2. The IEP Specialists at the Brooklyn Integrated Service Center:
Nicole Gourdine-Mew
Verna Phillip-Yalley
Angela McBride
Nick Chavarria
Stephanie Kavasansky
Patricia Mills

3. An IEP needs to include goals in all areas of weakness or challenge for a child:
True
False 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

4. Standard Operating Procedures Manual (SOPM) Annual Goals:
The IEP must include measurable annual goals consistent with the student’s needs and abilities.
Annual goals are developed to address the individual student’s needs from the present levels of performance
There must be a direct relationship between the annual goals and the present levels of performance
Annual goals are statements, which emanate from the present levels of performance
Annual goals, in measurable terms, describe a skill, knowledge or behavior that the student can reasonably be expected to accomplish within a twelve-month period.
Annual goals may be academic, address social or behavioral needs, relate to physical needs or address other educational needs resulting from the student’s disability.
Annual goals must be specific to and reflect the students’ needs as identified by the IEP Team.

5. Annual goals must be measurable, clearly defined, observable outcomes written to:
Meet the needs that result from the student’s disability to enable the student to be involved and progress in the general education curriculum to the greatest extent appropriate
• Meet the student’s other educational needs that result from the disability
• Identify the instructional level at which the student will be working
• Be related to the educational standards or skills appropriate for the student given his/her current level of performance

6. IEP Annual Goals
The IEP annual goals do not list everything a student is expected to learn in a year and are not a substitute for the general education curriculum. The IEP therefore, is not intended to identify content area goals.
Instead, annual goals are linked to the learning standards established for all students by reflecting the foundation skills (e.g. reading, writing, listening) and/or strategies the student requires to master the content of the curriculum and meet standards established for all students.
They focus on offsetting or reducing the learning or behavioral problems resulting from the student’s disability so that the student can access and progress in the general education curriculum or alternate performance indicators.
The IEP Team must also write goals that address the student’s individual needs, including needs not necessarily related to the general education curriculum such as behavior and transition, where appropriate.

7. Annual Goals-SOPM
The IEP must include measurable annual goals consistent with the student’s needs and abilities.
Annual goals are developed to address the individual student’s needs from the present levels of performance
There must be a direct relationship between the annual goals and the present levels of performance
Annual goals are statements, which emanate from the present levels of performance
Annual goals, in measurable terms, describe a skill, knowledge or behavior that the student can reasonably be expected to accomplish within a twelve-month period.
Annual goals may be academic, address social or behavioral needs, relate to physical needs or address other educational needs resulting from the student’s disability.
Annual goals must be specific to and reflect the students’ needs as identified by the IEP Team.
Annual goals must be measurable, clearly defined, observable outcomes written to:
• Meet the needs that result from the student’s disability to enable the student to be involved and progress in the general education curriculum to the greatest extent appropriate
• Meet the student’s other educational needs that result from the disability
• Identify the instructional level at which the student will be working
• Be related to the educational standards or skills appropriate for the student given his/her current level of performance
The IEP annual goals do not list everything a student is expected to learn in a year and are not a substitute for the general education curriculum. The IEP therefore, is not intended to identify content area goals. Instead, annual goals are linked to the learning standards established for all students by reflecting the foundation skills (e.g. reading, writing, listening) and/or strategies the student requires to master the content of the curriculum and meet standards established for all students. They focus on offsetting or reducing the learning or behavioral problems resulting from the student’s disability so that the student can access and progress in the general education curriculum or alternate performance indicators. The IEP Team must also write goals that address the student’s individual needs, including needs not necessarily related to the general education curriculum such as behavior and transition, where appropriate.
NOTE: Question: Must the measurable goals be written for every area of the general education curriculum or only in those areas in which the student’s progress is affected by the student’s disability?
Answer: The IEP Team should not include annual goals that relate to areas of the general education curriculum or school performance in which the student’s disability does not affect his/her ability to be involved and progress.
(For detailed information, please refer to the Special Education - Standard Operating Procedure Manual (SOPM)-2008: Section 6 pages )

