made to change from one form to the other - Physical Science: Goal Stem 1



Knows that short-term weather conditions e.g., temperature, rain, snow can change daily and weather patterns change over the seasons e.g., calendar activities - Earth Science: Goal Stem 2

Knows tools that are used to measure changes in weather e.g., thermometers, wind streamers, cloud charts - Earth Science: Goal Stem 2

Knows characteristics of oceans e.g., are vast bodies of salt water that cover most of the earth's surface; oceans support many forms of life - Earth Science: Goal Stem 1

Knows properties of salt water and fresh water e.g., evaporation of salt water and fresh water under different conditions, floating and sinking of an object - Physical Science: Goal Stem 1

Science Literacy Standard # 3 THE STUDENT Understands The Composition, Structure And Properties Of Matter.

Benchmarks:

Knows different objects are made up of many different types of materials e.g., cloth, paper, wood, metal, and plastic - Physical Science: Goal Stem 1; Earth Science: Goal Stem 3

Knows different objects have different physical properties e.g., shape, texture, temperature, size, color, weight - Physical Science: Goal Stem1; Earth Science: Goal Stem 3; Nature of Science: Goal Stem 1

Knows characteristics of solids, liquids, and gases - Physical Science: Goal Stem 1

Knows properties such as length, weight, and temperature can be measured using appropriate tools e.g., rulers, balances, thermometers - Physical Science: Goal Stem 1; Earth Science: Goal Stem 2; Nature of Science: Goal Stems 1 and 2

Disabilities Science Literacy Standard # 4 THE STUDENT Understands The Different Forms And Sources Of Energy And How They Change.

Benchmarks:

Identifies observable forms of energy e.g., heat from rubbing hands together, light from a flashlight - Physical Science: Goal Stem 2; Nature of Science: Goal Stem1

Knows that the results of energy flow can be observed all around us e.g., effects of wind sun, and water on the environment; the effect of eating food on one's energy level; the effect of tree roots growing underneath and cracking sidewalks or pavement - Nature of Science: Goal Stems 1 and 2

Knows ways in which heat can be produced e.g., burning, rubbing - Goal Stem 2, Physical Science; Nature of Science: Goal Stem 2

Knows that energy is needed to do work - Physical Science: Goal Stem 2

Science Literacy Standard # 5 THE STUDENT Understands The Principles Of Force And Motion.

Benchmarks:

Knows that the position of an object can be described by locating it relative to another object or background- Physical Science: Goal Stem 3; Nature of Science: Goal Stems 1and 2

Knows that a force is a push or a pull - Physical Science: Goal Stem 3 Nature of Science; Goal Stem 2

Knows that magnets have opposite poles that either attract or repel and can be used to move things without touching them - Physical Science: Goal Stem 3; Nature of Science: Goal Stems 1 and 2

Knows that gravity is the force that acts on dropped objects - Physical Science: Goal Stem 3; Nature of Science: Goal Stems 1 and 2



Knows that when a force is applied to an object, the object either speeds up, slows down, or goes in a different direction - Physical Science: Goal Stems 3; Nature of Science: Goal Stem 1 and 2

Science Literacy Standard # 6 THE STUDENT Understands The Relationships Among All Living Things And Physical Environment.

Benchmarks:

Knows that living things are found almost everywhere in the world and that distinct environments support the life of different types of plants and animals - Life Science: Goal Stems 1 and 2

Knows that living things have similar needs that can be met in diverse ways - Life Science: Goal Stem 2

Knows how daily, seasonal and annual changes within an ecosystem affect the living and nonliving parts of this ecosystem - Physical Science: Goal Stem 4; Earth Science: Goal Stem 2

Knows that all organisms including humans cause changes in their environment and these changes can be beneficial or detrimental - Physical Science: Goal Stem 4; Nature of Science: Goal Stem 3

Knows that energy i.e., food is needed for all living things to stay alive and grow - Nature of Science: Goal Stem 1; Life Science: Goal Stem 2

Knows the organization of simple food chains and food webs e.g., producers, consumers, decomposes - Nature of Science: Goal Stem 2; Life Science: Goal Stem 2; Physical Science: Goal Stem 4

Science Literacy Standard # 7 THE STUDENT Understands The Structure And Functions Of Cells And Systems In Organisms.

