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CREATING IEPS AND DEVELOPING MEASUREABLE IEP GOALS/OBJECTIVES

CREATING IEPS AND DEVELOPING MEASUREABLE IEP GOALS/OBJECTIVES. WHAT AND HOW TO Lavana Heel lheel@vsb.bc.ca. REFERENCES. Reporting Document 2002 (draft) Ministry of Education – Special Education 2005 - - www.bced.gov.bc.ca/specialed

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CREATING IEPS AND DEVELOPING MEASUREABLE IEP GOALS/OBJECTIVES

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  1. CREATING IEPS AND DEVELOPING MEASUREABLE IEP GOALS/OBJECTIVES WHAT AND HOW TO Lavana Heel lheel@vsb.bc.ca

  2. REFERENCES • Reporting Document 2002 (draft) • Ministry of Education – Special Education 2005 - - www.bced.gov.bc.ca/specialed • Wrightslaw: From Emotions to Advocacy – IEPS – How to Revise IEP Goals… • LD Online • www.nichey.org • www.calstat.org

  3. WHAT IS AN IEP? • A concise and usable document which summarizes and reviews the plan for the student’s individual education • A flexible working document built upon your observations and assessments • Written records of plans prepared with input from students, parents, guardians, school personnel and other service providers

  4. WHAT IS AN IEP? • A tool to help the team monitor and document student growth over time • A flexible document meant to indicate goals and objectives for a student within a year • A frame to describe students’ learning strengths, styles, and needs, and identify appropriate goals. • It is not a daily instructional plan

  5. WHAT IS THE PURPOSE OF AN IEP? • Helps to determine the degree of intervention required • Provides coherent specific plans for student learning remediation and service needs • A tool to review and determine how/if the student is meeting goals • Facilitates communication

  6. WHAT IS THE PURPOSE OF AN IEP? • Provides accountability • Focuses learning activities • Helps determine criteria for evaluation • Documents required accommodations • Is needed when the student’s program is either adapted or modified

  7. WHO NEEDS AN IEP? • A student with a ministry designation including behaviour designations (Even when not receiving direct service from the resource teacher) • A non-designated student receiving resource support for more than 25 hours in a year

  8. THE IEP PROCESS • GATHER INFORMATION: • Review student records, files and previous IEPS • Consult parents, previous and current teachers, counselors, current teachers, administration, consultants, SLP, SEAs, SSWs etc. • Review student’s current work • Conduct further assessment as necessary

  9. THE IEP PROCESS • SET DIRECTION: • Establish the IEP Team • Determine student’s strengths, needs and interests • Create a baseline • Clarify priorities/focus on what the student needs to learn

  10. THE IEP PROCESS • DEVELOP THE IEP • Identify goals and objectives (based on consultation, assessment and priorities)

  11. IEP PROCESS • IMPLEMENT THE IEP: • Share IEP with all participants (team) • Document evidence that parent has seen IEP • Put IEP into practice • Adjust objectives and strategies as required (this is a working document)

  12. WHAT DOES IMPLEMENTATION LOOK LIKE? • Modifications to the curriculum • Adaptations to instruction and/or assessment methods • Use of adaptive/assistive technologies • Changes to make the learning environment more accessible • Provision of support services • Provision of specialized training (e.g. sign language instruction)

  13. REVIEW THE IEP • Review periodically and adjust objectives as required (consultation with team) • Conduct review at year end or school transfer • Questions: • What gains did the student make? • Were the materials, methods and procedures appropriate? • What does the student need to learn next?

  14. The student learning outcomes will be the same as the provincial curriculum with adaptations in teaching methods, materials, and/or evaluation methods…. Implement an Adapted Program The student’s learning outcomes are substantially different from, or in addition to, the provincial curriculum… Implement a Modified Program HOW DO I CHOOSE?ADAPTED VS. MODIFIED

  15. WHAT IS AN ADAPTED PROGRAM? • Adaptations are provided -so that thestudent can participate in the regular program. This may include adapted teaching methods, materials and/or assessment tools: • Alternate formats (books on tape) • Instructional strategies (key visuals) • Assessment procedures (oral exams, extra time, computer access) • Provision of technology (calculator, word processor)

