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Writing IEP Goals: A New Focus on Measurability

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Presentation on theme: "Writing IEP Goals: A New Focus on Measurability"— Presentation transcript:

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

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

3 TUSD Exceptional Education
AGENDA The components of PLAAFP The components of measurable goals The writing of measurable goals Speaker: Sue This is the agenda. These are the areas that will be covered in the presentation. TUSD Exceptional Education 3

4 TUSD Exceptional Education
“You Make the Call” Directions: Read the IEP goals Worksheet Determine if the goal is “Acceptable” or “Not Acceptable” Speaker: Sue and Mary Trainer Note: If you have limited time, you may have the participants do this as they are waiting for the training to start. You may use the goals provided or ask PEA for some IEPs and pull some of their goals and make a You Make the Call worksheet. Activity Purpose: To activate the participant’s knowledge of measurable goals. Total Time: 15 minutes Group size: Individual activity or in large group can do pairs. Materials: You Make the Call Worksheet Instructions: Pass out the You Make the Call worksheet and ask the participants to decide if each goal is measurable or not measurable. Have them write their call on the line next to the goal. When finished ask them to put the sheet aside as it will be used later in the training. TUSD Exceptional Education 4

5 TUSD Exceptional Education
IDEA Section 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… Speaker: Sue Trainer Note: Stress the importance of the needs that result from the disability as well as the progress in the general curriculum. Later we will be talking about skill vs. curriculum. This lays the foundation. TUSD Exceptional Education 5

6 TUSD Exceptional Education
“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 Speaker: Sue This is a quote that puts writing a clear PLAAFP in perspective to measurable goals. TUSD Exceptional Education 6

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PLAAFP - Foundation Contains: A description of Strengths Learning Needs Progress in the General Curriculum Speaker: Sue Trainer Note: Provide a discussion linking these parts of the MET as well as current information. TUSD Exceptional Education 7

8 TUSD Exceptional Education
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 Speaker: Sue This slide discusses what the PLAAFP provides. TUSD Exceptional Education 8

9 TUSD Exceptional Education
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. Speaker: Sue Trainer Note: Emphasize that the ultimate focus is the child’s progress in the general curriculum. 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 Speaker: Sue This slide is a quote that discusses that the PLAAFP drives the goals, not the other way around. 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 Speaker: Mary TUSD Exceptional Education 11 11

12 Clear and Effective Measurable 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 Speaker: Sue Trainer Note: Discuss that measurable goals are about skills the student needs to access and progress in the general curriculum and not about standards or specific curriculum. 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. Speaker: Mary Trainer Note: Spend some time on this screen to ensure the understanding of the correlation of the goal and the PLAAFP. TUSD Exceptional Education 13

14 Measurable Terms Not Measurable Measurable
Demonstrate Improve Seek Feel Develop Appropriate Understand Distinguish Apply Read orally Say Retell List Label Draw Match Write State Speaker: Sue 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 MaryTrainer Note: Discuss the indicators with the participants keeping in mind that these also must align with a measurement tool. If they specify a grade level it must align to the measurement tool not necessarily the grade a child is in. For ex. A child may be in 4th grade but the goal wants them to be in third grade level on DIBELS. TUSD Exceptional Education 15

16 Format for Goal Writing: TIENET
Annual Goal Given (condition), the student will (do what behavior), (to what extent and over what period of time criteria). Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency The person (s) responsible for evaluating progress To what extent the behavior occurs now To what extent the behavior will occur in one year (Repeat) What evaluation method will be used How frequently it will be reported to parents Speaker: Mary Trainer Note: Participants tend to like this slide because it is a specific layout. Go through this with them to give them a picture of the contents of a measurable goal. TUSD Exceptional Education 16

17 TUSD Exceptional Education
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. Speaker: Mary Trainer Note: Remind the participant that whatever tool is used to measure baseline progress must be the same tool used to measure progress. Remind them diagnostic tests are not used to measure baseline or progress of a goal. It must be something that can be administered more often than once a year. 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 Speaker: Mary TUSD Exceptional Education 18

19 TUSD Exceptional Education
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 Speaker: Mary Trainer Note: Remind the participant that whatever tool is used to measure baseline progress must be the same tool used to measure progress. Remind them diagnostic tests are not used to measure baseline or progress of a goal. It must be something that can be administered more often than once a year. 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). Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency The person (s) responsible for evaluating progress To what extent the behavior occurs now To what extent the behavior will occur in one year (Repeat) What evaluation method will be used How frequently it will be reported to parents Speaker: Mary TUSD Exceptional Education 20

21 TUSD Exceptional Education
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. Speaker: Mary 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 Speaker: Sue Trainer Note: A percentage doesn’t mean measurable. Remind participants that the percentage needs to have its condition spelled out. TUSD Exceptional Education 22

23 TUSD Exceptional Education
Stranger Test Ask the question: “Would a person who is not familiar with the child or the goal be able to implement the goal?” Speaker: Sue 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 TUSD Exceptional Education
You Make the Call 1. Given 100 high frequency spelling words, Darleen will correctly spell 75/100 4/5 times tested. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher 20/100 words spelled correctly 4/5 times 75/100 words spelled correctly 4/5 times Teacher Test Quarterly Acceptable TUSD Exceptional Education 26

