Beer 101

1. Developing IEP GoalsEffective Goal Processes Alisa Stovall State Trainer Indiana Effective and Compliant IEP Resource Center

2. Need for improved practice in developing goals Federal emphasis on research-based decision making Response-to-Intervention practices in General Education environment Request of Special Education Administrators, Teachers, Parents Why training in writing goals?

3. Goal Writing Regulations

4. Goal Writing Regulations

5. Begin with thinking about the future�more immediate or far off (expected outcomes) Consideration of where we are right now (present levels) Creating deliberate steps toward that future (educational needs. annual goals, services) Keeping a critical eye on the work being done to realize that future (progress monitoring, evaluation)Begin with thinking about the future�more immediate or far off (expected outcomes) Consideration of where we are right now (present levels) Creating deliberate steps toward that future (educational needs. annual goals, services) Keeping a critical eye on the work being done to realize that future (progress monitoring, evaluation)

6. Begin with thinking about the future�more immediate or far off (expected outcomes) Begin with thinking about the future�more immediate or far off (expected outcomes)

7. Expected Outcomes Critical background: Special educators need familiarity with gen ed curriculum for their gen ed colleagues AND deciding what may not be as important for a student to learn in order to meet the standards; EX: which is more critical for this student, to learn the writing process or to master handwriting? Outcomes should not be limited or defined by the area of disability!Critical background: Special educators need familiarity with gen ed curriculum for their gen ed colleagues AND deciding what may not be as important for a student to learn in order to meet the standards; EX: which is more critical for this student, to learn the writing process or to master handwriting? Outcomes should not be limited or defined by the area of disability!

8. Expected Outcomes Present Levels Educational Need HS Diploma Passing ISTEP+ Getting a Job Living Independently Attend General Ed Kindergarten Expected Outcomes Others: Obtaining a drivers license, walking across stage at graduation, reaching a reading level; Difference b/t Eo and Annual Goal, progress on outcome difficult to periodically monitorOthers: Obtaining a drivers license, walking across stage at graduation, reaching a reading level; Difference b/t Eo and Annual Goal, progress on outcome difficult to periodically monitor

9. Consideration of where we are right now (present levels)Consideration of where we are right now (present levels)

10. Present Levels What the student can do right now! Causes CCC to consider how the disability affects student involvement in gne ed curr Focused, specific, detailedWhat the student can do right now! Causes CCC to consider how the disability affects student involvement in gne ed curr Focused, specific, detailed

11. Academic Grades, Test Scores Skill specific data Use of accommodations Functional Personal Care Employability skills Independent Living skills Behavior Discipline documentation Evidence of responsibility Evidence of social skills Organizational skills Present Levels: What data�s important? �How do we know what present levels information is important to focus upon?� Thinking about that outcome; what is that setting like? What are the expectations of that environment? What skill set is needed there-- academically,socially, functionally? �How do we know what present levels information is important to focus upon?� Thinking about that outcome; what is that setting like? What are the expectations of that environment? What skill set is needed there-- academically,socially, functionally?

12. Expected Outcomes Present Levels Educational Need HS Diploma initiates requests for help with work has earned 38 of 41 credits Passing ISTEP+ passed English section Getting a Job has received 2 late for schools and 3 tardies to class this semester Living Independently knows emergency numbers navigates school campus independently Attend Gen Ed Kindergarten transitions between activities w/o help works with a partner or in small group Present Levels Data

13. Identify an Outcome for your studentList present levels information available or needed to plan for that Outcome Application Activity

14. Creating deliberate steps toward that future (educational needs, annual goals, services)Creating deliberate steps toward that future (educational needs, annual goals, services)

15. Educational Needs

16. Expected Outcomes Present Levels Educational Need HS Diploma initiates requests for help with work continue to develop earned 38-41 credits self-advocacy skills Passing ISTEP passed English section fall 2008 participate in math remediation class Getting a Job has received 2 late for schools and increase on-time arrivals 3 tardies to class this semester learn time management skills Living Independently knows emergency numbers learn city bus routes navigates school campus independently Attend General Ed Kindergarten transitions w/verbal prompts learn to use visual schedule works with a partner or in small group increase individual work Educational Needs

17. Return to your Goal under developmentList one or two educational needs that might be addressed Application Activity

18. Creating deliberate steps toward that future (educational needs, annual goals, services)Creating deliberate steps toward that future (educational needs, annual goals, services)

