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EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Text
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Welcome! This e-learning module offers quick
access to information to support the writing of
effective annual goals. Choose the appropriate
tab to hear an overview, see details, and view
samples of each step of the process. A brief quiz
is also available to test your knowledge!
EGP Quiz
Present Levels
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Overview
Expected Outcomes Long term goals, post
secondary goals, graduating, passing a test or course
Events that happen once or infrequently
Drive the thinking about what to do now to get there
Examples
EGP Quiz
Present Levels
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Examples Requirements
Expected Outcomes Expected Outcomes describe the first step
in the Effective Goal Writing Process. In this
initial step, long term goals are considered.
Expected Outcomes define the student’s
educational, behavioral, and functional
outcomes for everyone involved in the case
conference. The Case Conference
Committee (CCC) may consider post school
goals for older students or for younger
students describe interactions with peers
and care providers.
EGP Quiz
Present Levels
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Overview Requirements
Expected Outcomes
Expected Outcomes
Present Levels Educational Needs
High School Diploma
Passing ISTEP+
Getting a Job
Living Independently
Attend General Ed Kindergarten
EGP Quiz
Expected Outcomes
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Overview
Present Levels
Examples
EGP Quiz
Expected Outcomes
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
.
Examples Requirements
Present Levels
Present Levels are a snapshot of student
performance. This statement should include data
describing the student’s strengths and challenges as
they relate to both academics and functional skills.
The data reported should inform the case conference
committee of the student’s strengths and skill deficits
in these areas. The identification of these deficit
areas lead to the development of Educational Needs
EGP Quiz
Expected Outcomes
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Overview Requirements
Present Levels
Expected Outcomes
Present Levels Educational Needs
High School Diploma•Initiates requests for helpwith work•Has earned 38 of 41 credits
Passing ISTEP+ •Passed English section
Getting a Job
•Has received 2 late for schools•3 tardies to class this semester
Living Independently•Knows emergency numbers•Navigates school campus independently
Attend General Ed Kindergarten
•Transitions betweenactivities with prompting•Works with a partner or in small groups
EGP Quiz
Expected Outcomes
Present Levels
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Overview
Educational Needs
Difference between the expected outcomes and present level
Include academic and functional performance
Based on a hypothesis of the reason for the difficulty
Based on student’s data
Examples
EGP Quiz
Expected Outcomes
Present Levels
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Examples Requirements
Educational Needs
Using the target set by the
committee’s discussion around
expected student outcomes
and the starting point defined
in present levels, the CCC can
begin to describe Educational
Needs.
Educational Needs are the first
steps on the path from Present
Levels to Annual Goals and
eventually reaching the long
range outcomes.
EGP Quiz
Expected Outcomes
Present Levels
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Overview Requirements
Educational Needs
Expected Outcomes
Present Levels Educational Needs
High School Diploma•Initiates requests for helpwith work•Has earned 38 of 41 credits
•Continue to develop self-advocacy skills
Passing ISTEP+ •Passed English section•Participate in math remediation classes
Getting a Job
•Has received 2 late for schools•3 tardies to class this semester
•Increase on-time arrivals •Learn time management strategies
Living Independently•Knows emergency numbers•Navigates school campus independently
•Learn city bus routes
Attend General Ed Kindergarten
•Transitions betweenactivities with prompting•Works with a partner or in small groups
•Utilize visual schedules to increase independent transitions•Increase large group interactions
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Services
Evaluation of Effectiveness
Progress Monitoring
Overview
Annual Goals
Attainable in a year
Able to be measured regularly
Logical extensions of expected
outcomes, present levels and
needs of the student
Aligned to general curriculum
as much as possible
Examples
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Services
Evaluation of Effectiveness
Progress Monitoring
Examples Requirements
Annual Goals
In the IEP a goal is more than the text in the Annual Goal Statement
Annual Goals are directly related to
Educational Needs. Each expressed
need must be addressed by at least one
annual goal. This is not a one-to-one
relationship necessarily. Situations
occur where one goal may address
multiple needs. One need may also
require multiple goals.