8. Why are Measurable Goals Important?
Goals provide a roadmap for instruction and monitoring student progress
They are required by Federal, New York State law and the New York City Department of Education
If an IEP does not include them it is defective and open to a challenge that it denies FAPE
1-SEQA, compliance issues, SPP…
2-Hearing, lawyer’s fees, compensation…
3-What to teach and when to adjust. Also data is proof of your work/implementation of the IEP
Contributions by: Kathy Gomes, Regional SETRC PDS

9. Educational Benefit
Educational Benefit Review Process is a process that will assist in examining & reflecting on the quality of IEP development to increase student access to, participation and progress in the general education curriculum by providing an appropriate education.
Clarification:
A properly written IEP provides the blueprint for teaching. It focuses upon the factors that tend to interfere with student achievement and utilizes students’ strengths to enhance learning. In order to bring this about, the IEP must link the assessment results to effective teaching strategies. 9

10. Educational Benefit and IEP Annual Goal Development
Present Levels of Performance (PLOP)
Annual Goals
Facilitator Notes:
These three elements constitute the major underpinnings of IEP development.
Present levels of performance state how the student is currently performing in school relative to grade-level standards and are based on relevant functional and developmental evaluation information, including information provided by the parent.
Annual goals are statements which emanate from the present levels of performance in measurable terms.
Plan and deliver instruction
Measure progress (on-going assessment)

11. (Detailed Focused View)
Present
Levels of Performance
Needs &
Concerns
Annual Goals
Accommodations
&
Modifications
Services
Placement
Progress
Toward
Goals
Jose is a 9th grade student whose writing skills demonstrate elementary sentence structure, lack of organization, and multiple errors in grammar and punctuation. Jose is slow to complete writing assignments and depends on others for assistance. Jose works well in small groups or with a partner…
Jose’s writing skills demonstrate elementary sentence structure, lack of organization, and multiple errors in grammar and punctuation.
Jose will write a complete paragraph with at least 5 complex sentences, using a minimum of 5-7 words per sentence, including content-related vocabulary, with accurate grammar and punctuation, in all academic areas. Jose will achieve this goal in 4 out of 5 trials as determined through a rubric, classroom tests and quizzes. Progress will be assessed over a two week period by the ELA teacher.
Teacher-designed graphic organizer, a rubric or a checklist for self monitoring when writing.
Whenever possible, Jose should participate in a small group for classroom activities.
Reduction of task size, or extra time allocated, to accommodate slow processing in writing and math.
Testing: Time and one-half
15:1
Speech 2X30-8:1
Will be noted on IEP page 6 progress report
When we started this workshop, we began with a discussion of how good instruction and SMART annual goals all come from the PLOP. In this slide, we want to highlight:
- how the six areas are interconnected.
- From the PLOP, we can determine the needs and concerns of a student which in turn leads us to a well written SMART annual goal.
- This in turn drives the needed accommodations/modifications for the student.
- Finally, this information drives the program and placement as well as how we measure progress towards the goal.
Ask participants: What are the connections that you can find in this example? Elicit responses.
Possible responses:
Needs & concerns connect to PLOP.
Annual goal drives needed accommodations/modifications., etc.
This is what we call an “educational benefit” activity – there is horizontal alignment throughout from PLOP to Progress Toward Goals.
(Detailed Focused View) 11

12. Annual Goals: Some Suggestions
Use language parents and educators can understand.
Start with the Present Levels of Performance for baseline data.
Be realistic, but aim high.
What is realistic based on child’s disability, stamina, normal learning rates?
Street crossing example. Safety behaviors -> 100%.

13. Frequently Asked Questions
How many annual goals must be included in an IEP?
This will depend on the needs identified in the student’s present levels of performance (IEP pages 3, 4 & 5).
Must the measurable annual goals be written for every area of the general education curriculum or only in those areas in which the student’s progress is affected by the student’s disability?
The IEP Team should not include annual goals that relate to areas of the general education curriculum or school performance in which the student’s disability does not affect his/her ability to be involved and progress.
May staff members complete the IEP (in whole or part) before the IEP meeting?
Staff members may bring draft recommendations and goals to a meeting If these are brought to a meeting, participants must be informed that they are in draft form and are subject to review.
Standard Operating Procedures Manual (SOPM)
What is realistic based on child’s disability, stamina, normal learning rates?
Street crossing example. Safety behaviors -> 100%.

