Developing Measurable Annual Goals, Short-Term Objectives/Benchmarks

1. Developing Measurable Annual Goals, Short-Term Objectives/Benchmarks May 6,2014 Paula Woods SST 3

2. Session OBJECTIVES: • Gain knowledge and information on state/federal requirements regarding the development of measurable annual goals, benchmarks, and short-term objectives. • Identify and review the required components of measurable annual goals, benchmarks, and short-term objectives. • Practice writing goals that contain required components

3. Important Disclaimer • ALL goal samples included in this presentation are for TRAINING purposes only. • Statements are fictitious and partial examples for demonstration purposes– they are NOT intended to be exemplars.

4. Developing Measurable Annual Goals Section 6: Measurable Annual Goals • Schools in Ohio have aligned the Content Standards to the general education curriculum, thus ensuring the direct connection of what children must know and be able to do with what children are taught (the curriculum). This alignment applies to all children, including those with severe disabilities. • The IEP specifies measurable annual goals for children with disabilities. These goals are based on need and referenced to Ohio’s New Learning Standards.

5. Standards Based Goals • While not required to be documented on the IEP for all students, in developing annual goals for all students, consideration must always be given to the state standards set forth in the general education curriculum. • Connecting the standard to the annual goal maintains high expectations and improves results.

6. Developing Measurable Annual Goals Section 6: Measurable Annual Goals • Measurable annual goals are designed to meet the child’s unique needs that result from the child’s disability usingspecially designed instruction to enable the child to be involved in and make progress in the general education curriculum. (The measurable annual goal is a statement that links directly to the areas of need identified in the present levels of academic achievement and functional performance.)

7. Developing Measurable Annual Goals Section 6: Measurable Annual Goals • Measurable annual goals, including academic and functional goals, are statements in measurable terms that describe what can be taught to that child using specially designed instruction within a twelve-month period. (The annual goals in the IEP are statements that describe what a child with a disability can reasonably be expected to accomplish within the duration of the IEP.)

8. Developing Measurable Annual Goals A well-written goal has six critical elements. The elements may appear in any order but all six elements must be included: • Who? This relates to the child for whom the goal is written. • Will do what? This is observable behavior describing what the child will do to complete the goal. • To what level and degree? This relates to criteria and mastery of the goal. Criteriastates how many times the behavior must be observed for the goal to be considered completed. Masterystates the level of achievement required.

9. Developing Measurable Annual Goals A well-written goal has six critical elements. (Continued….) • Under what conditions? These are the conditions that describe the situation, setting, or given material that will need to be in place for the goal to be completed. • In what length of time: This is the time frame in which the goal is completed. • How will progress be measured? This is performance data. In Ohio’s IEP, this information is documented by selecting a method or methods from the following list: Curriculum-based Assessments, Checklists, Portfolios, Running Records, Observations, Work Samples, Anecdotal Records, Inventories, Rubrics.

10. Measurable Annual Goals For each area needing specially designed instruction, determine the desired level of achievement or outcome for each goal for a student by considering the following: • Primary concerns stated in the present level of academic achievement/functional performance. • Amount of time the student has left in school and the age of the student. • Skills needed to progress to the next level of performance. • Skills needed to achieve transition. • Behavior / skills that will improve with modifications.

11. Measurable Annual Goals • Strengths of the student. • Concerns of the parent for enhancing the education of her/his child. • Scope and sequence of the skill, curricular or behavior areas addressed. • Special factors. • Student’s learning behaviors. • Clustering behaviors or skills that are related.

12. Measurable Annual Goals What exactly does “measurable” mean? Unfortunately, IDEA doesn’t define it! Characteristics of Measurability: • Reveals what to do to measure whether the Goal has been accomplished. To measure something is to do something. • Yields the same conclusion if measured by several people. • A measurable goal allows us to know how much progress has been made since the last measured performance. • A measurable goal can be measured as written, without additional information. • Measurable goals contain givens (if necessary), the learner performance, and the criterion (level of performance to be reached).

13. Measurable Annual Goals Criterion andLevel of Performance (How well the learner must do) Frequently used examples of criteria: • 4 of 5 trials • 3 consecutive days • % accuracy

14. Measurable Annual Goals Use of percentage: “The history of how this strange use of percentage began appears to be lost. But we should know not to aspire to have Josh cross the street safely 80% of the time.” Excerpt taken from: Writing Measurable IEP Goals and Objectives; Bateman & Herr, 2006

15. Measurable Annual Goals “The use of percentage needs to be carefully limited to a narrow range of goals” Appropriate use of %: Jane will correctly spell 95% of the 6th grade spelling words dictated to her. Inappropriate use of %: Jane will improve her behavior 80% of the time with 90% accuracy.

