At Your Table – IEP Goals

Is it measurable?Yes – what makes it measurable?No - How could you make it

measurable?

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January ESE MeetingChapter 5 – Special Education and Related Services

–ESE Reminders –Reviewing Measurable Goals–Services

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Don’t Be Distracted!

Upcoming Events and Reminders

Transfer Packets are much better – THANKS!– But, don’t forget the Action Date (date the

student started) Medicaid Forms – get them done at meetings

– Be sure to PRINT the form. You have to make the box when you print the IEP

The EFA box on the ACTION Form… PWN date MUST be completed on the last page

of the ACTION form

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More Practicing Without A License

Teachers should not recommend or discuss medication, mental health treatment, or placement in a hospital or RTF

Teachers must only focus on things they can control: schedules, materials, accommodations, behavior plans, etc.– Don’t Diagnose or Speculate– Don’t “hand wring” in front of the parents

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Updating with Re-evals

Present levels MUST be updated with every re-eval (whether there is testing done or not)– Update with new individual testing, recent school

assessments, and/or info from work samples, informal assessment and observation

Annual review –biggest overhaul Special reviews

– Read and edit existing info– ADD date and current functioning

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Recap: Present Levels

Just Can’t Say It Enough! ALL other items and services listed in the IEP

must link to this section and descriptions here will support ALL remaining sections of the IEP– Global Statement and Present Levels

Also in Ch. 4: Measurable Annual Goals

Measurable annual goals are descriptions of what a child can reasonably be expected to accomplish within a 12-month period with the provision of special education (specially designed instruction) and related services.

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Measurable goal musts:

Be selected from the specific needs outlined in the PLAAFP

Be identified as those allowing students to participate in the general curriculum to the fullest extent possible

Be related to meeting the child’s needs that result from the child’s disability

What we know from the Spring 2011 ESE Audit

Some annual goals were not measurable. Some annual goals were not directly related

to weaknesses noted in the PLAAFP. Some annual goals were not individualized

for the student. The same goals were seen on multiple IEPs.

Essential Characteristics of an Annual Goal

Must be measurable Must be measured (schedule for reporting

progress in IEP)

Does this really matter?If an annual goal is not measurable OR measured it violates IDEA and may result in a denial of FAPE.

Purpose of Measurable goals

To estimate what a student may accomplish in a year’s time

To evaluate the success of the student’s special education program

To address academic and/or functional needs

To enable the student to be involved in and progress in the general curriculum (LRE)

Simply put, the IEP annual goals:

are what we expect the student to learn or be able to do,

and

how we will know when they have learned it or can do it

How do I know if I have written measurable annual goal?

Allows a clear YES of NO determination of whether or not it has been achieved

Tells evaluators what to do to determine if the goal was achieved without adding anything to the goal

Passes the stranger test (different evaluators can agree if the goal has been achieved)

Passes the “Dead Person” test (avoids target behaviors written in negative terms)

Three required components of a Measurable Annual Goal

Target Behavior – What we want to change.(Described in terms that are observable, measurable, verifiable, and repeatable)

Stimulus material or condition – How we will measure change. (The materials that the teacher will use or the environment where the behavior will be observed)

Criterion for acceptable performance - How we will know if the goal has been achieved (Stated in terms of accuracy, speed, or quality)

May also include Timeframe (1 year is maximum length)

Am I required to include short term objectives?

Measurable annual goals (3 components) are required for all students

Short term objectives are required only for students who take Alternate Assessment

Short term objectives can be added to IEP of any student if IEP team determines that it is appropriate

Measurable Goal “No Nos”

Use of subjective words such as will improve, will show, will increase, will develop, etc. to describe target behavior

Use of an increase in test scores, such as PASS, HSAP, MAPs, etc. as criterion for performance

Use of classroom grades or passing a course as criterion for performance

Use of moving from one level in F& P to another as criterion for performance

Separate transition goal is no longer required. All goals of transition IEP should address transition.

Annual Goal Checklist

Are goals linked to the assessment and the PLAAFP statements?

Are goals specific clear, and measurable? Do goals provide a focus for the student’s IEP? Does the goal section of the IEP contain information on how

the student’s progress will be measured? Does the IEP include how progress will be communicated to

the parent? Can the goal be used to evaluate the effectiveness of the

program? Is the student’s progress toward achieving the goals actually

measured?

Also in Ch. 5: Special Ed. and Related Services

All services and supports to enable the child– To advance appropriately toward attaining the

annual goals– To be involved in and make progress in the

general ed. curriculum– To participate in extracurricu.ar and other

nonacademic activities, and– To be educated and participate with nondisabled

peers to the maximum extend appropriate

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Special Ed. Services – Sec. V

Specially-designed instruction to meet unique needs of a child with a disability

IEP teams decide – in this order!!!– What SERVICES are needed– What AMOUNT OF SERVICES are needed– What SETTING is necessary

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Related Services – Sec. V

Developmental, corrective, and supportive services required to assist a child with a disability to benefit from SPECIAL EDUCATION services.

They are in addition to special ed. instruction– Q&A 2 – Can’t just have Related Services

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Related Services – Process Guide

Surgically Implanted Devices– Do not include the optimization of it’s functioning

Medical Services– Provided by a doctor– We are only required to provide medical services for

diagnostic or evaluation purposes

School Health Services– Provided by school nurse or other qualified person

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Related Services – Process Guide

Transportation Interpreting Services

They Failed to Mention… Speech/Language Occupational Therapy Physical Therapy

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It Says Here…

The IDEA has clarified that parents cannot be required to obtain a prescription for medication for a child as a condition of attending school, receiving an evaluation or receiving special ed. or related services.

Don’t practice without a license (last month’s meeting)

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Frequency, Location, and Duration of Special Education Services

…of Special Ed. and Related ServicesThere should be a Present Level for each area of serviceMake your descriptions and locations clear and specificLength/frequency can be words

– Daily, weekly, periods, blocks,

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IEP Section III – Supplemental Services

Aids, services and other supports to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

– Provided to the child, or– On behalf of the child

Assistive Technology Devices and ServicesNon-academic or Extracurricular ServicesAccess to Instructional MaterialsProgram Modifications and Supports for Personnel

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IEP Section III – Supplemental Services

Where We Put Them here in Rock Hill Schools!!!Assistant Support (for the student)

– Specify assistance or support – WHAT, WHERE, and WHEN

ABA TherapyTraining for regular education teachers or other staff

– Even yourself or next ESE teacher

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Extended School Year Services

IEP Section VIII– If the team DEFERS, the team MUST revisit ESY

question by the end of the school year ESY Student Eligibility Review and ESY Addendum

If the team determines the student is eligible, but the parents decline the opportunity, THE PAPERWORK MUST STILL BE DONE

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To Finish Up

Next Month Feb – Discipline (Ch. 8) March – Re-evals (Ch. 7) and Discontinuing

Services (Ch. 10) April – Educational Placement and LRE (Ch.

6)

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