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

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Presentation on theme: "Writing IEP Goals: A New Focus on Measurability Tucson Unified School District Exceptional Education Department with Arizona Department of Education."— Presentation transcript:

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

2 2 Presenters Sue Kirlin, Program Specialist, ADE Barbara Parson, Program Specialist, ADE Mary Neale, Exceptional Education, TUSD TUSD Exceptional Education2

3 3 AGENDA The components of PLAAFP The components of measurable goals The writing of measurable goals TUSD Exceptional Education3

4 4 You Make the Call Directions: 1. Read the IEP goals Worksheet 2. Determine if the goal is Acceptable or Not Acceptable TUSD Exceptional Education4

5 5 5 IDEA Section The IEP 1.A statement of the childs present levels of academic achievement and functional performance, including-- (i) How the childs disability affects the childs 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 childs needs that result from the childs disability to enable the child to be involved in and make progress in the general education curriculum…

6 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 Education6

7 7 PLAAFP - Foundation Contains: A description of Strengths Learning Needs Progress in the General Curriculum TUSD Exceptional Education7

8 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 Education8

9 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 Education9

10 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 wont relate to the students needs. Peter Wright and Pamela Wright TUSD Exceptional Education10

11 11TUSD Exceptional Education11 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

12 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 TUSD Exceptional Education12

13 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 childs needs that result from the disability to enable the child to be involved in and make progress in the general curriculum. TUSD Exceptional Education13

14 14 Measurable Terms Not Measurable Demonstrate Improve Seek Feel Develop Appropriate Understand Distinguish Apply Measurable Read orally Say Retell List Label Draw Match Write State TUSD Exceptional Education14

15 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 Education15

16 16TUSD Exceptional Education16 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 CriteriaEvaluation 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

17 17TUSD Exceptional Education17 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.

18 18TUSD Exceptional Education18 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

19 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 Education19

20 20TUSD Exceptional Education20 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 ProviderBaseline DataCriteriaEvaluation 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

21 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 Education21

22 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 doesnt mean measurable. Curriculum vs. Skills TUSD Exceptional Education22

23 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 Education23

24 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. 1. Alice will button 5 small buttons on a practice strip of fabric, 4/5 trials with minimal assistance. 2. Alice will unbutton 5 small buttons on a practice strip of fabric, 4/5 trials with minimal assistance.

25 25 You Make the Call Answers!

26 26TUSD Exceptional Education26 You Make the Call 1. Given 100 high frequency spelling words, Darleen will correctly spell 75/100 4/5 times tested. Service Provider Baseline DataCriteriaEvaluation 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

27 27TUSD Exceptional Education27 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 CriteriaEvaluation 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

28 28TUSD Exceptional Education28 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. Service Provider Baseline DataCriteriaEvaluation 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 Acceptable Rewrite

29 29TUSD Exceptional Education29 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 DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher 2/5 opportunities 4/5 opportunities Teacher charting Quarterly Acceptable

30 30TUSD Exceptional Education30 You Make the Call 4. Herman will cut out a circle correctly 3/5 opportunities. Service Provider Baseline DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher Herman can cut out 5 circles. 3/5 times.Teacher observation and data collection Quarterly Not Acceptable

31 31TUSD Exceptional Education31 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. Service Provider Baseline DataCriteriaEvaluation 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 Acceptable Rewrite

32 32TUSD Exceptional Education32 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 DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher Elaine is inconsistent with matching money values 8/10 coinsTeacher Test Quarterly Not Acceptable

33 33TUSD Exceptional Education33 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. Service Provider Baseline DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher Elaine can match coins to their correspondin g value 2/10 opportunities 8/10 opportuniti es Teacher Test Quarterly Acceptable Rewrite

34 34TUSD Exceptional Education34 You Make the Call 6. Jacqueline will use correct regular and irregular past tense verbs. Service Provider Baseline DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher 1 out of 5 times. 70% of the time Teacher Test Quarterly Not Acceptable

35 35TUSD Exceptional Education35 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. Service Provider Baseline DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher 5/20 words18/20 words Teacher Test Quarterly Acceptable Rewrite

36 36TUSD Exceptional Education36 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 CriteriaEvaluation 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

37 37TUSD Exceptional Education37 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 DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher 2 out of 5 opportunities 4 out of 5 opportunities Teacher observation and charting Quarterly Acceptable

38 38TUSD Exceptional Education38 You Make the Call 9. Julie will decode words, using knowledge of phonics, syllabication, and word parts. Service Provider Baseline DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher 60% accuracy80% accuracy Teacher Test Quarterly Not Acceptable

39 39TUSD Exceptional Education39 You Make the Call Given a weekly list of 10 CVC pattern words, Julie will correctly read 8/10 words weekly. Service Provider Baseline DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher 3/10 words weekly 8/10 words weekly Teacher Test Quarterly Acceptable Rewrite

40 40TUSD Exceptional Education40 You Make the Call 10. Brenda will reduce inappropriate behavior in the classroom 5 outbursts over a period of 4 weeks. Service Provider Baseline DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher Brenda expresses her anger inappropriately in class. 5 outbursts over 4 weeks. Data charting Quarterly Not Acceptable

41 41TUSD Exceptional Education41 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. Service Provider Baseline DataCriteriaEvaluation Method Evaluation Frequency Special Education Teacher 2/5 opportunities 4 out of 5 opportunit ies Data charting Quarterly Acceptable Rewrite

42 42TUSD Exceptional Education42 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 DataCriteriaEvaluation 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

43 43TUSD Exceptional Education43 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 DataCriteriaEvaluation 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

44 44TUSD Exceptional Education44 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. Service Provider Baseline DataCriteriaEvaluation 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 Acceptable Rewrite

45 45 QUESTIONS? TUSD Exceptional Education45

46 46 Thank you to Catalina High School!!


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