19. Annual Goals

20. Expected Outcomes Present Levels Educational Need HS Diploma initiates requests for help with work continue to develop earned 38-41 credits self-advocacy skills Annual Goal(s) Self-advocacy- James will initiate student-teacher conference monthly to discuss academic progress with his Teacher of Record James will access the Teacher Student Online Portal to review his grades and progress weekly. *************************************************************************************************************************************** Passing ISTEP+ passed English section participate in math remediation sessions Annual Goal(s) Math- Sarah will increase math computation and reasoning skills from 65% mastery to 90% mastery. Attendance- Sarah will attend the 9-week mathematics remediation sessions with at least 98% attendance rate. Participation-Sarah will make a minimum of two on-topic contributions in each mathematics remediation session. Annual Goals

21. Expected Outcomes Present Levels Educational Need Getting a Job Has received 2 late for schools and Increase on-time arrivals 3 tardies to class this semester learn time management skills Annual Goal: Cameron will maintain a weekly time management plan for his academic day. ************************************************************************************************************************************ Living Independently knows emergency numbers learn city bus routes navigates school campus independently Annual Goal: Jenny will independently use the city bus system to travel from her home to her job site. *********************************************************************************************************************************** Attend General Ed Kindergarten transitions w/verbal prompts learn to use visual schedule works with a partner or in small group increase individual work Annual Goal: Devon will work up to 10 minutes on an independent task with no more than one prompt from supervisory adult. Annual Goals Hopefully you�ve noticed that some of these goals are not yet measurable, that�s because they aren�t done yet� Some need detail, like the tool that will be used to check progress, such as a curriculum based probe, others need to have specific criteria added to pass the Stranger Test�Hopefully you�ve noticed that some of these goals are not yet measurable, that�s because they aren�t done yet� Some need detail, like the tool that will be used to check progress, such as a curriculum based probe, others need to have specific criteria added to pass the Stranger Test�

22. Rubrics

23. Rubric Template

24. Sample Rubric There are many resources available for creating rubricsThere are many resources available for creating rubrics

25. Creating deliberate steps toward that future (educational needs, annual goals, services)Creating deliberate steps toward that future (educational needs, annual goals, services)

26. Services The description of services should include, what the professional is providing to the student, when services will begin and end The description of services should include, what the professional is providing to the student, when services will begin and end

27. Description of the services Start date Frequency of occurrence (daily, weekly, monthly) Length of time of each occurrence End date Location of services Which Post-Secondary goal(s) supported if student is of transition age Services information includes:

28. Creating deliberate steps toward that future (educational needs, annual goals, services)Creating deliberate steps toward that future (educational needs, annual goals, services)

29. Progress Monitoring Progress monitoring is the collecting of information about the instructional program and the student�s progressProgress monitoring is the collecting of information about the instructional program and the student�s progress

30. Purpose of Progress Monitoring To assess students� academic performance on a regular basis To document student progress for accountability purposes To communicate with parents or other professionals about students� progress

31. To identify students at risk who may need additional services To help general education teachers plan more effective instruction within their classrooms To help special education teachers design more effective instructional programs for students who do not respond to the general education program Purpose of Progress Monitoring Measure frequently enough to provide data for making decisionsMeasure frequently enough to provide data for making decisions

32. Curriculum-based probes or assessments Permanent Products Skill Checklists Observations Interviews Self-Reporting Progress Monitoring Tools The appropriate tool should gather the information needed, it should answer the questions the CCC has about the student�s progress There is no one RIGHT tool, which ever the selection, it should provide the information needed to plan.The appropriate tool should gather the information needed, it should answer the questions the CCC has about the student�s progress There is no one RIGHT tool, which ever the selection, it should provide the information needed to plan.

33. Creating deliberate steps toward that future (educational needs, annual goals, services)Creating deliberate steps toward that future (educational needs, annual goals, services)

34. Evaluation of Effectiveness Answering these questions should lead the CCC back through the process of goal writing�as an annual case review, or an IEP revision conversationAnswering these questions should lead the CCC back through the process of goal writing�as an annual case review, or an IEP revision conversation

35. Some of the richest information we can obtain for educational planning is from our students themselves� Student produced work Student Self-Reports Student Self-Reflections Student Interviews Consider the Source

36. Is STUDENT focused Is a collaborative activity among Case Conference Committee members Is based on individual student data Takes time Is not a perfect science, but an educational journey Developing Effective Goals

37. Alisa Stovall Statewide Trainer Indiana IEP Resource Center www.indstate.edu/blumberg/iep