14. GOALS ≠ Curriculum
Annual Goals enable the child to be involved in and progress in the general curriculum.
Identify skills crucial for learning the curriculum
Identify skills that meet other educational and developmental needs; e.g. Related Service goals
Goals do not equal curriculum. If they did, the list would be endless!

15. Basic Learning Skills/Needs
Determine which areas of need affect the student’s ability to succeed in the general education curriculum.
Examples include, but are not limited to:
Reading, Writing, Listening
Decoding
Comprehension
Other……
Math
Computation
Problem Solving
Other…..
Communication
Memory
Cognitive processing
Study skills
Organization
Attention
Social skills
Community living skills
Visual processing /perception
Auditory processing
/perception
Motor skills
Behavior

16. _____ _____ JARGON-FREE
Student’s STRENGTHS & needs should be described in this section.
Describe the instructional implications of the testing results listed below
(What do the testing results, listed in the section below, look like in classroom instruction?).
JARGON-FREE
IMPORTANT: All student’s academic needs described in this section should be addressed on IEP page 6-annual goals.
Include present levels of performance from related service providers (if applicable).
Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP page 10
_____
_____
Results of the assessments in this section should be described above
(Scores recorded should be current –
within 1 year)
Results of the assessments in this section should be described above
(Scores recorded should be current –
within 1 year)
Indicate the instructional modifications and resources to enable the student to succeed (e.g. learning styles, visual aids, books on tape, manipulatives, etc.). What will the student need immediately for access to grade-level curriculum. What modifications, if any, are needed while remediation related to Annual Goals is taking place?
There can be more than one IEP page three; e.g. 3a, 3b, 3c, etc. 16

17. Linking Annual Goals to Modifications and Accommodations Academic, Social/Emotional and Health/Physical Management Needs IEP Pages 3, 4 & 5
This section appears on the bottom of pages three, four and five of the IEP, and is critical for cohesively linking assessment results to effective teaching and classroom management practices on a daily basis, providing educational benefit.
Indicate the instructional modifications and resources to enable the student to succeed, for example:
visual aids
learning styles (visual, audio, etc.)
graphic organizers/lesson outlines
Picture exchange communication
system
books on tape/peer reader
manipulatives
calculator
(frequent) breaks
time-out area
checklists
pencil grips
shortened assignments
content area pick lists
simplify task directions
multi-sensory approach
token economy
hands-on activities
preferential seating 17

18. Will you know it when you see it?
Annual Goal Activity
Measurable & observable?.... Or Not?
Place next to measurable & observable examples
and X next to non measurable & non observable examples.
Point to
Read orally
Write a paragraph
Remember
Realize
Circle
Be familiar with
Count blocks
Categorize
Enjoy
Spell orally
List in writing
Know
Walk
Understand
Illustrate
Grasp the meaning of
Some actions are clearly observable, while others are non specific and tend to fall into grey areas. For example:
Participate in: This is not observable because it begs the question, In what way will the student be involved in an activity that will lead to goal achievement?
Attend to: To what extent will the student attend to a task?
Will you know it when you see it?

19. According to the New SOPM:
Short-term objectives are no longer required for students who participate in City and State-wide testing.
IEPs will now have Annual Goals only
Only pre-school students and students who participate in New York State Alternate Assessment (NYSAA) will require short-term objectives
Annual Goals must be directly related to the Present Levels of Performance
Annual Goals must be measurable and observable

20. An Annual Goal Writing Template
The following slides offer a useful method for writing Annual IEP Goals without short-term objectives. The method offers us an acronym that helps us ensure that we include all of the elements that are necessary for writing goals that guarantee educational benefit for students.

