Writing Meaningful IEP Goals Connecting to the KCAS & Other Curricular Documents 1

Writing Meaningful IEP Goals Connecting to the KCAS & Other Curricular Documents

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Present Levels

Educational Performance relevant to disability Current Performance in General Curriculum Current Academic Performance Current Functional Performance

Description of relative strengths Description of needs or concerns including Baseline

Performance How the disability affects educational performance

Measurable Annual Goal(s)

(ABCDE)

Participation in General Education

Least Restrictive Environment

Supplementary Aids and Services

(What the student uses to access curriculum)

Accommodations

(Equal access to State and Classroom assessments)

Program Modifications and Supports for School Personnel

(Unique Programming provided on behalf of the student and support to personnel implementing services)

Extended School Year Services

Specially Designed Instruction

(Implementation of research based instructional practices)

P O

S T S

E C

O

N

D

A

R

Y GO

ALS

IEP Development is a Process

Not an Event

Considerations of Special Factors

Methods of Measurement

(CBM, Direct, Indirect, Authentic Measures)

Reporting Progress

Tran

sitio

n S

ervi

ces

for P

ost S

econ

dary

Goa

ls

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Measurable Annual Goals

A statement of measurable annual goals, including academic and functional goals designed:• Meet the child’s needs that result from the child’s disability to

enable the child to be involved in and progress in the general curriculum as provided in the Kentucky Program of Studies, 704 KAR 3:303. or for preschool children, as appropriate, to participate in appropriate activities; and

• Meet each of the child’s other educational needs that result from the child’s disability.

707 KAR 1:320 § 5 (7)(b)(1-2), 34 CFR 300.320 (a)(2)(4) 707 KAR 1:320 § 5 (7)(b), 34 CFR 300.320 (a)(2)(i)(B)

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Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire that will promote accessing the general curriculum and aid the student in meeting achievement standards. The IEP is not intended to reflect the student’s entire curriculum. The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence.

Annual goals are directly related to the student’s disability and pertain to needs described in the present levels. Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal.

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Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire that will promote accessing the general curriculum and aid the student in meeting achievement standards. The IEP is not intended to reflect the student’s entire curriculum. The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence.

Annual goals are directly related to the student’s disability and pertain to needs described in the present levels. Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal.

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Annual GoalsARE ARE NOT

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Annual GoalsARE

• Anticipates results in one year

• Specifies skills • Promotes access • Promotes learning of skills • Advance mastery &

understanding of content• Relates to disability • Link to Present Levels• Bridges gap • Skills and Strategies

ARE NOT

• Copied and pasted standards

• The entire curriculum

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. Annual goalsGoals focus on bridging the gap from where the student is (baseline in present levels) to where the student needs to be (goal) relative to identified KCAS academic skills and the appropriate functional skills

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Steps for Writing Measurable Goals

9Page 34 -35

1. Identify the grade level standards that all students are expected to know and be able to do

Using the KCAS

2. Identify the student's current educational performance (baseline instructional level

Using the

Present Levels 3. Prioritize

the skill area(s) that will have the greatest impact

Prioritize

4. Write measurable annual goals to include:AudienceBehaviorCircumstanceDegree/ CriterionEvaluation/ Method of Measurement

Write

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Using the

KCAS

2. Identify the student's current educational performance (baseline instructional level)

Using Present Levels

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Determining Baseline Performance• Determine current academic performance

(baseline instructional level) in KCAS.

• Determine current functional performance using curricular tools as appropriate. (KY Practical Living/Vocational Studies, Character Education Document, Syracuse Community Reference Curriculum Guide, Expanded Core Curriculum for Visual Impairments, VB MAPP, COACH, etc.)

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3. Prioritize the skill area(s) that will have the greatest impact

Using Curricular

Documents

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Prioritize student needs by asking• What prerequisite skills/knowledge does the

student need to close the gap between his/ her present level of performance and the grade-level expectations?