Benchmarks:

Knows that living things are made of smaller structures e.g., insects, plant parts, body parts - Life Science: Goal Stem 4

Knows that living things have features that enable them to survive e.g., plant seeds have various shapes and casings that help them to be distributed; animals have different structures that allow them to move on land, in air or in water - Life Science: Goal Stem 1; Physical Science: Goal Stem 1

Knows that plants and animals have certain life requirements e.g., animals require air, water, food and shelter; plants require air water, nutrients and light - Life Science: Goal Stems 1 and 2; Nature of Science: Goal Stem 3

Knows that each plant or animal has different structures that serve different functions in growth, survival and reproduction e.g., humans have district structures of the body for walking, holding, seeing and talking - Nature of Science: Goal Stem 1, Life Science: Goal Stem 2

Science Literacy Standard # 8 THE STUDENT Understands The Concepts Of Heredity And Diversity And How They Relate To Evolutionary Processes.

Benchmarks:

Knows characteristics that distinguish living things from nonliving things - Life Science: Goal Stem 4; Physical Science: Goal Stem 4; Nature of Science: Goal Stem 2

Knows that all living things have life cycles - Life Science: Goal Stem 3

Knows that plants and animals are similar to but not identical to their parents Life Science: Goal Stem 3

Knows that differences exist among individuals of the same kind of plant or animal - Life Science: Goal Stem 1

Knows that some kinds of organisms that once lived on earth have completely disappeared e.g., dinosaurs, trilobites, mammoths, giant tree ferns, horse-trail trees - Nature of Science: Goal Stem 2

Knows that structures of living things with similar characteristics can be sorted into groups e.g., invertebrates, mammals, birds, worms, insects - Life Science: Goal Stem 3; Nature of Science: Goal Stem 1

Knows that some traits are inherited from parents e.g., attached or lobed ears, eye color and other traits are influenced by environmental factors e.g., table manners, ability to ride a bicycle - Life Science: Goal Stem 3; Nature of Science: Goal Stem 2

Knows the life cycles e.g., birth, growth and development, reproduction, death of various plants and animals - Life Science: Goal Stem 3

Science Literacy Standard # 9 THE STUDENT Understands The Nature Of Scientific Knowledge.

Benchmarks:

Knows that in science it is helpful to work with a team and share findings with others - Nature of Science: Goal Stem 2

Knows that scientific investigations generally work the same way in different places and normally procedures results that can be duplicated - Nature of Science: Goal Stem 2

Understands that arguments, statements, and conclusions must be supported with evidence e.g., from personal experiments or the experiments of others, from information in books and other media - Nature of Science: Goal Stem 2

Science Literacy Standard # 10 THE STUDENT Understands The Nature Of Scientific Knowledge.

Benchmarks:

Knows ways in which objects can be classified e.g., shape, texture, temperature, size color, weight - Nature of Science: Goal Stem 2; Life Science: Goal Stem 1

Uses a variety of tools e.g., hammers, screwdrivers, balances, clamps, scissors, magnifiers, rulers, measuring cups to perform tasks, measure properties, and enhance the senses - Nature of Science: Goal Stem 2

Uses a simple technology to perform tasks and extend the senses e.g., pocket calculators, prisms, weather data equipment, tape recorders, telephones, microscopes, magnifying lenses - Nature of Science: Goal Stem 2

Uses skills of scientific investigation e.g., makes systematic observations, conducts simple experiments to answer questions - Life Science: Goal Stem 2

Plans and conducts simple investigations e.g., formulates problems, makes and records observations and experiences - Nature of Science: Goal Stem 2

Uses a variety of methods to communicate about objects, living things and events e.g., graphs, maps, sketches - Nature of Science: Goal Stem 3

Uses a variety of methods to communicate about the natural world e.g., represents information using numbers, drawings, and words; explain ideas - Nature of Science: Goal Stem 2

Science Literacy Standard # 11 THE STUDENT Understands The Effect Of Human Decisions And Actions On Themselves And The Environment.

