1 / 46

Writing IEP Goals: A New Focus on Measurability

Writing IEP Goals: A New Focus on Measurability. Tucson Unified School District Exceptional Education Department with Arizona Department of Education. Presenters . Sue Kirlin, Program Specialist, ADE Barbara Parson, Program Specialist, ADE Mary Neale, Exceptional Education, TUSD. 2.

makani
Download Presentation

Writing IEP Goals: A New Focus on Measurability

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Writing IEP Goals: A New Focus on Measurability Tucson Unified School District Exceptional Education Department with Arizona Department of Education

  2. Presenters Sue Kirlin, Program Specialist, ADE Barbara Parson, Program Specialist, ADE Mary Neale, Exceptional Education, TUSD TUSD Exceptional Education 2

  3. AGENDA • The components of PLAAFP • The components of measurable goals • The writing of measurable goals TUSD Exceptional Education 3

  4. “You Make the Call” Directions: • Read the IEP goals Worksheet • Determine if the goal is “Acceptable” or “Not Acceptable” TUSD Exceptional Education 4

  5. IDEA Section 300.320 The IEP 1. A statement of the child’s present levels of academic achievement and functional performance, including-- (i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children)… 2. A statement of measurable annual goals, including academic and functional goals designed to-- (i)(A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum… TUSD Exceptional Education 5

  6. “First of all, you will find it difficult to write a clear and measurable goal if you have not first written a clear and measurable present level of performance.” Peter W. D. Wright and Pamela Darr Wright TUSD Exceptional Education 6

  7. PLAAFP - Foundation Contains: A description of Strengths Learning Needs Progress in the General Curriculum TUSD Exceptional Education 7

  8. PLAAFP Provides: Can provide measurable baseline for IEP goals *Baseline might be in PLAAFP or might be with goals A “link” between present levels and goals are developed Information that relates to the most recent evaluation data as well as the current classroom data TUSD Exceptional Education 8

  9. Things to Think About All areas pertinent to the students needs must be addressed in the PLAAFP Documentation must be more extensive than a test score or grade level equivalency PLAAFP needs to contain information related to the disability (i.e. If John has a reading disability then this area must be addressed) IDEA indicates that a child may have other educational needs that result from the disability. Those needs must be addressed. TUSD Exceptional Education 9

  10. The PLAAFP Drives the Goals Looking at the present levels (academic and functional) the goals will make sense. If you begin by trying to find the goals before writing the PLAAFP you are set for failure. The goals won’t relate to the students needs. Peter Wright and Pamela Wright TUSD Exceptional Education 10

  11. Key Components of An IEP Goal Goal Statement (Observable behavior & criteria) Service Provider Baseline Data Criteria (Matching the criteria in goal statement) Evaluation Method Evaluation Frequency Alignment with Grade Level Standard Not Copied and Pasted from the Standards TUSD Exceptional Education 11

  12. Clear and EffectiveMeasurable Goal Statements One specific behavior you can observe and count. Must be something you actually see the student doing. Measurable goals must be skill based not curriculum based Goals are not standards TUSD Exceptional Education 12

  13. Prerequisites of a Measurable Goal Must be a correlation between the goal and PLAAFP Must describe the SKILL or level of performance that will be achieved in the year Must meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general curriculum. TUSD Exceptional Education 13

  14. Measurable Terms Not Measurable Measurable Read orally Say Retell List Label Draw Match Write State Demonstrate Improve Seek Feel Develop Appropriate Understand Distinguish Apply TUSD Exceptional Education 14

  15. Ways to make Goals Measurable • Indicating a Rate • Conditions to specify what chosen performance will mean • 60 words per minute with 2 errors • Define Factors Surrounding the Behavior • When asked to work independently • When dealing with authority figures • After lunch TUSD Exceptional Education 15

  16. Format for Goal Writing: TIENET Annual Goal Given (condition), the student will (do what behavior), (to what extentand over what period of timecriteria). TUSD Exceptional Education 16

  17. Baseline Data Defined Baseline data is the rate at which the goal behavior is being performed at the time the goal is written. Baseline data is obtained using a measurement tool that will also be used to measure progress each quarter. Measurement tools must be specific to the goal behavior. TUSD Exceptional Education 17

  18. Accurate and Meaningful Baseline Data Baseline data can be cited from classroom curriculum based assessments formal or informal. In order to provide reliable and meaningful baseline data, IEP team members must quantify their observations. Baseline data needs to be produced from an objective standpoint not subjective TUSD Exceptional Education 18

  19. How to Obtain Baseline • Teacher-made test • Teacher observe and record • End of Unit Test • Weekly paragraph assignments • Work Samples • Informal Reading Inventory *Teacher Observation is not a measurement tool TUSD Exceptional Education 19

  20. Baseline Data Location Baseline data is required to be documented in the IEP Goal area within the box labeled “Baseline Data” using quantifiable terms. It may also be reported in the Present Levels of Performance (Section 5b). TUSD Exceptional Education 20

