Writing Standards Based IEP goals and Objectives and IEP

Report
EUP Summer Educators’ Conference
Connie Cullip
August 29,2012
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R 340.1721e
(a) A statement of measurable annual
goals, including measurable short-term
objectives.
SMART Goals
 Specific
 Measurable
 Achievable
 Relevant
 Time Limited
Key Question: What should the child be doing?
◦ What areas of the general curriculum is the child having difficulty with because of his/her disability?
◦ What are the most important areas of the general curriculum for the child to master?
◦ What other areas are difficult for the child? Consider behavior, motor, social-emotional,
communication, self-help.
Purpose: To describe what a child can reasonably be expected to accomplish within 12 months with
specially designed instruction and related services. Annual goals enable the child to be involved in and
progress in the general curriculum. They are also intended to meet other educational needs that result from
the child's disability.
Definition: An annual goal:
◦ is directly related to the present level of performance which provides baseline information about the
child
◦ sets the direction for working with the child
◦ is written for specially designed instruction, not all aspects of the child's educational program,
unless the total program is special education
◦ provides a way of determining whether anticipated outcomes are being met, and whether
placements and services are appropriate for the child's special needs.
◦ has three parts:
the child . . . does what. . . to what level/degree
Key Characteristics:
◦ describes what the child will do
◦ measurable
◦ functional
◦ observable
◦ meaningful
◦ comprehensive
Writing Strategy: Describe the behavior the child will be doing when the goal is reached.
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A well-written goal has four critical elements:
• Target date for achieving the goal.
• Identification of what the student will
demonstrate.
• Under what conditions or to what
level/degree the student will perform.
• How progress will be assessed/evaluated.
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Objectives (or in other cases, benchmarks)
are smaller steps. They break the annual goal
down into smaller pieces.
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Lets review some IEP goals and objectives.
Using the 4 critical elements of a goal,
determine if the following goals are
measureable goals.
Target date for achieving the goal.
Identification of what the student will
demonstrate.
Under what conditions or to what
level/degree the student will perform.
How progress will be assessed/evaluated.
Annual Goal
The student will
develop/increase
geometry skills
Short-Term
Objectives
Evaluation
Criterion
Schedule
G.GS.00.03 Create,
describe, and extend
simple geometric
patterns.
D - Documented
Observation
60%
Grading Period
Know that angles on a
straight line add up
to 180° and angles
surrounding a point
add up to 360°; justify
informally by
“surrounding” a point
with angles.
D - Documented
Observation
60%
Grading Period
Annual Goal
To improve reading skills.
Short-Term Objectives
Evaluation
Criterion
Schedule
***** will retell orally
what he reads at his
level.
S - Student's Daily
Work
75%
Grading Period
*** will summarize what
he reads in written form
with a beginning, middle
and end.
S - Student's Daily
Work
75%
Grading Period
***** will meet the
requirements of the 6th
grade Michigan Grade Level
Content Expectations for
Reading and Spelling as
measured by general
education classroom
performance.
Short-Term Objectives
Evaluation
Criterion
Schedule
*** will apply the skills of
3rd grade Word Recognition
when reading text that
leads toward meeting the
6th grade Reading
requirements.
O - Other - Classroom
grades; teacher
consultation with studen
70% or better on quarterly
assessments
Grading Period
*** will apply the skills of
3rd grade Vocabulary when
reading text that leads
toward meeting the 6th
grade Reading
requirements.
O - Other - Classroom
grades; teacher
consultation with studen
70% or better on quarterly
assessments
Grading Period
***will apply the skills of
3rd grade Spelling to
exhibit skills that lead
toward meeting the 6th
grade Writing requirements.
O - Other - Classroom
grades; teacher
consultation with studen
70% or better on quarterly
assessments
Grading Period
Student will improve social
skills for interacting with
peers and adults as
measured by improved selfreporting on BASC2.
Short-Term Objectives
Evaluation
Criterion
Schedule
Student will identify
appropriate social
strategies when dealing
with frustration and
disappointment
O - Other - SSW
Observation
3 out 4 times
Grading Period
When prompted will be
able to use one or
more positive peer
interaction skills during
sessions and as
observed in the
classroom.
O - Other - SSw
observation
3/4 times
Grading Period
Annual Goal
*** will demonstrate and
increase his basic
reading skills to a 3rd
grade level based on the
Leveled Literacy
Intervention Program.
Short-Term Objectives
Evaluation
*** will decode
unknown words at a 3rd
S - Student's Daily Work
grade level through
phoneme segmentation.
Criterion
Schedule
90%
Grading Period
*** will identify
characters, plot, and
theme in a narrative
story.
D - Documented
Observation
85%
Grading Period
When asked specific
questions regarding
grade level texts, ***
will answer
comprehension
questions correctly 4/5
times.
D - Documented
Observation
85%
Grading Period
Annual Goal
*** will increase his
legibility in writing 1st/2nd
grade level texts through
SIMS writing strategy and
the Leveled Literacy
Intervention Program.
Short-Term Objectives
*** will utilize the
writing process
characteristics
observed in the 1st
grade writing GLCE's.