Benchmarks:

Identifies resources that come from the earth and sun e.g., water air, minerals, soils, energy - Nature of Science: Goal Stem 3

Knows how resources from the environment are used to solve human problems - Life Science: Goal Stem 2

Knows solutions created by scientific endeavor to solve environmental and technological problems - Life Science: Goal Stem 2

Knows that solutions to problems have costs and benefits e.g., pollution, risks, practically loss of habitat pollution and congestion -Nature of Science: Goal Stem3

Knows that solutions to problems have costs and benefits and that there can be more than one solution to a problem - Nature of Science: Goal Stem 3

THE IDEA STATEMENTS

Are You Tired Of Writing Your IEP's By Hand?

IEP4U Writer is an inexpensive, easy to use computerized forms program which can be downloaded into your system. Unlike other programs, IEP4U Writer operates on any computer and has easy to follow, step by step instructions that can be reviewed on this web site, including samples of some of the forms. The system includes student information sheets and has thousands of Ideas Statements. (Objectives) The Ideas Statements are based upon a variety of standardized test questions and includes The California Standards. The program comes with many forms in English and Spanish and will keep track of all your student data from year to year. Many Ideas Statements come with a guide of current functional levels and contains some curriculum suggestions. This program is perfectly designed for teachers of School District's, Special Education Departments to manage their student IEP's. We can customize and personalize forms to match your existing format. We also create special education websites.

If Your Interested In IEP4U Writer, Click Here

For Your Information: Did you know that if you are working on a PC and after you copy and paste my data, you could change "THE STUDENTS" to your students name at by clicking on "Edit" then on "Find and Replace" and modifying all the information once. Larry

Physical Science

Goal Stem # 1 THE STUDENT Will Understand Basic Concepts About The Structure And Properties Of Matter.....

By month/end. Given an assortment of 3 objects made of various materials, THE STUDENT will sort the objects according to their composition 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. Given an assortment of 4 objects made of various materials, THE STUDENT will sort the objects according to their composition 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. Given an assortment of 5 objects made of various materials, THE STUDENT will sort the objects according to their composition 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.



By month/end. Given an assortment of 3 objects made of various materials, THE STUDENT will identify ( by eye gaze, pointing, augmentative communication, verbally labeling, the physical state ( solid, liquid ,gas of a particular substance.) 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. Given an assortment of 4 objects made of various materials, THE STUDENT will identify ( by eye gaze, pointing, augmentative communication, verbally labeling, the physical state ( solid, liquid ,gas of a particular substance.) 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. Given an assortment of 5 objects made of various materials, THE STUDENT will identify ( by eye gaze, pointing, augmentative communication, verbally labeling, the physical state ( solid, liquid ,gas of a particular substance.) 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.



By month/end. THE STUDENT will demonstrate how water changes from one state to another( from liquid water to solid ice, from boiling water to steam). 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will demonstrate how water changes from one state to another( from liquid water to solid ice, from boiling water to steam). 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will demonstrate how water changes from one state to another( from liquid water to solid ice, from boiling water to steam). 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.



By month/end. THE STUDENT will categorize objects according to their physical properties ( buoyancy, attraction to magnets, color, size, shape, weight, texture, flexibility). 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will categorize objects according to their physical properties ( buoyancy, attraction to magnets, color, size, shape, weight, texture, flexibility). 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will categorize objects according to their physical properties ( buoyancy, attraction to magnets, color, size, shape, weight, texture, flexibility). 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.