  21. Goal Criteria Reflects the expected level of proficiency or attainment of a skill. Reflects the behavior you want the student to perform in one year Specifies the rate or frequency that the behavior will occur Can specify the conditions (number of prompts, independent, time of day, place) Must be evaluated using the same measurement tool as the baseline and progress reports. TUSD Exceptional Education 21

  22. Be Careful Of Percentages If you say a student will do something 80% of the time…80% of what? A 24 hour day? Must state accountability. 80% of 15 minute period, 80% of writing assignments etc. Use of percentage doesn’t mean measurable. Curriculum vs. Skills TUSD Exceptional Education 22

  23. Stranger Test Ask the question: “Would a person who is not familiar with the child or the goal be able to implement the goal?” TUSD Exceptional Education 23

  24. AIMS-A Students Objectives are benchmark skills that help the student perform the goal behavior. Goal: Alice will independently button and unbutton small buttons on a shirt she is wearing 4 out of 5 trials. • Alice will button 5 small buttons on a practice strip of fabric, 4/5 trials with minimal assistance. • Alice will unbutton 5 small buttons on a practice strip of fabric, 4/5 trials with minimal assistance.

  25. You Make the Call Answers!

  26. You Make the Call 1. Given 100 high frequency spelling words, Darleen will correctly spell 75/100 4/5 times tested. Acceptable TUSD Exceptional Education 26

  27. You Make the Call 2. Barbara will use proper conventions addressing the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, paragraph breaks, and legibility with 1-2 verbal cues. Not Acceptable TUSD Exceptional Education 27

  28. You Make the Call Given a writing sample with errors, Barbara will read the sample and make written corrections to errors in capitalization and punctuation 8/10 errors 4/5 opportunities. Acceptable Rewrite TUSD Exceptional Education 28

  29. You Make the Call 3. Given 5 scenarios involving wh-questions (who, what, when, where, why, how) Mariah will ask a wh-question w/100% accuracy in 4/5 opportunities. Acceptable TUSD Exceptional Education 29

  30. You Make the Call 4. Herman will cut out a circle correctly 3/5 opportunities. Not Acceptable TUSD Exceptional Education 30

  31. You Make the Call Given a pre-drawn circle, Herman will cut out the circle staying within 1/4 inch of the line 4/5 times. Acceptable Rewrite TUSD Exceptional Education 31

  32. You Make the Call 5. Given 10 coins of different values, Elaine will be able to match coins to their corresponding value 8/10 coins. Not Acceptable TUSD Exceptional Education 32

  33. You Make the Call Given a set of coins that are a random mix of pennies, nickels, dimes and quarters, Elaine will be able to match coins to their corresponding value 8/10 opportunities. Acceptable Rewrite TUSD Exceptional Education 33

  34. You Make the Call 6. Jacqueline will use correct regular and irregular past tense verbs. Not Acceptable TUSD Exceptional Education 34

  35. You Make the Call Given a list of 20 verbs, Jacqueline will produce orally the regular or irregular past tense form of the word 18 out of 20 words. Acceptable Rewrite TUSD Exceptional Education 35

  36. You Make the Call 7. Dan will transition from standing with a walker to sitting in the cafeteria chair/bench independently 5 out of 5 times. Acceptable TUSD Exceptional Education 36

  37. You Make the Call 8. Stanley will put on and take off his FM receiver and take the microphone to his teachers daily without prompting 4/5 opportunities. Acceptable TUSD Exceptional Education 37

  38. You Make the Call 9. Julie will decode words, using knowledge of phonics, syllabication, and word parts. Not Acceptable TUSD Exceptional Education 38

  39. You Make the Call Given a weekly list of 10 CVC pattern words, Julie will correctly read 8/10 words weekly. Acceptable Rewrite TUSD Exceptional Education 39

  40. You Make the Call 10. Brenda will reduce inappropriate behavior in the classroom 5 outbursts over a period of 4 weeks. Not Acceptable TUSD Exceptional Education 40

  41. You Make the Call Given a stress-inducing situation, Brenda will orally describe one strategy she can use to calm herself (count to 10, take a walk, write in journal, three deep breaths, talk to adult) 4 out of 5 opportunities. Acceptable Rewrite TUSD Exceptional Education 41

  42. You Make the Call 11. Olga will correctly follow a set of 4 step directions in sequence with one verbal cue 8/10 opportunities. Acceptable TUSD Exceptional Education 42

  43. You Make the Call 12. Scott willapply gross motor movements, motor planning, and healthy interactive skills into purposeful games and physical activities. Not Acceptable TUSD Exceptional Education 43

  44. You Make the Call Given a game situation, Scott will take turns with no less than 3 prompts 4 out of 5 game situations as measured by observation and charting. Acceptable Rewrite TUSD Exceptional Education 44

  45. QUESTIONS? TUSD Exceptional Education 45

  46. Thank you to Catalina High School!!

More Related