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From Gobbledygook to Clearly Written Annual IEP Goals

From Gobbledygook to Clearly Written Annual IEP Goals. Nov./Dec. 2010. Accommodations – Too Much of a Good Thing!. Only what the student needs on a daily basis to access the general curriculum Individualized to each student Re-evaluated each year! Not cookie-cutter!

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From Gobbledygook to Clearly Written Annual IEP Goals

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  1. From Gobbledygook to Clearly Written Annual IEP Goals Nov./Dec. 2010

  2. Accommodations –Too Much of a Good Thing! • Only what the student needs on a daily basis to access the general curriculum • Individualized to each student • Re-evaluated each year! • Not cookie-cutter! • Should pass “The Stranger Test”! • *sample accommodations

  3. Accommodations vs. Modifications • Accommodations • Access general curriculum • Do not take students off grade level • Usually available in general ed. setting, and could be available to any students

  4. Accommodations vs. Modifications • Modifications • ACTUAL CHANGE to the curriculum (content, delivery of instruction, methodology, and performance criteria…Hint Hint, what does that sound like? • May take student off grade level • Could take place in general ed. setting, but could also take place in separate setting

  5. Setting Seating student near teacher Seating student near positive role model Avoid distracting stimuli Small groups Presentation Providing (reference sheets, graphic organizers, copies of notes, visual aids) Providing a written outline Simplifying directions Repeat verbal and written directions to student Vary the format of the test Timing Giving extra time to complete tasks Untimed assessments Frequent breaks Response Scribe Typed responses rather than written Oral response Standard Accommodations: Samples & Categories

  6. Specially Designed Instructiona.k.a. MODIFICATIONS • MUST BE IDENTIFIED ON AN IEP! (PLEP A&B) • Specially Designed Instruction IS Special Education. • It is: • Modifying the content, the methodology or the performance criteria as appropriate to the needs of the student • Address unique needs of student • Address child’s needs RELATED TO THE DISABILITY • Ensure access to general curriculum • Meet educational standards

  7. Specially Designed Instruction • 1) What type(s) of specially designed instruction is necessary for the student to make effective progress? • One, two, or all three of the following areas must be indentified for students determine eligible for special education services: • Content • Methodology/Delivery of Instruction • Performance Criteria

  8. Specially Designed Instruction • Content • Identifies what the student MUST be taught • IMPORTANT! • When no content modifications are identified then the assumption is that the student is working at grade level responsibility for those curriculum areas NOT listed • Curriculum modified for the provision of key facts and/or concepts of grade level standards for the following curriculum area (s)_________________ • Curriculum modified to focus on entry points of grade-level standards for the following curriculum area (s)_________________________________

  9. Specially Designed Instruction • Methodology/Delivery of Instruction • Identifies how the student will be taught (specialized, research-proven teaching methods, groupings, therapies, or other methods of instruction that the district needs to provide to the student) • EX:small group instruction, reduced student/teacher ratio, instruction, specific interventions, therapies, specialized reading programs, DIRECT INSTRUCTION BY SPECIAL EDUCATOR TO STUDENT ON HOW TO USE AND IMPLEMENT ACCOMMODATIONS, hands on activities

  10. Specially Designed Instruction • Performance Criteria • How we know that that the student learned it! • Identifies how performance will be evaluated differently than for other students, based upon objective, not subjective, criteria

  11. Specially Designed Instruction • Performance Criteria • Examples • Samples of student work will serve as the basis for the determination of student performance • Data collection based on (rubrics, checklists, observations, etc) • Weighted grading system (if grading will not be modified, it is assumed that the student will be graded the same as non-disabled peers • Tests for Alternate subject material (based upon content modifications identified earlier)

  12. Current Levels of Performance • Focus should be on what the student CAN DO! • This area will provide the blueprint for your goal! • Should provide quantifiable detail that describes the student’s abilities/challenges

  13. Current Performance:Example • When writing, Suzie writes sentences approximately 3-8 words in length. She often makes 4-5 errors with the spacing of words, letter formation and spelling in a single writing assignment. She has the greatest success spelling sight words and words that are part of her experiences. She has difficulty with punctuation, either omitting punctuation or inserting punctuation out of place. The length of her writings are generally about 4-5 sentences.