16. Measurable Annual Goals Observable means: • Clearly defined • Visible • Countable behavior

17. Measurable Annual Goals Examples of “observable” behavior • Reading orally • Dressing one’s self • Speaking to adults without vulgarities • Pointing, drawing, identifying, writing, etc.

18. Measurable Annual Goals Non-Examples of observable behavior • Becoming independent • Respecting authority • Enjoying literature • Improving, feeling, knowing, etc.

19. Measurable Annual Goals Non-Measurable Measurable

20. Measurable Annual Goals Activity #1

21. PLAAFP: Activity #1 “ISABEL” Present Level of Academic Achievement and Functional Performance A review of informal checklist of social/emotional skills, indicate that Isabel is very social and loves to tease her friends in a playful way. When required to complete tasks, Isabel often avoids these tasks by talking with her friends, and it often takes 5-10 verbal prompts to get Isabel to begin the task. Once she begins, she almost always completes the tasks. When she is tired she exhibits extreme emotions: uncontrollable giggling, sobbing, and occasional anger, approximately 5 times per week (according to parental and teacher report). This inhibits her progress in the general curriculum, as she needs direct instruction of social skills.

22. PLAAFP: Activity 1, continued“Isabel” Annual Goal : When required to complete tasks, Isabel will begin the task with a maximum of 3 prompts. Annual Goal: When Isabel is tired, she will apply a replacement behavior in 3 of 4 instances.

23. When required to complete tasks SocialSkills Begin 3 prompts

24. When Isabel is tired Behavior Replace 3 of 4 instances

25. “SAMANTHA” Present Level of Academic Achievement and Functional Performance A review of speech/language anecdotal log of observations indicates that Sam speaks using words and phrases. She doesn’t use complete sentences or questions when speaking. She responds to greetings appropriately. She doesn’t verbally express herself to gain others attention. Instead she grabs others and/or their clothing (e.g. hats, jackets) to initiate conversation or join in a group. These skill deficits affect her ability to communicate within the general education setting and develop appropriate social skills. Annual Goal: Given non-instructional activitiesSam will improve expressive language skills to initiate and/or join in conversations with others, an average of 3 times per week.

26. Given non-instructional activities Expressive language I Initiate/join 3xtimes per week

27. “ANTHONY” Present Level of Academic Achievement and Functional Performance A review of curriculum based measures indicates that Anthony, a fourth grade student, can read 80 words per minute of connected text with 100% accuracy which is within the range of words per minutes established for typical peers in the second grade. Anthony demonstrates a relative strength in determining the meaning of unknown words by reading words in context and applying word structures (prefix, base words, and suffix). Anthony’s difficulties with reading fluently affect his ability to focus on the details of reading passages/assignments, which impacts comprehension of grade level content area subjects. Annual Goal: Given a second grade reading passage, Anthony will orally read 105 words of connected text per minute with 100% accuracy. 4th Grade Competency Standard: Students will apply the basic features of reading to achieve fluent oral reading.

28. Given a second grade reading passage Reading Orally read connected text 105 words per minute with 100% accuracy

29. “JUAN” Present Level of Academic Achievement and Functional Performance Based upon classroom informal math assessment, Juancan count to 50, count objects to 50, recognize and write numerals 0 -9,and group objects in sets. He recognizes a line, square, and circle, but not a rectangle or triangle. He cannot add or subtract 2 digit by 1 digit problems without regrouping, These skill deficits impact his ability to apply his knowledge to the third grade curriculum. Annual Goal: Juan will correctly mark a rectangle, triangle, cube, and cylinder, 8 of 10 trials. Annual Goal: When directed by the teacher, Juan will rote count to 100 with no errors.

30. Math readiness Mark 8 of 10 trials

31. When directed by the teacher Math readiness Rote count to 100 No errors

32. “ JACK” Present Level of Academic Achievement and Functional Performance Based on informal teacher assessment and review of observations from anecdotal record, Jack can sort one dollar bills, up to four dollars. Jack is unable to make coin combinations to equal one dollar. This affects his ability to calculate and problem solve in the general curriculum as well as in daily life skill activities. Annual Goal: Given coins (quarters, dimes, nickels, pennies), Jack will make coin combinations to equal one dollar, in 3 different ways, 9 of 10 trials.

33. Given coins Math readiness Combine coins to equal one dollar 3 different ways, 9 of 10 trials

34. “AMELIA” Present Level of Academic Achievement and Functional Performance Amelia plays/engages in a preferential activity by herself for up to 30 minutes based on daily log of observations. She does not initiate play with her peers, and only plays alongside others when they have toys that are interesting to her. She often takes those toys rather than ask for a turn (on average 4 times per day). Amelia’s social skills interfere with her educational performance and development of relationships to work and play cooperatively with others. Annual Goal: When other children are playing, Amelia will ask when she wants to play with particulartoys that others are playing with, 4 out of 5 times.

