update for director meeting 11.17.11

IEP Annual Goal Development
Question & Answer Document
 Notice the title – IEP Annual Goal Development
 Three sections
 Section 1: Measurable Annual Goals
 Section 2: Academic/Standards-Based Goals
 Section 3: Functional Goals
 Focus of the document is access and progress in the general
education curriculum
1.2 What is the purpose of an annual
 Identify the specific area in which a student needs assistance
for special education personnel
 Address critical needs that are keeping the student from
accessing and/or progressing in the general curriculum
1.5 Does the goal criterion relate to
passing an assignment/course?
 No
 The criterion is not the score required for passing the course
or assignment (ex. 70, 70%, 7 out of 10 trials)
 The criterion should specify the amount of growth expected
1.9 What is the role of the PLAAFP in
developing measurable annual goals?
 A goal is included in the IEP only after examining the
 A goal should be based on an area of need that is keeping the
student from accessing and/or progressing in the general
 The PLAAFP should provide information on where the
student is currently performing
1.12 What is the difference between
an academic and a functional goal?
1.14 Does a student’s IEP need to include
both functional and academic goals?
 All students must have annual measurable goals
 Based on the PLAAFP, some may have academic only,
functional only or both
1.16 In which subject areas do students need
enrolled grade-level measurable annual goals?
 Two situations in which a student must have an annual goal:
When content is modified (goal must specify how the content
is modified)
2. When student is removed from a general education setting for
any period of time (goal must be specific to content area, but
may or may not modify the content)
1.17 Can one annual goal cover
multiple subject areas?
 Functional goals can
 Academic goals can if the content standards cross multiple
subject areas
 “All annual goals should be specific to subject area
curriculum standards and cannot be generalized. For
example, if a reading goal was implemented in a Social
Studies course, implementation of this reading goal does not
constitute modification of the SS TEKS. If a student’s reading
deficits are so severe that the SS content needs to be
modified, then the ARDC must include a goal that is specific
to SS that identifies how the SS content is modified.”
1.18 For a student who receives special education
services in a general education (mainstream) setting and
does not have modified content in any subject area, must
the ARD committee still develop measurable annual goals?
 Yes
 The goal must be developed from an area of need addressed
in the PLAAFP that affects the student’s ability to make
progress and/or access the general education curriculum
 The goal must clearly define the specially designed
instruction that the child will receive
 If the ARD committee is unable to determine a need to
include in the annual goals, reconsider if the student’s
disability creates a need for special education services
1.19 For a student who receives special education services in
a general education mainstream setting and does not have
modified content in any subject area, can the ARD committee
write a “mainstream” or an “inclusion” goal for the student to
master the TEKS for his enrolled grade-level?
 No
 70% mastery of TEKS does not inform the specially designed
instruction from a special education professional
1.24 Can attainment of a grade level
standard be a student’s annual goal?
 No
 Must designate the specially designed instruction
1.25 Can mastery of the
benchmarks/short-term objectives be the
criterion for mastery of an annual goal?
 No
1.28 -1.31
 Questions pertaining to transition
1.32 How does mastery of annual
goals relate to grading and promotion?
 Grades must reflect the student’s relative mastery of an
 Mastery of IEP goal does not automatically mean the student
passed a course and passing a course does not mean IEP goals
have been mastered
 If a goal is not mastered, the ARDC looks at:
 Was goal appropriate
 Was goal implemented correctly
 What adjustments need to be made to meet the student needs
2.3 What is the difference between an enrolled
grade-level standards-based goal and the enrolledgrade level standards?
 Goal is not a restatement of the TEKS
 Goals should designate the specially designed instruction the
student needs to attain the standard
2.8 Does having a standardsbased/academic goal automatically mean a
student has modified content?
 No
 Content is modified when the nature of the task is different
than it is for the general student population
2.10 For a student who takes an alternate assessment
(TAKS-M, STAAR Modified, or STAAR Alternate), does he
need an academic standards-based IEP goal that
corresponds with the tested content area?
 Yes
 Goals must link to content areas
 Example: Laundry doesn’t link to a TEK
3.3 For what groups of students are
functional goals appropriate?
 PLAAFP indicates a critical need that is preventing the
student from accessing the general education curriculum
3.4 Must measurable annual
functional goals be standards-based?
 No
 Must still be written in measurable terms identifying the
timeframe, condition, behavior, and criterion
Contact Information
 Amy Doolan at [email protected]
 Kirsten Omelan at [email protected]

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