Writing IEP Goals and Objectives Aligned with General Education Curriculum

1. 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org Writing IEP Goals and Objectives Aligned with General Education Curriculum

2. Dialogue About This… All students are general education students

3. p. 2 Outcomes • Develop high quality IEP goals and objectives aligned with general education curriculum

4. p. 2 Essential Questions for Learning • What is the distinction between specially designed instruction and general education curriculum? • How do goals and objectives provide instructional guidance for daily lesson planning? • How do goals and objectives provide specially designed instruction to support student progress in general education standards?

5. p. 3 Analyzing Gap Determining Themes in Bridges & Gaps Determining Level of Support Analyzing Impact Examining Integration within Universal System Writing Goals & Objectives Infusing IEP Goals and Objectives Determining Type of Support Sequence of Content “Unwrapping” curriculum & setting demands Examining specific learning needs Today

6. Select for Your Team • A Facilitator – someone to keep group focused • A Recorder – someone to document the work of the group • The rest will serve as reporters

7. Paying attention Aggressive behavior Out of seat Off task Throwing objects Homework completion Comprehension Spelling errors Phonemic awareness Math facts known Writing narrative Correct words per minute Which Ones Are Observable, Measurable, & Specific? How would you change vague and non-measurable terms to be observable, measurable, and specific?

8. The 80% Rule • The child will cross the street with 80% accuracy • The student will write a paragraph with 80% accuracy • The child will state her address with 80% accuracy

9. Monitoring Progress • Can definitely measure growth • Using a 100 word passage, went from 75 CWPM to 100 CWPM • Is objective • Stays in seat for 10 minutes • Has documentation • graph, student products • Uses a specific assessment tool • Rubric, reading probe, frequency count • Can have frequent data collection • Daily, weekly, monthly

10. Generating Goals and Objectives Making Ends All Meet… General education standards Specially designed instruction IEP

11. For Example… Given scenarios or problems with real-word connections, the student will use a graphic organizer to display the relevant data needed to solve the problem …

12. Typical Activity Accommodation Gene Ed Curriculum For Example… • Given scenarios or problems with real-word connections, • the student will use a graphic organizer • to display the relevant data needed to solve the problem …

13. The “Stranger Test” • The student will use appropriate vocabulary in writing assignments • Using a highlighter and a set directions for a task, the student will highlight the verbs to indicated what needs to be done • The student will improve social skill in group settings 80% of the time

14. The “Dead Person” Test • During circle time, the student will remain quiet for ten minutes • The student will keep hands and feet to self • For class discussions the student will use a ticket each time she wants to contribute

15. p. 4 Time to Reflect • Use one IEP • Develop team consensus • Determine the level of use on each characteristic • Reflect on the last two questions

16. What did we learn?

17. Writing Goals and Objectives

18. p. 6-8 Unwrapped from curriculum Using a Word Bank

19. Standards Math • Analyze data sets to form hypotheses and make predictions. • Analyze real-world problems using statistical techniques. Science • Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation. • Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas. Literacy • Make and justify inferences from explicit and or implicit information.

20. p. 6-8 Curriculum benchmarks, district goals, CMT/CAPT benchmarks, Common assessments Using a Word Bank

21. p. 6-8 Instruction, Environment, Social interactions, Materials, Assessment procedures Using a Word Bank

22. p. 6-8 Using a Word Bank

23. Gaps • Sequencing • Making inferences from text • Connecting vocabulary or concepts, especially abstract terms • Organizing information

24. p. 6-8 Changes in setting demands Using a Word Bank

25. p. 6-8 Changes in curriculum or benchmarks Using a Word Bank

26. p. 6-8 Instruction to support missing skills, or build strategies Using a Word Bank

27. p. 6-8 Instruction to support missing skills, or build strategies Using a Word Bank

28. p. 8 You Try… • Target the specific areas in the curriculum that will require specially designed instruction • Determine the benchmarks that correlate • Use what you have developed already: • Unwrapped • Setting demands • Accommodations • Modifications

29. p. 9 Conditions for Learning • Sets context - Curriculum & Setting demands • Tasks • Materials • Instructional methods • Environmental structures • Curriculum standards

30. For Example… • Given a word problem with key words underlined… • When in group settings… • Using a slant board…

31. p. 10 Demonstration of Learning • How the student will show understanding of concepts or applications of skills • Observable • Measurable

32. For Example… • …will use a topic map to record the main idea and three supporting details from a lecture… • …will sort objects by one similar attribute… • …will use the relaxation technique of taking a deep breath and counting to five…

33. p. 11 Performance Criteria for Mastery • To what degree will the concept or skill be demonstrated • Accuracy • Frequency/length of time • How will we know it was performed to that degree?

34. For Example… • … scoring a 5/6 on a rubric measuring the use of the graphic organizer • … 100% of the time based on the check sheets and teacher observations • … as measured by the student being able to correctly state the steps with 100% accuracy

35. You Try… • Use your IEP • Highlight each area you find • Condition for learning – yellow • Demonstration of learning – green • Performance criteria for mastery – pink

36. What did you notice?

37. p. 12 You Try… • Write one goal and a set of objectives using the word bank • Condition for learning • Demonstration of learning • Performance criteria for mastery