35. When other children are playing Behavior Ask 4 out of 5 times

36. “OLIVER” • Present Level of Academic Achievement and FunctionalPerformance • According to teacher observation/anecdotal records, Oliver continues to struggle to create a product about a personal event as it relates to text (Competency 8.1). He has improved his recall of personal events. He has worked on creating text about his personal experience by creating photo journals of events he has participated in. He currently can add one or two words to describe the photo. Relating those events to a text is frustrating for Oliver because it is hard for him to make comparisons. • Annual Goal: Given photo journals, Oliver will write text to describe the photo using 5 descriptive words 4 of 5 trials.

37. Given photo journals Writing Write 5 descriptive words 4 of 5 trials

38. Benchmarks and Short Term Objectives Once the IEP team has developed measurable annual goals for a child, the team can develop strategies that will be most effective in realizing those goals and must develop: • either measurable, intermediate steps (short-term objectives), or • major milestones (benchmarks) … to monitor progress during the year, and, if appropriate, to revise the IEP consistent with the student’s instructional needs.

39. Short-Term Objectives Short term objectives are: • Objective means a smaller, more manageable learning task that the child must master as a step toward achieving an annual goal. Objectives break the skills described in the annual measurable goal into discrete components that, when mastered, allow the child to successfully attain the goal. If the team has determined progress will be measured by using objectives, choose “Objectives” from the “Select Display Mode.” • Measurable short term objectives include the same components as a measurable annual goal.

40. Benchmarks • Benchmark means a specific statement of what the child should know and be able to do in a specified segment of the year. Benchmarks describe how far the child is expected to progress toward the annual goal and by when. • Benchmarks establish expected performance levels that allow for regular checks of progress that coincide with the reporting periods for informing parents of the child’s progress toward achieving the annual goals.

41. BENCHMARKS(Components) • WHO (Student) • WHAT (Target Behavior) • WHEN

42. BENCHMARKS(Components) • WHO (Student) • Bill • WHAT (Target Behavior) • Use decoding strategies with words in isolation, phrases, and sentences. • WHEN • Bill will use decoding strategies with words in isolation, phrases and sentences by 6/1/14.

43. SHORT-TERM OBJECTIVES(Components) • WHO (Student) • WHAT (Target Behavior) • CONDITIONS / CIRCUMSTANCES – WHEN NEEDED • CRITERIA (Level To Indicate Attainment) ON TARGET

44. Short-Term Objectives(Components) ON TARGET • WHO (Student) Bill • WHAT (Target Behavior) Identify a (appropriate) decoding strategy • CONDITIONS/CIRCUMSTANCES – WHEN NEEDED Given one syllable words • CRITERIA (Level To Indicate Attainment) 8 of 10 trials

45. Benchmarks and Short-Term Objectives ACTIVITY #2

46. PLAAFP: Activity #2 “ISABEL” Present Level of Academic Achievement and Functional Performance A review of informal checklist of social/emotional skills, indicates that Isabel is very social and loves to tease her friends in a playful way. When required to complete tasks, Isabel often avoids these tasks by talking with her friends, and it often takes 5-10 verbal prompts to get Isabel to begin the task. Once she begins, she almost always completes the tasks. When she is tired she exhibits extreme emotions: uncontrollable giggling, sobbing, and occasional anger, approximately 5 times per week (according to parental and teacher report). This inhibits her progress in the general curriculum, as she needs direct instruction of social skills. Annual Goal : When required to complete tasks, Isabel will begin the task with a maximum of 3 prompts. Annual Goal: When Isabel is tired, she will apply a replacement behavior in 3 of 4 instances.

47. “ISABEL” Annual Goal : When required to complete tasks, Isabel will begin the task with a maximum of 3 prompts. Benchmarks: • By November 1, 2014, Isabel will begin a task with no more than 6 prompts. • By February 1, 2015, Isabel will begin a task with no more than 4 prompts. • By April 1, 2015, Isabel will begin a task with no more than 3 prompts.

48. Isabel Begin a task with no more than 3 prompts By April 1, 2015

49. “ISABEL” Annual Goal: When Isabel is tired, she will apply a replacement behavior in 3 of 4 instances. Short-term Objectives: • Given instruction, Isabel will identify 2 replacement behaviors to use when she is tired, 8 of 10 trials, • When Isabel is tired and demonstrates emotional outburst, she will apply a replacement behavior in 1 of 4 instances, and • When Isabel is tired and demonstrates emotional outburst, she will apply a replacement behavior in 2 of 4 instances.

50. Isabel Identify 2 replacement behaviors Given instruction 8 of 10 trials