How to Write

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Text/Audio Narration: The goal of this tutorial will be to help guide in creating more measurable annual goals when designing your student’s IEPs. This tutorial will focus specifically on learning and behavioral goal creation. Before beginning, you will need a sheet of paper and something to write with. This paper will be submitted upon completion of the tutorial. Your navigation through the tutorial will be governed by the arrows that can be found in the lower right hand corner of your screen. The audio is controlled by the speaker icon in the left hand corner of your screen. With all that out of the way, Let’s get started.

SCHS Professional Development Scene (opening page): image of the school and title

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Slide number: 1

Skill or Concept: Writing measurable Annual IEP Goals

Let’s Get Started

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Text/Audio Narration: This tutorial will cover the three main objectives that appear on the screen. Each of these objectives will be assessed throughout the tutorial to check for your understanding. At the completion of the tutorial you should feel much more confident and capable when writing measurable IEP goals.

SCHS Professional Development Scene: list of tutorial’s objectives


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Skill or Concept: objectives

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Text/Audio Narration: If you are viewing this tutorial, you already know that an IEP should be a usable document that summarizes a students needs. Sadly, the goals many times are not measurable thus resulting in the IEP being almost useless. This tutorial will help to hone your goal development skills and help to create more user friendly documents for our teachers, thus ultimately helping our students. This tutorial will be broken down into two basic sections. (National Association of Special Education Teachers, 2007).

SCHS Professional Development Scene: Introduction

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Slide number: 3

Skill or Concept: Annual goals

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Text/Audio Narration: With each section of the tutorial there will be opportunities for practice to see whether you are getting the hang of creating measurable goals after the information portion. This practice will help solidify the concept when writing actual IEP goals.

SCHS Professional Development Scene: program division


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Skill or Concept: goal types

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Text/Audio Narration: When beginning to write a goal think about what behavior you want the student to perform? How often and over what period of time do you want the student to conduct the behavior? How long does the student have to demonstrate mastery of the goal? You have to consider how will progress be measured? Most goals are on an annual basis with progress monitoring quarterly, so when, how often, on what date will progress be measured? For behavior goals, an annual goal may not always be appropriate.

SCHS Professional Development Scene: Things to consider prior to writing a goal


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Skill or Concept: consideration

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Objective #1: Learners will be able to identify the difference between a Objective #1: Learners will be able to identify the difference between a measurable and an immeasurable goal 90% of the time. measurable and an immeasurable goal 90% of the time.

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Text/Audio Narration: Here are some specific words to be on the look out for when determining whether a goal is measurable or not. In order for a goal to be measurable, a student must specifically demonstrate a behavior that can be seen and documented. If a goal can not be documented or seen, it is not measurable and therefore is not a good annual goal.

SCHS Professional Development Scene: Objective one

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Skill or Concept: measurable vs immeasurable

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1. Sally will improve her grade in math during the fourth quarter. 2. Given first grade material, Jay will read a passage orally at 110-130 wpm with

only random errors.3. Jill will comprehend a story when it is being read by her teacher or her

classmates.4. Bobby will use appropriate social skills when interacting with his peers.5. Given fifth grade material, Walter will read 120 wpm with only random error.6. Given 3 paragraphs of expository reading which Emily can decode fluently,

she will state or write the main idea and two supporting details for each paragraph.

7. Given pictures of clock faces with the hands in any position, Carol will state the correct time in “minutes after the hour,” accurate to the nearest 5 minutes, 9 of 10 trials.

8. Give a three-step direction, Emil will promptly follow all three steps, in the correct order, 9 out of 10 times.

9. Jake will listen to all of the directions that he is given by his teacher.10. Karen will attend school as much as possible during the school year. (Bateman, 2006).


Text/Audio Narration: This slide has several different objectives listed. Looking at these goals, which of these goals appear to be measurable. On a piece of paper, number your paper from 1-10. Place a check next to the numbers of the ones that are measurable and an X next to the ones that are not.

SCHS Professional Development Scene: measurable vs immeasurable

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Slide number: 7

Skill or Concept: assessment

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Okay, it’s your turn…Which goals are measureable and Okay, it’s your turn…Which goals are measureable and which are not?which are not?

Okay, it’s your turn…Which goals are measureable and Okay, it’s your turn…Which goals are measureable and which are not?which are not?

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Text/Audio Narration: Well, how did you do? As you can see, the measurable goals are very specific. The immeasurable goals may sound like they are measuring a behavior but there is there is nothing specific that could be observed or written down for documentation purposes.

SCHS Professional Development Scene: results


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Skill or Concept: results

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("Smart IEPs", 2014).


Text/Audio Narration: Now that we have reviewed the difference between measurable and immeasurable goals, let’s work on writing them. Here are a few things I like to always keep in mind when I am writing my IEPs. I like to remember the acronym SMART when creating my goals. This term describes IEPs that are specific, measurable, use action words, are realistic and relevant, and are time restricted.

SCHS Professional Development Scene: acronym for good IEPs


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Skill or Concept: SMART

S SpecificS Specific

M MeasurableM Measurable

A Action WordsA Action Words

R Realistic and relevantR Realistic and relevant

T Time restrictedT Time restrictedContinueContinue

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Text/Audio Narration: These are 6 key points to keep in mind when writing each part of a goal.