  14. Current Performance: Non-Example • Johnny cannot remember or retrieve what he has read or seen. After reading grade level passages, he cannot remember more than 3 elements from the reading. He is unable to state the main idea of the passage or sequence more than two events.

  15. Welcome to Day 2! You made it! GOALS & OBJECTIVES • Should be DIRECTLY RELATED to the students CPL (Current Performance Level) • The goal MUST meet the following: • It must be measurable • It must tell what the student can reasonable accomplish in this IEP year • It must relate to helping the student be successful in the general curriculum and/or address other educational needs resulting from the disability

  16. Goal Focus • The sources of potential goal focus areas could be: • Parent/student concerns • Student strengths/challenges • Vision statement • Skills related to general curriculum • Other educational needs • Impact of the disability

  17. Goals & Objectives : A Fun Writing Activity! • First choose your TOPIC (Goal Focus) • Then, organize your thoughts into a PARAGRAPH (CPL) • Your paragraph should always contain a MAIN IDEA (GOAL) and SUPPORTING DETAILS (OBJECTIVES)

  18. Goal Focus Areas • Many IEP goal focus areas could be identified from the following skill areas list: • Oral Expression • Listening Comprehension • Written Expression • Basic Reading Skills • Reading Comprehension • Mathematics Calculation • Mathematics Reasoning • Behavior • Social Skills

  19. Goals & Objectives • They need to be OBSERVABLE & MEASURABLE • Question: How can I observe and measure how Johnny “learned”? Think about how you ALREADY observe and measure your students, and use this information when writing your goals/objectives!

  20. Goals & Objectives • If a student meets their goal, CHANGE IT! • If a student is still not making progress or meeting their goal, CHANGE IT!

  21. A Measureable Annual Goal Includes: • an observable behavior, • a criterion clearly stating how well, how much or at what level the behavior is to be performed • The given or condition necessary.

  22. Measurable Annual GoalTarget Behavior Condition Criteria • When given a topic in History, Social Science, ELA or Science and Technology, Jose will be able to independently write a three-paragraph essay containing the required elements: introduction, supporting details, and conclusion. • Nadia will identify types of sentences (simple, compound, complex) when editing scoring ¾ on the MCAS Scoring Guide for Standard English Conventions.

  23. Objectives/Benchmarks • The focus of benchmark/objectives comes from the details identified in the current performance level. • Objectives must be measurable; describes a tangible outcome. It must be visible or audible. • They describe what you intend the student to achieve. • Benchmarks/objectives are made up of four parts: • Condition- what an adult will do to have the skill occur • Learner’s name- do not write “the student” • Skill/performance or behavior- what the learner is expected to do • Criteria- how the skill will be measured, or when we know that the learner has achieved or surpassed the expectation

  24. Objectives/Benchmarks • Avoid using percentages as the only way of measuring success. • “Suzie will cross the street with 80% accuracy” • “Suzie will use a treadmill with 95% accuracy”” • “Given a list of sight words, Suzie will state them with 75% accuracy.” • “Suzie will make eye contact with 85% accuracy.” • With objectives and with goals there should be no room for error. The above examples can ONLY be done correctly or incorrectly, not as a percentage of accuracy. • Therefore, does the writer actually mean percentage of occasions that it will be done 100% accurately.

  25. Benchmarks/Objectives:Be Sure to Identify what is Intended • Often we write accuracy in a benchmark or objective but we really mean the number of occasions that the student performs a skill accurately. • Criteria-Benchmarks/objectives can be measured in a variety of ways: • time/speed • Accuracy • Specific statements of measure • And yes, sometimes percentages- but NOT ALWAYS!

  26. Thank you for joining us!

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