To ensure a goal is measureable it must
contain:
1. Conditions under which it will occur
2. A description of a measureable and
observable behavior
3. Criterion for mastery
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Services
Evaluation of Effectiveness
Progress Monitoring
Overview Requirements
Annual Goals
Expected Outcomes Present Levels Educational Needs
High School Diploma•Initiates requests for helpwith work•Has earned 38 of 41 credits
•Continue to develop self-advocacy skills
Annual Goals
Self Advocacy
James will initiate student-teacher conference monthly to discuss academic progress with his Teacher of Record.
James will access the Teacher Student Online Portal to review his grades and progress weekly.
Expected Outcomes Present Levels Educational Needs
Living Independently•Knows emergency numbers•Navigates school campus independently
•Learn city transportation routes
Annual Goals
Jenny will independently use city transportation to travel from her home to her job site.
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Annual Goals
Evaluation of Effectiveness
Progress Monitoring
Overview
Services
•Directly relevant to present levels, needs, and annual goal attainment
•A professional activity
•Not a location
•Not a methodology
•Delivered with “fidelity”
Examples
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Annual Goals
Evaluation of Effectiveness
Progress Monitoring
Examples Requirements
Services
Once Annual Goals have been defined the next
logical step in this process is to set up special
education and if needed, related services. Services
should describe clearly the role of the special
education and, if required, related service staff in the
student’s educational plan.
The discussion of services should always start in the
general education classroom. As much as possible
services should support the student remaining in a
classroom with his or her non disabled peers. If this is
not possible, the reasoning behind the Case
Conference Committee’s decision should be well
documented within the IEP.
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Annual Goals
Evaluation of Effectiveness
Progress Monitoring
Overview Requirements
Services
• Direct Services, Indirect Services, Speech and/or Language Services
Description
• Date when service begins
Start date
• Number of session per day, week, month, or reporting period
Frequency
• Minutes or hours per session
Length
• Date when service ends
End date
• General Education Setting
• Special Education Setting
Location
• Which Post-Secondary goal(s) are supported by this service?
Transition
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
program
Overview
Progress Monitoring
Examples
To assess a student’s academic performance on a regular basis
To document student progress for accountability purposes
To communicate with parents or other professionals about student progress
To identify students at risk who may need additional services
To help general education teachers plan more effective instruction within their classrooms
To help special education teachers design more effective instructional programs for students who do not respond to the general education
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Examples Requirements
Progress Monitoring
Progress monitoring is one of the checks and
balances built into all IEPs. With regular progress
monitoring, the Teacher of Record (TOR) and the
rest of the IEP team can check student progress.
As the school year advances, progress monitoring
data may help both general and special education
teachers to refine instruction or reexamine all or part
of the student’s education plan if the student is not
developing as expected.
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Overview Requirements
Progress Monitoring
• Products that are outcomes of behavior, tangible, or environmental outcomes
Permanent Products
• Probes of skill mastery
Curriculum-based Measurements
• Lists of specific skills or behaviors completed by persons familiar with student
Checklists (Skill or Behavioral)
• Involve asking someone information about a subject (targeted behavior)
Interviews
• Recordkeeping of one’s own performance or behavior
Self-Reporting
• Record a sample of the behaviors as they are occurring
Observations
EGP Quiz
Expected Outcomes
Present Levels
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
Evaluation of Effectiveness
Each time progress monitoring is completed consider the implications of the data.
What does the collected data (student-specific information) show about the student’s skill growth towards the goal?
How will the student’s education program be maintained/changed/adjusted based upon this information?
Evaluation of Effectiveness
Expected Outcomes
Present Levels
Educational Needs
Annual Goals
Services
Evaluation of Effectiveness
Progress Monitoring
EGP Quiz
•Quiz ideas:
•Select best goal: 3 or four choices
•How often should progress monitoring take place?
•Place the following in the correct order:
•Eligibility, placement referral, educational need,
PLOP, Goal, Services
•What data should be recorded in the PLOP? (check all
that apply)
•t/f the SE teacher must administer all PM assessments
•t/f placement should be decided before goals and
services are defined
•t/f Eligibility areas can determine annual goals
•t/f The annual goal statement is the only necessary
piece of the annual goal.