SCHS Professional Development Scene: goal writing tips


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Skill or Concept:6 key things

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Text/Audio Narration: This chart can help you follow a formula for writing any measurable reading goal. It gives some examples that apply for various goals.

SCHS Professional Development Scene: Chart

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Skill or Concept: formula

Direction of Change Skill or Behavior Present Performance

Expected Level of Achievement

The student will….. *increase *decrease *maintain

Academic skill orbehavior

Current status of behavior

To expected level

EXAMPLES:

William will increase his use of context clues

to determine the meaning of unfamiliar words in reading materials.

to be able to answer 8 out of 10 questions correctly.

Maria will maintain her use of the paraphrasing strategy

for the main idea and

extend its used into the details.

Mike will increase the use of vocabulary skills

to improve reading comprehension from one paragraph sections

to three paragraph sections

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Now it’s your turn. Here is a template for you to follow, it Now it’s your turn. Here is a template for you to follow, it may assist in the writing of an annual goal: may assist in the writing of an annual goal:

How did you do?


Text/Audio Narration: On your piece of paper from earlier, use this template and what you have learned, to try and write a measurable learning goal. Once you have completed your goal. Click the mouse and a compete goal will appear. Check for similarities, give it another shot if you are not happy with how it turned out.

SCHS Professional Development Scene: Objective 2 Assessment


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Skill or Concept: learning goal

Given 5th grade material, Mike will read orally at 80-100 words per minute with 95% accuracy for 3 consecutive trials 1 minute oral reading probe with charting of words per minute and error count weekly.

Given (conditions, accommodations), student name will (do what – observable skill/behavior in functional term) (to what extent) (over what period of time) or (by when) as evaluated by _________.


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Using the same template, try and address objective 3:Using the same template, try and address objective 3:

How did you do?


Text/Audio Narration: Using this same set up, try to create a goal that addresses a student’s need in the area of homework completion.

SCHS Professional Development Scene: Objective 3 Assessment


Slide number: 13

Skill or Concept: behavioral goal



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Given a weekly homework assignment, Keegan will complete it by Friday and deliver it to his teacher prior to the first bell ringing on Friday morning, this will be evaluated by weekly.

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Annual Goals SummaryAnnual Goals Summary

(Pullen, Razia, 2007).


Text/Audio Narration: Here is a brief summary of some overall points to keep in mind about annual goal creation.

SCHS Professional Development Scene: summary


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Skill or Concept: Review

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Take a look at these goals:Take a look at these goals:

(Pullen, Razia, 2007).


Text/Audio Narration: All of these goals are measurable. Based on what you have learned, write down on your sheet of paper explaining why each of these goals is measurable. Once you have completed this task, please submit this paper to the department chair to demonstrate your completion of the tutorial.

SCHS Professional Development Scene: Summative


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Skill or Concept: assessment

1. Given a variety of print choices, Linda will recognize her own name in print with 100% accuracy by June 2014.1. Given a variety of print choices, Linda will recognize her own name in print with 100% accuracy by June 2014.

2. Given a specified story, Russ will identify the beginning, middle and end of the story with 90% accuracy by June 2014.2. Given a specified story, Russ will identify the beginning, middle and end of the story with 90% accuracy by June 2014.

3. Given a clock , Phoebe will tell time to 5 minute intervals in 8 out of 10 opportunities by June 2014.3. Given a clock , Phoebe will tell time to 5 minute intervals in 8 out of 10 opportunities by June 2014.

4. Given an instructional group of 10-15 students, Sally will remain in her seat for 5 minutes when prompted by a visual clock by June 2014.4. Given an instructional group of 10-15 students, Sally will remain in her seat for 5 minutes when prompted by a visual clock by June 2014.

5. Given a teacher led instructional group, Brian will wait for a 3 second pause in conversation before attempting to gain attention in 4 out of 5 opportunities by June 2014.5. Given a teacher led instructional group, Brian will wait for a 3 second pause in conversation before attempting to gain attention in 4 out of 5 opportunities by June 2014.

6. Given a task list written by a supervisor, Sally will independently complete assigned daily tasks in the workplace 80% of the time, by June 20014.6. Given a task list written by a supervisor, Sally will independently complete assigned daily tasks in the workplace 80% of the time, by June 20014.

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References:References:Bateman, B. (2006). Writing Measurable IEP Goals and Objectives. Retrieved from

http://www.attainmentcompany.com/sites/default/files/pdf/sample/WMIEP_Sample.pdf

National Association of Special Education Teachers. (2007). Determining Measurable Annual Goals in an IEP. Retrieved from http://www.naset.org/760.0.html

Pullen, Razia. (2007). IEP: Writing Measurable Annual Goals [PowerPoint slides]. Retrieved from

http://www.broward.k12.fl.us/studentsupport/ese/iep/index.html

Smart IEPs. (2014). Retrieved from http://www.wrightslaw.com/bks/feta2/ch12.ieps.pdf.

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How to Write