• What additional skills does the student need to be successful – socially, behaviorally, organizationally, etc?

• Are there critical skills the student needs to support instruction in the LRE?

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Prioritize student needs

What skill(s) will have the most powerful impact?• Access • Remediation• Other factors? # of years left in school• Most modifiable• Parent and student interest

• Toileting skills• Leisure activities 15

4. Write Measurable Annual Goals to include:a. Audienceb. Behaviorc. Circumstancesd. Degree/Criterion

e. Evaluation/Method of Measurement

Using the prioritized

sub-skill areas

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Measurable Goals- Pg. 31-35

AudienceStudent’s name

BehaviorWhat the student will do

Circumstance (condition)What the student will be

given or needs (instructional materials)

Degree (Criterion)-Expected rate of growth

within 12 months-How well must the student

perform

Evaluation Method of

Measurement

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Components of Measurable Goals

AAudience

Student’s Name

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Behavior

Observable: See, Hear, Count, Timed

BDaniel will readLatina will pronounceJamal will writeSandra will gazePatty will activate a big mac switch using her left arm to greet students

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Circumstance

Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior.

CWhen provided opportunities for peer interaction in a non-structured settingWhen engaged in a non-preferred activityWhen presented with 20 two-digit division problems and access to a study carrelGiven a picture prompt and verbal cue, 20


Degree/Criterion

How well the student must perform the skill

and the frequency student will be

assessed.

D80% correct as measured by twice weekly probes8/10 words correct as measured by weekly spelling tests4/5 activities on 3 consecutive weekly observations80% of task analyzed steps of the hand washing routine with decreasing prompts as measured by weekly task analysis checklist

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Evaluation/Method of Measurement

How the implementer measures student progress (ex. tool,

resource, assessment).

E

Oral Reading FluencyAs measured by daily frequency countsAs measured by event duration recording As measured by the paragraph rubricAs measured by work sample

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Methods of Measurement used for Progress Monitoring

Curriculum Based Measures (CBM)Oral Reading Fluency, Math Computation

ProbesDirect Measures

Observations, Anecdotal Recordings, Frequency Count, Duration, Running Record, ChecklistIndirect Measures

rubrics, Goal Attainment Scale, Student, Parent & Teacher Questionnaires, Checklists

Authentic Assessment Interview student; Annotated Work Samples,

Error Analysis of Work Samples

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What is Measurable?

Measurable means it must be possible to evaluate and document whether the student is making

progress toward the goal.

Is it Measurable?

Given these circumstances, the student will perform this behavior to this degree as measured by this method of measurement.

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Let’s practice

1. Given 15 computational problems at the second-grade level, Pamela will independently solve 10 problems for 4 out of 5 opportunities as measured by teacher made probes (work sample).

A B C D E25

Let’s practice

1. Given 15 computational problems at the sixth-grade level, Pamela will independently solve 10 for 4 out of 5 opportunities as measured by teacher made probes.

A B C D E26

2. Within the school (office, cafeteria, library, etc.) Kathy will complete vocational tasks (i.e. sorting mail, shelve magazines and books, sort utensils, answering the phone) with 80% accuracy for 4 out of 5 opportunities as measured by teacher generated event recording data sheet.

A B C D E 27

2. Within the school (office, cafeteria, library, etc.) Kathy will complete vocational tasks (i.e. sorting mail, shelve magazines and books, sort utensils, answering the phone) with 80% accuracy for 4 out of 5 opportunities as measured by teacher generated event recording data sheet.

A B C D E 28

Let’s practice

3. After listening to a 6th grade reading passage, Laura will point to the correct picture to answer comprehension questions with 75% accuracy for 4 out of 5 trials as measured by teacher generated checklist.

A B C D E 29

Let’s practice

3. After listening to a 6th grade reading passage, Laura will point to the correct picture to answer comprehension questions with 75% accuracy for 4 out of 5 trials as measured by teacher generated checklist.