Evaluation
Criterion
Schedule
S - Student's Daily
Work
85%
Grading Period
*** will apply correct
grammar and
punctuation 3 out of 4
times in the context of
writing.
S - Student's Daily
Work
85%
Grading Period
*** will identify and
write High Frequency
Words correctly 3/4
times as described
through the LLI
system.
S - Student's Daily
Work
85%
Grading Period
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Using the goals we just looked at, pick
one and create a new goal.
New goal-Share
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By ____ the student
date
will___________________
demonstrate skill
when/at___________________
Condition/Criteria
on _______________________________
assessment/evaluation.
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Pair up with someone for this exercise.
Assume you have a great PLAAFP with
current data..
Using the Common Core Standards, write
measurable goals and objectives.
Use the 4 critical elements of a goal to write
your goals.
Share
Target
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date for achieving the goal.
Identification of what the student
will demonstrate.
Under what conditions or to what
level/degree the student will
perform.
How progress will be assessed/
evaluated.
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CCSS.LA.5.RI.CCR.1 - Read closely to determine what the text
says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support
conclusions drawn from the text.
◦ CCSS.LA.5.RI.5.1 - Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.LA.5.RI.CCR.2 - Determine central ideas or themes of a
text and analyze their development; summarize the key
supporting details and ideas.
◦ CCSS.LA.5.RI.5.2 - Determine two or more main ideas of a
text and explain how they are supported by key details;
summarize the text.
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CCSS.LA.5.RI.CCR.3 - Analyze how and why individuals,
events, and ideas develop and interact over the course of a
text.
◦ CCSS.LA.5.RI.5.3 - Explain the relationships or interactions
between two or more individuals, events, ideas, or concepts
in a historical, scientific, or technical text based on specific
information in the text.
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Eup.illuminateed.com
Demonstrated Need: DRA score is 60, 85 is passing
Goal: Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
Modified Goal Description:
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Copy and paste the
standard into the Modified
goal description and make
it measurable.
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Who has to attend an IEP?
Who is responsible for the goals in an IEP?
How do staff get a copy of a students IEP?
What needs to be documented in an IEP/post
IEP?
When does documentation need to be done?
Can a parent opt a student out of a Statewide
Assessment?
What is PRN? When does it need to happen?
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Regular Education Teacher on IEP Team Is Required by IDEA '97.
The final Part B regulations incorporate the requirements of IDEA
'97 regarding regular education teachers in the IEP process,
including specifying that -The IEP team for each child with a disability must include at least
one regular education teacher of the child (if the child is, or may
be, participating in the regular education environment) (see
§300.344(a)(2)); and
The teacher must, to the extent appropriate, participate in the
development, review, and revision of the child's IEP, including –
◦ the determination of appropriate positive behavioral
interventions and strategies for the child, and
◦ the determination of supplementary aids and services, program
modifications, and supports for school personnel that will be
provided for the child consistent with the IEP content
requirements in §300.347(a)(3). (See §300.346(e))
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Child's Teachers Must Have Access to IEP and Be Informed of
their Responsibilities.
§300.342(b)(2) (entitled "Implementation of IEPs") has been
added to the regulations to specify that each public agency
must ensure that -THE IEP OF EACH CHILD WITH A DISABILITY IS ACCESSIBLE to
each regular education teacher (as well as each special
education teacher, related service provider, and other service
provider) who is responsible for implementing the IEP; and
EACH TEACHER AND PROVIDER IS INFORMED OF -- (A) his or
her specific responsibilities related to implementing the IEP,
and (B) the specific accommodations, modifications, and
supports that must be provided to the child in accordance
with the IEP.
Mechanism for Informing Staff at Discretion of Agency.
The above requirement is necessary to ensure proper
implementation of the child's IEP and the provision of FAPE to
the child. However, the mechanism that the public agency
uses to inform each teacher or provider of his or her
responsibilities is left to the discretion of the agency.
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Public agencies are required to maintain
records to show compliance with program
requirements, pursuant to § 76.731 of the
Education Department General Administrative
Regulations (EDGAR) and the MARSE.
Documentation must include sufficient
written detail to demonstrate compliance.
http://www2.ed.gov/policy/fund/reg/edgarR
eg/edgar.html
Can a parent opt
a student out of a
Statewide
Assessment?
What is Prior
Written Notice?
When does it need
to happen?
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1. IEPT
2. LRE
3. MET
4. CCSS
5. SLD
6. DIBELS
7. SSW
8. START
9. MARSE
10.IDEA
IEPT-Individualized Education Plan Team
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LRE-Least Restrictive Environment
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MET- Multi-Disciplinary Evaluation Team
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CCSS-Common Core State Standards
SLD-Specific Learning Disability
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DIBELS-Dynamic Indicators of Basic Early
Literacy Skills
 7. SSW-School Social Worker
 8. START-Statewide Autism Resources and Training
9. MARSE-Michigan Administrative Rules for Special
Education
10.IDEA-Individuals with Disabilities Education Act
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Connie Cullip
[email protected]
906-632-3373 ext. 108

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