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IEP SMART Goals to Improve Academics Eydie Wilson, Ph.D. Math Coach November 3, 2009.

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Presentation on theme: "IEP SMART Goals to Improve Academics Eydie Wilson, Ph.D. Math Coach November 3, 2009."— Presentation transcript:

1 IEP SMART Goals to Improve Academics Eydie Wilson, Ph.D. Math Coach November 3, 2009

2 Well written IEP goals will describe what the child will do, when and how he will do it and what the time frame will be for achieving it.

3 STUDENT(S) DATA Qualitative / Quantitative SMART Goals – IEP AIS Teaching Strategies

4 Overview 1. Data Analyze Major Trends  Activity 1: Data Statement/Wondering Chart 2. IEP SMART Goals SMART - Define the Characteristics Writing IEP Goal - Present Level Performance  Activity 2: Writing IEP Annual SMART Goals  Activity 3: Improving IEP Annual Goals 3. Academic Intervention - Question: What can we do as teachers? Teaching Strategies  Activity 4: Identify and Define Strategies

5 Data Types of Data Analyze Major Trends Activity 1: Data Statement/Wondering Chart

6 Data Qualitative (Describes a situation soft data – audio/video/transcripts) Classroom-based assessments (Direct Observation, Interviews, case study) Assessments – EClass, Written Documents (logs / check sheets) Quantitative (Numerical data defines a situation) Measurable and verifiable data that is amenable to statistical manipulation NYS Standardized Tests GPA/ ranking Surveys Logs / check sheets

7 NYS Math: Levels 1 and 2 Performance Indicators – G4 The Indicators are: Number Sense and Operations, Statistics and Probability, Algebra, Geometry, Measurement

8 Activity 1: Data Analysis Questions Analysis - Focus on performance 1. Data Statement: Indicate the Trends 2. Questions: Using the graph – Analyze and discuss the possible reasons for the high rate of incorrect answers

9 SMART Goals SMART Goals Characteristics Activity 2: Writing the IEP Goals

10 What Are SMART GOALS? S pecific M easurable A ttainable R ealistic T imely

11 S pecific Goals should be … Specific - > Say what you want to achieve Target areas of academic achievement, functional performance (behavior) to be taught Clear to anyone that has a basic knowledge of the student’s academic needs Answer the six "W" questions:  Who - is involved?  What - do I want to accomplish?  Where - Identify a location.  When - Establish a time frame.  Which - Identify requirements and constraints.  Why - purpose or benefits of accomplishing the goal.

12 M easurable Goals should … Be reasonable and objective Describe what a student can accomplish within a 12 month period Enable a teacher to assess the child’s progress

13 A ttainable Goal should be.. Reasonable, and Realistic Feasible in terms of available resources Action-oriented – written with action verbs

14 R ealistic Goals should … Results-oriented, relevant, reasonable Focus on the end results you desire rather than the activities necessary to get there  P.S. Progress and Performance must be monitored – Quantitative or Qualitative Assessments

15 T imely Goals should be  Time-based, tangible - grounded within a time frame  Enable you to monitor progress at regular intervals T can also stand for Tangible - When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.

16 Why use them?  SMART goals help educators become more accountable and responsible for the child's learning  Enables teachers to write measurable and objective IEP Present Level Performance (IEP pages 3,4,5) and Annual Goals

17 Academic Annual Goal  Statements that emanate from the present levels of performance which 1. Are measurable terms describing skill, knowledge or behavior that the student is going to work on during the next twelve months 2. Includes steps that provide directions for the teacher/related service and help the students work toward goal 3. How goals will be measured

18 PLP into Annual SMART Goal

19 How To Write SMART Goals  Identify specifically (e.g. Math, Behavior) what needs improvement Consult the data! What are the greatest areas in need of improvement?  Dig deep and get specific (disaggregate!) What is the Skill (math, behavior, etc) needs improvement

20 Example 1: PLP Goal  William has difficulty decoding multi-syllabic words which interferes with his reading comprehension and fluency.

21 Example: PLP -> Annual SMART Goal  In one year, William will decode multi-syllabic words containing prefixes, suffixes and root words. He will correctly decode 20 words in 5 weekly consecutive tests, with no more than 2 errors per test (80%). Progress will be assess by the classroom teacher using quizzes weekly for five weeks. SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

22 Writing the Goals … Questions Questions:  What do you want the student to know or be able to do in 12 months, and why can't he /she do it now?  What can he / she do now? Identify the starting point for each area of need and the current skills / knowledge?  What is the current progress? Describe the current progress in the area of need  Is each objective measurable?  Will they advance the student from the "Present Level to the "Measurable annual goals"?

23 You can make it measurable by…  Indicating a rate (e.g. 3 out of 4 times, 80% of the time, 5 minutes out of every 10, 75% success) When using a rate, be sure you can specify and measure the whole part (e.g. 80% of any 15-minute observation) Measurable Academic Goals

24 Measurable Behavior Goals  You can make student behavior measurable by … Defining the factors surrounding the behavior  precipitating events, such as, "when asked to work independently," or environmental factors, such as, "when dealing with female authority figures," or other patterns, such as "always after lunch," "in math class," "on the playground.“ Identifying the results of the behavior  removal from the classroom has increased [this behavior]." If this looks like a Functional Behavioral Assessment, it is.

25 Activity 2: Improve Annual SMART Goal

26 Improve This Goal…  Thomas will show evidence of one year of growth in mathematics each year in attendance. SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

27 SMART GOAL:  During the school year, given math strategies (paired association techniques) with frequent repetition and practice to facilitate automatic memory and recall of facts, Thomas will apply strategies to solve multi-step multiplication and division equations. He will demonstrate mastery by achieving 85% accuracy on 5 consecutive quizzes over a period of five weeks. Original: William will show evidence of one year of growth in mathematics each year in attendance.

28 Improve This Goal…  Stacy will meet or exceed the State’s writing expectations as measured by the yearly ELA scoring. SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

29 SMART GOAL:  During the school year, given multi- sensory reading instruction, Stacey will demonstrate mastery of the six syllable types by fluently decoding selected passages incorporating all six syllable types. In 5 consecutive weekly quizzes she will decode timed passages with no more than one error per page. Original: Stacy will improve reading skills as measured by the yearly ELA scoring.

30 Academic Intervention Question: What can we do as teachers? Teaching Strategies Activity 4: Identify and Define Strategies

31 Teaching Strategies  Common planning  Tutoring  One-to-one direct instruction  Small group  Games – Everyday Math, Impact Math  Technology – Math Websites  Evaluation indicators: Assessments

32 General Information  All Students on Levels 1 and 2 must receive AIS  Teachers must complete and submit a monthly calendar (hand-out)

33 Conclusion  DATA - Using DATA we are able to indicate objectively the student’s Present Level of Performance.  SMART Goals -Annual SMART Goals are generated based on PLP focused on what will be worked on over a 12 month period  Teaching Strategies -The SMART Goal will be attained through a variety of TEACHING STRATEGIES best suited for the student to achieve the goal.


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