A B C D E 30

Measurable Goals- Compliance Baseline- from present level Annual Goal Method of

Measurement

Given teacher direction, Tim takes 8 minutes and verbal prompting to begin a task.

Given teacher direction, Tim will begin the task within 1 minute for 4 out of 5 opportunities,

as measured by weekly latency recordings.

(Direct)

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Measurable Goals – Recreation/LeisureBaseline- from present level Annual Goal Method of

Measurement

Donna will use her right hand to touch a switch to activate her music player with full physical prompting with teacher directive.

Given a teacher directive, Donna will independently touch her switch to activate her music player for 4 out 5 opportunities in a 30 minute trail

As measured by teacher made event recording data sheet.

(Direct)

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Benchmarks

Short Term Objectives (STO)

Pages 39-4133

Benchmarks & STOs

Benchmarks: Increments of learning which demonstrate progress toward the annual goal

Short Term Objectives: Intermediate steps which break annual goals into discrete, measurable components. Contain ABCDE components

• Required for students on Alternate Assessment• Relate directly to the goal• Provide a means to measure progress• Are not every skill or increment of instruction• The number of benchmarks or STOs is based on the needs of

the student (no minimum required)

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Annual Goal:Given a one minute 2nd grade oral reading passage, Sam will read the passage with 90% accuracy for 3 out of 4 reading passages as measured by weekly reading probes.

1. Sam will decode multi-syllabic words from the 2nd grade Dolch word list with 90% accuracy for 3 consecutive days as measured by checklist.

2. Sam will read Dolch phrases from the 2nd grade list with 90% accuracy for 3 consecutive weeks as measured by checklist.

STO

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Annual Goal:Given an 8 step hand-washing procedure with visual cues, Anna will independently complete all steps for 3 consecutive opportunities, as measured by task analysis checklist.

1. By March, Anna will independently complete 2 steps of the hand-washing procedure.2. By June, Anna will independently complete 4 steps of the hand-washing procedure.3. By December, Anna will independently complete 6 steps of the hand-washing procedure.

Benchmarks

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Putting it all together…

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Using the

KCAS 2. Identify the student's current educational performance (baseline instructional level

Using the

Present Levels 3. Prioritize

the skill area(s) that will have the greatest impact

Prioritize

4. Write measurable annual goals to include:AudienceBehaviorCircumstanceDegree/ CriterionEvaluation/ Method of Measurement

Write

Candace

• Let’s practice writing a measureable annual goal with Candace’s information.

• We will:• Review the Present Levels of Academic and

Functional Performance section of Candace’s IEP

• Develop one annual goal for an academic area of need

• Develop one annual goal for a functional area of need

• Let’s do one together first 38

Academic Sample: Reading

Annual Measurable Goal (#5):Given a controlled text reading passage at her instructional level including literature and informational texts, Candace will independently read the passage and respond orally to literal and inferential comprehension questions with 80% accuracy over 3 out of 4 reading assessments.

Benchmarks/Short Term Instructional Objectives

1. Candace will answer comprehension questions about main idea and key details.2. Candace will retell the story including key details.

3. Candace will make prediction and connections between events/characters/ideas within a text.

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Practice

• Review the Present Levels of Academic and Functional Performance section of Candace’s IEP

• Based on the areas you prioritized in step 3• Develop one annual goal for an

academic area of need• Develop one annual goal for a

functional area of need 40

In Summary: Measurable Annual GoalsPurpose:

To describe what the student can reasonably be expected to accomplish within 12 months with specially designed instruction and related services

• Directly related to the present level of performance which provides baseline information

• Provides a way of determining whether anticipated outcomes are being met

Appropriate annual goals answer the question

“What should the student be doing?”41

It’s All About the Fit… Special and General Education

• IEP– Not a curriculum– Describes how the student will:

• access education; • make progress in the general curriculum; and • address other unique needs.

• State Standards– Drive the development of the curriculum– Are assessed– Reflect what all students should learn

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PATTAN