  16. REPORTING GUIDELINES FOR AN ADAPTED PROGRAM • Students with an Adapted IEP will receive letter grades and effort marks • A student’s program may include some courses that are adapted and some modified • Student progress reports will be referenced to: • Prescribed learning outcomes for the Grade level • IEP

  17. WHAT IS A MODIFIED PROGRAM? • Learning outcomes substantially different from or in addition to the prescribed provincial curriculum • Learning goals specifically selected/designed to meet the student special needs as stated in the IEP • Assessment tools used will reflect the goals of the IEP and not those used to assess the learning outcomes of the class

  18. REPORTING GUIDELINES FOR A MODIFIED PROGRAM • Reporting lies with the classroom teacher in collaboration with other professionals involved with the student’s educational program • An * will be used on the report card to indicate that the student has an IEP and the teacher will report on the student’s ability to meet the goals and objectives as stated in the IEP • The student will not receive letter grades in subjects that have been modified • The evaluative statements will reflect the goals of the IEP rather than the learning outcomes of the grade • Students will receive individual effort and work habit marks where appropriate

  19. WHAT IS A GOAL? • A goal: • Addresses the gap • Is a general statement of learning outcomes • Describes what the student can be expected to accomplish within a specified period (usually one year) • Positive statements about what the student will learn • Determines the instructional plan

  20. WHAT IS THE LANGAUGE OF A GOAL? • By December, Joey will learn to follow the classroom rules and expectations • The student will learn to increase his on-task behaviour • Will develop his comprehension skills to the fourth grade level • Will develop the ability to write expanded sentences with linking words.

  21. GOALS – LANGUAGE OF • Elizabeth will learn to improve her written language skills so that she can write a four sentence paragraph by December. • By June Connie will have increased her reading fluency to 110 words per minute. • By January the student will use phonic information and word chunks with context while reading.

  22. WRITING POSITIVE GOALS – KEY WORDS • The student will learn: • To achieve • To attend • To initiate • To use • To complete • To break down • To organize

  23. OBJECTIVES • What is a measurable objective? • What does measurable mean? • What is not the language of measurable?

  24. WHAT IS A MEASURABLE OBJECTIVE? • You can specify a grade, age level performance, standard score or a percentile. • You can indicate a time limit • You can indicate a performance standard.

  25. WHAT DOES MEASURABLE MEAN? It means: • you can count it • you can observe it • it is specific

  26. WHAT IS NOT THE LANGUAGE OF MEASURABLE? • Difficulty with • Weak • Behind • Undeveloped • Uncooperative AMBIGUOUS AND NON-SPECIFIC

  27. WHAT CONSTITUTES THE LANGUAGE OF MEASURABLE? What do I see the student doing that prompts me to make judgment? The operative words are: • see • do

  28. MORE OPERATIVE WORDS • Create • Outline • Select • Write • Identify • Count • Use

  29. SOME EXAMPLES OF THE LANGUAGE OF MEASURABLE • Indicates a rate (e.g. 80% of the time) • Provided with modified assignments and teacher assistance, Susan will complete assignments and turn them in 80% of the time

  30. MORE EXAMPLES OF MEASURABLE LANGUAGE • Jane will make the use of writing frames each time that she engages in a writing project

  31. MORE EXAMPLES OF MEASURABLE LANGAUGE • Elizabeth will verbally respond to what, why and how questions 90% of the time. • Joe will respond in writing 60% of the time to why questions. • Matt will write down all of his assignments in his memory book immediately after they are assigned.

  32. MORE MEASURABLE LANGUAGE • After listening to a story in which there are three sequential events, Alice will state, when prompted, what happened first, second and third. She will correctly identify the order on 8 out of 10 trials.

  33. MORE EXAMPLES OF MEASURABLE LANGUAGE • Given a graphic organizer, outline, or brainstorming cluster Trudy will complete a four sentence paragraph (in response to ______) by December 2005.