27 TUSD Exceptional Education
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. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher Barbara applies conventions incorrectly in most of her writing 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 Writing Samples Quarterly Not Acceptable TUSD Exceptional Education 27

28 TUSD Exceptional Education
You Make the Call Acceptable Rewrite 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. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher Barbara can correct 5/10 errors 4/5 opportunities Barbara will correct 8/10 errors 4/5 opportunities Teacher Testing Quarterly TUSD Exceptional Education 28

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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. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher 2/5 opportunities 4/5 opportunities Teacher charting Quarterly Acceptable TUSD Exceptional Education 29

30 TUSD Exceptional Education
You Make the Call 4. Herman will cut out a circle correctly 3/5 opportunities. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher Herman can cut out 5 circles. 3/5 times. Teacher observation and data collection Quarterly Not Acceptable TUSD Exceptional Education 30

31 TUSD Exceptional Education
You Make the Call Acceptable Rewrite Given a pre-drawn circle, Herman will cut out the circle staying within 1/4 inch of the line 4/5 times. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher Herman can cut out a circle staying within ½ inch 1/5 times. ¼ inch 4/5 times Teacher observation and data collection Quarterly TUSD Exceptional Education 31

32 TUSD Exceptional Education
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. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher Elaine is inconsistent with matching money values 8/10 coins Teacher Test Quarterly Trainer Note: Have participants return to the Activity Sheet IEP Goal Worksheet. Thumbs up or thumbs down? Is this goal acceptable? Not Acceptable because the baseline criteria does not specify a rate or frequency. Not Acceptable TUSD Exceptional Education 32 32

33 TUSD Exceptional Education
You Make the Call Acceptable Rewrite 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. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher Elaine can match coins to their corresponding value 2/10 opportunities 8/10 opportunities Teacher Test Quarterly This is an acceptable rewrite. TUSD Exceptional Education 33

34 TUSD Exceptional Education
You Make the Call 6. Jacqueline will use correct regular and irregular past tense verbs. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher 1 out of 5 times. 70% of the time Teacher Test Quarterly Not Acceptable TUSD Exceptional Education 34

35 TUSD Exceptional Education
You Make the Call Acceptable Rewrite 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. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher 5/20 words 18/20 words Teacher Test Quarterly TUSD Exceptional Education 35

36 TUSD Exceptional Education
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. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher 5 out of 5 times with full assistance 5 out of 5 times independently Teacher observation and charting Quarterly Acceptable TUSD Exceptional Education 36

37 TUSD Exceptional Education
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. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher 2 out of 5 opportunities 4 out of 5 opportunities Teacher observation and charting Quarterly Acceptable TUSD Exceptional Education 37

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You Make the Call 9. Julie will decode words, using knowledge of phonics, syllabication, and word parts. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher 60% accuracy 80% accuracy Teacher Test Quarterly Not Acceptable TUSD Exceptional Education 38

39 TUSD Exceptional Education
You Make the Call Acceptable Rewrite Given a weekly list of 10 CVC pattern words, Julie will correctly read 8/10 words weekly. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher 3/10 words weekly 8/10 words weekly Teacher Test Quarterly TUSD Exceptional Education 39

40 TUSD Exceptional Education
You Make the Call 10. Brenda will reduce inappropriate behavior in the classroom 5 outbursts over a period of 4 weeks. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher Brenda expresses her anger inappropriately in class. 5 outbursts over 4 weeks. Data charting Quarterly Not Acceptable TUSD Exceptional Education 40

41 TUSD Exceptional Education
You Make the Call Acceptable Rewrite 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. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher 2/5 opportunities 4 out of 5 opportunities Data charting Quarterly TUSD Exceptional Education 41

42 TUSD Exceptional Education
You Make the Call 11. Olga will correctly follow a set of 4 step directions in sequence with one verbal cue 8/10 opportunities. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher When given four steps to follow, Olga can follow 2 out of 4 steps with one cue 5/10 opportunities Olga will correctly follow a set of 4 step directions in sequence with one verbal cue 8/10 opportunities Teacher observation and charting Quarterly Acceptable TUSD Exceptional Education 42

43 TUSD Exceptional Education
You Make the Call 12. Scott will apply gross motor movements, motor planning, and healthy interactive skills into purposeful games and physical activities. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher Scott can use healthy interactive skills 45% with moderate assistance. 75% with moderate assistance Teacher Test Quarterly Not Acceptable TUSD Exceptional Education 43

44 TUSD Exceptional Education
You Make the Call Acceptable Rewrite 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. Service Provider Baseline Data Criteria Evaluation Method Evaluation Frequency Special Education Teacher Scott can take turns 2/5 games with at least 5 prompts Scott will take turns 4 out of 5 games with 3 prompts Teacher observe and chart Quarterly TUSD Exceptional Education 44

45 TUSD Exceptional Education
QUESTIONS? TUSD Exceptional Education 45

46 Thank you to Catalina High School!!


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