By month/end. THE STUDENT will use an appropriate tool ( scale, ruler, thermometer) to measure length, weight, or temperature of an object. 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will use an appropriate tool ( scale, ruler, thermometer) to measure length, weight, or temperature of an object. 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will use an appropriate tool ( scale, ruler, thermometer) to measure length, weight, or temperature of an object. 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.



By month/end. THE STUDENT will demonstrate proper use of a magnifying glass of microscope. 2 out of 5 times on 3 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will demonstrate proper use of a magnifying glass of microscope. 3 out of 5 times on 4 consecutive days, as observed and recorded by staff.

By month/end. THE STUDENT will demonstrate proper use of a magnifying glass of microscope. 4 out of 5 times on 5 consecutive days, as observed and recorded by staff.

Suggested Activities For Goal Stem # 1:

Explore forms of water ( steam, ice, liquid)

Sort or classify natural objects by weight, texture, physical state

Categorize by hot and cold, large and small, hard and soft ( experiment with water in various states and describe the differences)

Use magnets to identify objects that are attracted or repelled

Predict which objects will float or sink.

Measure objects in the classroom using various tools.

Collect items to view under a microscope or magnifying glass.

Goal Stem # 2 THE STUDENT Will Recognize The Different Forms And Sources Of Energy And How They Change....

By month/year, THE STUDENT will identify 4 observable forms of energy ( heat from rubbing hands together, sound from striking a cup near the ear, light from a flashlight, motion from a vibrating turning fork on the surface of water) in their immediate environment 2 out of 5 trials on 3 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will identify 4 observable forms of energy ( heat from rubbing hands together, sound from striking a cup near the ear, light from a flashlight, motion from a vibrating turning fork on the surface of water) in their immediate environment 3 out of 5 trials on 4 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will identify 4 observable forms of energy ( heat from rubbing hands together, sound from striking a cup near the ear, light from a flashlight, motion from a vibrating turning fork on the surface of water) in their immediate environment 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.



By month/year, THE STUDENT will, when given opportunities to observe the results of energy flow around us ( effects of the wind, sun, and water on the environment, the effects of eating food in ones energy level, the effect of eating food on one's energy level the effect of tree roots growing underneath and cracking sidewalks or pavements) indicate ( by eye gaze , pointing, augmentative communication, verbally labeling) if natural forces hurricanes, tornadoes, floods, earthquakes, wind, ocean, caused a change in energy flow. 2 out of 5 trials on 3 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will, when given opportunities to observe the results of energy flow around us ( effects of the wind, sun, and water on the environment, the effects of eating food in ones energy level, the effect of eating food on one's energy level the effect of tree roots growing underneath and cracking sidewalks or pavements) indicate ( by eye gaze , pointing, augmentative communication, verbally labeling) if natural forces hurricanes, tornadoes, floods, earthquakes, wind, ocean, caused a change in energy flow. 3 out of 5 trials on 4 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will, when given opportunities to observe the results of energy flow around us ( effects of the wind, sun, and water on the environment, the effects of eating food in ones energy level, the effect of eating food on one's energy level the effect of tree roots growing underneath and cracking sidewalks or pavements) indicate ( by eye gaze , pointing, augmentative communication, verbally labeling) if natural forces hurricanes, tornadoes, floods, earthquakes, wind, ocean, caused a change in energy flow. 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.



By month/year, THE STUDENT will show that a source of energy ( heat, light, sound, mechanical, electrical, chemical) is needed to do work ( lights go on, food is cooked, electrical wheelchair moving) using examples found in their environment. 2 out of 5 trials on 3 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will show that a source of energy ( heat, light, sound, mechanical, electrical, chemical)is needed to do work ( lights go on, food is cooked, electrical wheelchair moving) using examples found in their environment. 3 out of 5 trials on 4 consecutive days, as observed and recorded by staff.

By month/year, THE STUDENT will show that a source of energy ( heat, light, sound, mechanical, electrical, chemical)is needed to do work ( lights go on, food is cooked, electrical wheelchair moving) using examples found in their environment. 4 out of 5 trials on 5 consecutive days, as observed and recorded by staff.