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IEP Goals Demystified

IEP Goals Demystified. Beth Cochran Gifted Education Facilitator Harmony Middle School, Blue Valley School District bicochran@bluevalleyk12.org. Most of the material in this presentation has been adapted from “IEP Training for Kansas Schools”.

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IEP Goals Demystified

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  1. IEP Goals Demystified Beth Cochran Gifted Education Facilitator Harmony Middle School, Blue Valley School District bicochran@bluevalleyk12.org

  2. Most of the material in this presentation has been adapted from “IEP Training for Kansas Schools”. Kansas State Department of Education TASN - Technical Assistance System Network http://www.ksdetasn.org/cms/index.php/iep-training-coaching-resources

  3. Considerations That Must Be Documented In Every IEP • Strengths of the child • Concerns of the parents for enhancing the education of their child • Most recent evaluation/reevaluation • Academic, developmental and functional needs of the child, including positive behavioral supports if needed • Limited English proficiency • Special communication needs • Placement determination • Potential harmful effects

  4. The first four of these considerations identify the Present Levels of Academic Achievement and Functional Performance (PLAAFP)

  5. There are many ways within the IEP to address needs identified in the PLAAFP • Non-Special Education Supports • Acceleration • Program Modifications • Supports for School Personnel • Positive Behavioral Supports • Related Services • Measurable Annual Goals for specially designed instruction

  6. Measurable Annual Goals are established to meet need(s)that have been identified within the PLAAFP section of the IEP.

  7. The ‘Baseline’ for each goalis pulled directlyfrom the PLAAFP section of the IEP, and is explicitly re-stated along with the goal.

  8. Measurable Annual Goals… describe the anticipated progress that will result from specially designed instruction that the student will receive.

  9. Measurable Annual Goals…Characteristic #1 …are based on data contained within the PLAAFP

  10. Measurable Annual Goals…Characteristic #2 …Contain four components: • Behavior • Condition • Criteria • Timeframe

  11. Measurable Annual Goals…Characteristic #3 …Must pass the ‘Stranger’ Test

  12. Goals Are Not About • Participation • Attendance • Activities • Products • Teacher Behavior • Opportunities • Events

  13. Goals Are About MEASURABLE PROGRESS that the student makes as a result of specially designed instruction

  14. Measurable Annual Goals Development Step 1 Identify and select a need from the PLAAFP

  15. Measurable Annual Goals Development Step 2 Consider the general education standards and curriculum for the student’s grade level and the level of the student’s current learning needs.

  16. Measurable Annual Goals Development Step 3 Identify the performance to be measured. (Behavior)

  17. Behaviors • Non-Examples • Improve • Increase Examples • Solve • Write • Answer • Score • Initiate an interaction

  18. Measurable Annual Goals Development Step 4 Specify how the progress toward the goal will be measured. (Condition)

  19. Condition • Non-Examples • Given instruction • The student will learn • Student will apply • Through extension of • the curriculum • Will demonstrate • After studying • Gather information Examples • 5th grade text • English Class writing assignment • Given a scientific experiment • Given a small group instruction setting

  20. Measurable Annual Goals Development Step 5 Determine to what level the behavior must occur. (Criteria)

  21. Criteria Examples • With 95% accuracy • Scoring at the highest level on at least 90% of the items in an in-depth study rubric

  22. Measurable Annual Goals Development Step 6 Specify amount of time that will be required for the student to attain the criterion. (Timeframe)

  23. Timeframe Examples • By October 5, 2015 • During this IEP year • By the end of the current school year • By May 29, 2015 • Within twelve months • In 36 weeks

  24. Let’s Identify the Components… Goal: By May 29, 2015, given compacted coursework in mathematics, David will successfully complete all required assignments in each course to receive the remaining 3 credits needed to graduate. • Behavior? • Conditions? • Criteria? • Timeframe?

  25. Arrange Components into Goal Statement Timeframe, given condition, David will behavior, as evidenced by criterion. During this IEP year, given access to the online programming resources Scratch and Alice, David will design and complete a programming project, achieving the highest level on 80% of the items in a programming rubric.

  26. What’s Missing? When given a 7th grade reading passage, Susie will answer 10 inferential-type comprehension questions about the passage with 95% accuracy. Answer: Timeframe

  27. Let’s Practice! Complete the information sheets. Feel free to work with a partner. For future reference, this information is available through the KSDE website: http://ksdetasn.org/cms/index.php/iep-training-coaching-resources Happy Goal Writing! Thanks for being here.

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