  34. MEASURABLE LANGUAGECONTINUED • Tom will learn to rote count to 10 • Sue will recognize pennies, nickels, dimes, quarters, loonies and toonies and state values of each. • Henry will classify and identify three-dimensional objects and two-dimensional figures with 100 % accuracy

  35. Measurable Language Continued using present level of performance, goal and objectives • Base Line: Indira is currently learning to skip count. She can skip count by 2s, 5s and 10s without error • Goal: Given numerals 1 – 10, Indira will skip count to the x10 position for each numeral • Indira will skip count by 3s and 9s without error (Could include a time line such as within 30 seconds)

  36. WHAT IS A BASELINE? • It establishes where the child is with respect to the curriculum, performance standards, the class criteria • What the child can do now • What skills/level the student has • Present level of educational performance

  37. HOW DO YOU EXTABLISH A BASE LINE? • Begin to ask yourself questions such as: • What can the student do presently ? • How can I assess this child? (This can include classroom based observations/data, performance standards, samples, as well as formal tests) • What does he/she succeed at?

  38. OTHER QUESTIONS TO HELP ESTABLISH A BASELINE • What effect does the student’s disability have on his/her educational performance? (e.g. Does the child exhibit word-by-word reading or poor phrasing indicating perhaps visual channel deficits?) • What is the student’s present level of educational performance? (i.e. grade or skill)

  39. SOME BASELINE LANGUAGE FOR WRITING • This student : • Recognizes some letters (name them) and is developing sound-letter correspondence • Can use simple sentences (be specific) • Can copy individual letters when named

  40. SOME BASELINE LANGUAGE FOR PRE-READING SKILLS • Distinguishes upper/lower case • Can locate words in a text • Beginning to sound out words • Uses illustration to tell a story • Memorizes pattern books and familiar words

  41. SOME BASELINE LANGUAGE FOR DEVELOPING READING • Reads books with word patterns • Recognizes simple words • Retells main idea of text • Has a fluency rate of _____

  42. SOME BASLINE LANGUAGE FOR MATH • Can count to ten • Can add and subtract without borrowing • Can problem solve using multiplication • Joel can identify all 26 letters of the alphabet when shown randomly. He can write 7 letters correctly which are the letters in his name.

  43. WHAT IS THE DIFFERENCE BETWEEN A GOAL AND AN OBJECTIVE? • Annual goals are set out for each child who has an identified need and has a reasonable chance of attaining this in a year • These goals are broken down into short-term objectives. Short term objectives are measurable, intermediate steps between the present levels of educational performance of a child with a disability and the annualgoals that are established for the child.

  44. WHAT IS THE DIFFERENCE BETWEEN A GOAL AND AN OBJECTIVE? • The objectives are developed based on a logical breakdown of the major components of the annual goals, and can serve as milestones for measuring progress. • Short-term objectives describe a sub-skill of an annual goal, not merely restate the goal.

  45. WHAT IS THE DIFFERENCE BETWEEN A GOAL AND AN OBJECTIVE? • The objectives are ideally written in a sequential order that reflects a progression through the various skills needed to meet the annual goals, and permit monitoring of progress throughout the year

  46. WHAT ARE THE COMPONENTS OF A PERFORMANCE GOAL AND OBJECTIVE/BENCHMARK? A performance goal/benchmark can be answered through six questions: 1. Who? - relates to the student 2. Does what? - observable behaviour describing what the student will do to complete the goal or objective/benchmark 3. When? - relates to the specific point in the time when something will have been learned or completed

  47. WHAT ARE THE COMPONENTS OF A PERFORMANCE GOAL AND OBJECTIVE/BENCHMARK? 4.Given what?(conditions) - Describesthe “givens” that will need to be in place for the goal or objective/benchmark to be completed 5.How much? - Mastery (performance accuracy) - Criteria – How many times behaviour observed 6.How will it be measured ? - describes performance data

  48. OBSERVABLE BEHAVIOUR(DOES WHAT?) • Recite, solve, compare, contrast, define, write • Add, subtract, count etc. • Recognize, memorize

  49. GIVEN WHAT? (CONDITIONS) • Conditions state where, when, and under what circumstances observable behaviour will occur: • In a small group setting given a written prompt • Given a graphic organizer, outline, brainstorming, or cluster…

  50. HOW MUCH? • 3 out of five periods • Fifty percent of the time

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