Determining and Writing Effective IEP Goals

8/13/2019 Determining and Writing Effective IEP Goals

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Determining and Writing

Effective IEP Goals


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IEP Process in the Simplest Form

Present LevelsOf Performance

Annual Goals Implementation


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IEP Process

Identify Student Needs

General

Curriculum

Consideration

Present Levels of

Academic

Achievement and

FunctionalPerformance

Write

Measurable

Goals

Select Instructional

Services & Program

Support

Implement &

Monitor Progress

Determine Vision

Or Desired Outcome


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IEP Process


Determine Vision

Or Desired Outcome


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Vision and Desired Outcomes

What are the familys/students dreams and

goals for the future?

What does the family/student see the student

doing in 3-5 years from now? What is the student's desire for post-school

outcome?


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IEP Process


General

Curriculum

Consideration

Determine Vision

Or Desired Outcome


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Grounded in the General Curriculum

What do the state/district expect?

What is expected within the regularclassroom?

What instructional strategies or approacheshave been or are being used in the generalclassroom?

What results have been documented for this

student? What extracurricular activities or events are

part of school life?


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IEP Process


General

Curriculum

Consideration

Present Levels of

Academic

Achievement and


Determine Vision

Or Desired Outcome


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Present Levels of Academic Achievement and

Functional Performance

Statements of students performance

Social/Behavior

Academic and Nonacademic

Curriculum Based Statewide/District-wide Assessments

Response to Intervention Data

Standardized Test (if needed)

Strengths Concerns or Challenges

Benchmarks or Objectives Mastered


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Present Levels of Performance (PLOP)

Before writing goals the team must focus on

the needed skills that are viewed by the team

as meaningful and suitable for the student.

The Present Levels of Performance, whichare based on the students needs, are the

starting point in identifying the goals and

objectives.


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Collect and examine materials for

making data-based IEP decisions

Course of study and/or curriculum guides

Current assessment data

State assessments

Classroom assessments (curriculum-based) Eligibility data (if current and related to

learning the standard)

Student work samples

Previous years IEP Other information (e.g., grades, discipline

referrals, attendance reports)


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Consider the Whole Child

Academic

Recreation & Leisure

Community

Participation Home/Independent

Living

Jobs and Job Training

Post-secondary

Education

Other Educational

Areas

Health consideration

Communication

Motor

Social or emotional

Assistive devices


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IEP Process


General

Curriculum

Consideration

Present Levels of

Academic

Achievement and


Write

Measurable

Goals

\

Determine Vision

Or Desired Outcome


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Measurable annual goals are statements that

describe what a student can reasonablybe

expected to accomplish within a 12-month

periodin the students special educationprogram.


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Identifying Goals

Review area(s) of instruction need.

Determine which aspects of the need might

be met with accommodations in the general

classroom and which require specializedinstruction.

Consider the difference between actual

performance and benchmark (indicators) for

grade.


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Identifying GoalsThings to Consider

Identify the critical academic or functionalskills the student will need to learn in order ordemonstrate proficient or applyingperformance.

Which of these are essentialto meeting thedesired vision/outcome?

Which are challenging yet attainable?

Which are essential to the students ability toparticipate in the general curriculum(priorities)?


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Identifying GoalsThings to Consider

Where might alternate content standards beconsidered? Where might modifications beneeded such as choosing a differentperformance standard?

Consider whether or not the need might bemet using an accommodation or by teachinga compensatory (functional) skill.

Identify what you can realistically expectwithin one year, focusing on challenging, yetattainable outcomes.


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Developing SMART IEP Goals

Specificbased on the students Present Level

of Academic Achievement/Functional

Performance

Measurableprogress is objectively determined

at frequent data points

Achievablerealistic, related to the most critical

needs

Results-orienteddeveloped with a standards

outcome in mind

Time-boundhas clearly defined beginning and

ending dates

SM

A

RT


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Developing Annual Goals

If a large number of needs are identified in

the present levels, the IEP team must

consider how each need impacts the

students progress in the general educationcurriculum.

Select the need that has the greatest impact

on progress, and develop a goal to address

that need.


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Annual Goals

Annual goals are related to the needs

resulting from the student's disability that

directly affect involvement and progress in

the general education curriculum. For preschool children, as appropriate, to

participate in age-appropriate activities


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Annual Goals

Goals and objectives are written so they:

Specify the target behavior in observable

terms

Identify a simple criterion that tells how wellthe student must perform to meet the goal or

objective.


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Writing Goal Statements

Focus on what you want the student to do

versus the process for getting there.

Use behavioral terminology.

Add the measure.


