Presentation on theme: "WRITING EFFECTIVE IEP GOALS ASD Special Education Goal Bank 2011."— Presentation transcript:
WRITING EFFECTIVE IEP GOALS ASD Special Education Goal Bank 2011
Our objective for this presentation is to teach Special Education staff to write measureable annual goals the same way district-wide. The IEPPRO goal bank goals that were written this summer can serve as a model for other individual goals that may be written. Goals are part of writing the Individualized Education Plan-Program (IEP). More importantly, writing good goals that meet the specific child’s needs are critical to the process.
According to IDEIA and our Utah State Rules 2007, “The IEP must include: A statement of measurable annual goals, including academic and functional goals designed to: (1) Meet the student’s needs that result from the student’s disability to enable the student to be involved in and make progress in the general education curriculum; and (2) Meet each of the student’s other educational needs that result from the student’s disability; (3) For students with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives:” III.J.2.b
Measurable annual goals are statements that describe what a student can reasonably be expected to accomplish within a 12-month period in the student’s special education program.
Goals must be tied to the core. Goals must be stand alone statements. Goals should be skills and/or knowledge that will be mastered, not an activity. Goals would not usually be a complete task analysis.
An effective measurable goal meets the following requirements: Indicates what to do to measure accomplishment of the goal Yields the same conclusion if measured by several people Allows a calculation of how much progress it represents Can be measured without additional information and within a 12 month period Allows for consistency across grade levels, programs and classrooms.
IEP GOALS: FOUR COMPONENTS: Timeframe: specifies the amount of time in the goal period, i.e. one year Conditions: specifies the manner in which progress toward the goal is measured and involves the application of skills or knowledge Behavior: clearly identifies the performance which is being monitored; reflects an action which can be directly observed Criterion: identifies how much, how often or to what standards the behavior must occur in order to demonstrate that the goal has been achieved.
For example: Within one year, given a 4 th grade story prompt and 30 minutes to write, _________ will write a three paragraph essay using transition words in sentences and between paragraphs with 5 or less errors. Within one year, given a passage at 1 st grade level, ______________ will read aloud 20 frequently used sight words with 90% accuracy over three trials.
Within one year, given 20 fraction problems using addition and subtraction at a 4th grade level, ______________ will solve with 85% accuracy. Within one year, when given a built-up spoon ____________ will self-feed with minimal spillage 4 out of 5 trials.
TimeframeConditionBehaviorCriteria Within one year,given a 4 th grade story prompt and 30 minutes to write ______ will write a 3 paragraph essay using transition words in sentences and between paragraphs with 5 or fewer errors Within one year,when given a built- up spoon _________ will self-feed with minimal spillage 4 out of 5 trials.
What are Functional IEP Goals? The term is generally referred to skills or activities that are not considered academic or related to a child’s academic achievement. Instead it is used in the context of routine activities of everyday living. Examples: Social/behavior, emotional, and communication skills.
What to avoid: Vague, broad or general goals. Goals that state will improve reading ability, will improve his/her behavior, will do better in math should be stated much more specifically. Goals that describe staff behavior rather than student behavior: Dianne will have more opportunities to be mainstreamed. Goals that name specific programs, locations, methodologies, and/or people.
Can you tell what to teach, where to start and how to measure progress with the student if you received an IEP with this goal? Does the goal stand alone? We expect that as you write IEP goals you will use this format.
Remember: IEP Goals are the cornerstone of the IEP, and the IEP is the foundation of a child’s special education program.