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Measureable Annual Goals

Measureable annual goals should include the

following:

The student(WHO)

Will do what (BEHAVIOR) To what level or degree(CRITERION)

Under what conditions or timeframe

(CONDITIONS)


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Choosing a Measure

What are the performance standards used in the

general classroom? In the state standards?

What has been rate of growth for this student in the

past?

What will it take for this student to be able to be

successful in the general classroom?

What is the actual deficit between current skill and

desired skill?

What will it take to have confidence that the skill is at

a mastery level?


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Writing Goal Statements

By the end of the school year, Janice will readand analyze a short story for literary elementsof main idea, point of view, plot, setting andcharacterization with 80% accuracy in 2 ourof 3 trials as measured by student worksamples.

Instead of

Janice will use a graphic organizer to analysea short story.


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Identifying NeedsAn Example

Johnny is in the sixth grade. He has a reading fluencyrate of 120 wpm when given a passage written at the3rdgrade level. He is able to read two syllablenonsense words that follow a common letter soundcorrespondence with 100% accuracy.

Johnny demonstrates understanding of grade levelmaterial when information is presented orally,including science, math, and social studiesinformation.

The requirements to read material at grade level

interferes with Johnny's ability to perform proficientlyor to expectations without support or adaptations.

To meet Johnnys goals for the future, continuedintervention to develop independent reading skills inrequired.


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Getting Started

Review what we know

Area of needreading fluency and

comprehension

What do we know about past instruction andprogress?

What has been our experience with similar

students/situations?

Given what we know and what we think we

can expect, write a goal statement.


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Possible Goals

Given a literary passage written at the fourthgrade level, Johnny will read fluently 120wpm with at least 90% accuracy on 3consecutive trials as measured by student

data and/or teacher records.

After reading written material at the thirdgrade level (e.g. classroom content material),Johnny will respond to comprehensionquestions (both meaning and inference) with80% accuracy as measured by student worksamples.


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Give it a TryMake it Better

Randy will have basic needs et by makingappropriate request to a variety of adults.

When tested, Sara will read at the fifth gradelevel.

Barry will read and define 100 new wordstaken from his grade level textbook with100% accuracy.

Sally will turn in homework on time, completein-class assignments, and pass test given inclass.


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Goal Writing Considerations

Can organize by essential components of

instruction.

For reading: phonemic awareness, phonics,

vocabulary development, reading fluency, andreading comprehension.

For math: understanding, computing, applying,

reasoning and engaging.

Can organize by a more general intendedoutcome


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IEP Review

1. Review your IEP goals

2. Are they SMART goals

a. Specific

b. Measurable (who, behavior, creiterion,conditions)

c. Achievable

d.

Results-oriented (standard related)e. Time-bound


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IEP Process


General

Curriculum

Consideration

Present Levels of

Academic

Achievement and


Write

Measurable

Goals


Services & Program

Support

Determine Vision

Or Desired Outcome


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Selecting Instructional Services and

Program Support

Placement should help the student advance

appropriately towards attaining the annual

goals.


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Consideration for Selecting Instructional

Services & Program Supports

Will it require accommodations of

modifications within the general classroom?

What implications does this service or

program have for participation in the state ordistrict-wide assessments?


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IEP Process


General

Curriculum

Consideration

Present Levels of

Academic

Achievement and


Write

Measurable

Goals


Services & Program

Support

Implement &

Monitor Progress

Determine Vision

Or Desired Outcome


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Determining Progress

How will we know we are making expected

progress?

What is the rate of growth we should expect

to document from initiation of IEP to goalachievement?

What will we do if we note that progress is not

occuring?


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IEP Review

Are the instructional programs or services

research or evidence-based?

Are the instructional programs or services

relevant to the goals and likely to lead to thedesired outcomes?

Is the progress monitoring and regular

reporting clearly documented?


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Reflections

Research in the area of reading implies that reading

requires intensive instruction-small groups of three to

five students; one or two to one.

If a student cannot read, his likelihood of success is

minimal.

Ultimately, a students ability to function in the

general curriculum may depend on obtaining some

basic skills in special education.

Remember, the IEP is about what is required fromspecial education. In the end, what makes special

education special for each individual student.


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Questions to Ponder

If my focus is directed towards what is

needed in order to facilitate this student's

access to the general education curriculum

so he/she can be successful in reaching theirdesired vision, how might that shift how I see

myself as a special education teacher?


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Food for Thought

Good talk about good teaching can take

many forms and involve many conversation

partnersand it can transform teaching and

learning. Parker J. Palmer

Wouldnt the same hold true for IEP Development?

Keep the conversation going.


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I am careful not to confuse excellence

with perfection. Excellence I can reach

for. Perfection is Gods business.

Michael J. Fox

Documents

Determining and Writing Effective IEP Goals