21. S.M.A.R.T Annual Goals
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. The main purpose is to ensure that all 5 elements are included in each annual goal.
S – Specific: Describe what the student will one year from now that s/he cannot do today.
M – Measurable: Describe the criteria that will be used to measure successful achievement of the goal.
A – Achievable: Based on the student’s current level of performance, what is a reasonable and attainable higher level of performance that the student will achieve within one year?
(What will you see happening a year from now that you don’t see happening at the present time, and what can the student reasonably be expected to be able to do in one year?)
R – Relevant: Does the annual goal reflect individual needs identified in the Present Levels of Performance? How does the annual goal relate to the student’s classroom performance?
(Annual goals emanate from the present levels of performance and must have a direct relationship with classroom performance).
T – Time Related: Describe how long the goal will take to achieve, and embed the evaluation schedule

22. Annual Goal Sample: Reading
Present Level of Performance: Sam is a 6th grade student. He has difficulty decoding multi-syllabic words which interferes with his reading comprehension and fluency. Sam......
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Annual Goal:
In one year, Sam will decode multi-syllabic words containing prefixes, suffixes and the six syllable types. Sam will correctly decode 10 real and 10 nonsense words in 5 weekly consecutive trials, with no more than two errors per trial (90%).
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

23. Annual Goal Sample: Writing
Present Level of Performance: Jose is a 10th grade student whose writing skills demonstrate elementary sentence structure, lack of organization, and multiple errors in grammar and punctuation. Jose…...
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Annual Goal: In one year, using a teacher-made rubric, Jose will *write a complete paragraph with at least 5 complex sentences, using a minimum of 5-7 words per sentence, including content-related vocabulary, with accurate grammar and punctuation, in all academic areas. Jose will achieve this goal in 4 out of 5 trials as determined through classroom tests and quizzes, over a two week period by the ELA teacher (*Described on a 6th grade level)
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

24. Annual Goal Sample: Speaking & Transition
Present Level of Performance: Angela has difficulty speaking in public. When asked to answer a question in class she is often reluctant stating that she fears she is incorrect. Angela…
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Annual Goal: Within one year, during a simulated job interview with a staff member or peer, Angela will be able to respond appropriately to ten questions used in interviews with 100% accuracy in 3 out of 4 trials as assessed by her teacher over four consecutive weeks through observations and recorded answers.
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

25. Annual Goal
Present Level of Performance: Susan can solve one-step problems with the four basic arithmetic operations, but has difficulty recalling basic multiplication facts and following multi-step processes. Susan….
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Annual Goal: Within one year, given a word problem requiring two basic arithmetic operations, Susan will determine the steps needed to solve the problem and will correctly complete the problem. Susan will demonstrate mastery by achieving 80% accuracy on 4 consecutive quizzes each containing 5 word problems over a 4 week time period.
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

26. Annual Goal Sample: Social/Emotional
Present Level of Performance: Gary often attempts to distract his peers by making jokes, tries to initiate conversation, and looks for reasons to leave his desk. Gary….
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Annual Goal: In one year, during small group instruction, given one teacher verbal prompt each instructional period, Gary will participate in instructional activities without distracting others, as observed and charted by the classroom teacher, recording time on task as evaluated over a 2 week period with no more than 3 infractions.  
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

27. Annual Goal Sample: Organization
Present Level of Performance: Dylan has difficulty organizing his work.  He frequently loses assignments, does not keep track of when assignments are due and cannot locate materials needed to complete an assignment. Dylan…
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Annual Goal: Dylan will create and maintain a color-coded folder and an assignment sheet for each of five classes, for one year, to help him organize his papers and turn in assignments on time for 5 out of 5 classes as measured by a teacher made checklist, and teacher observation. Teacher will evaluate every 4 weeks.
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

28. Annual Goal Sample: Occupational Therapy
Present Level of Performance: Thomas is an 8 year old boy who is currently attending a third grade CTT class. Although Thomas wears eye glasses throughout the day for nearsightedness, he does not demonstrate visual acuity concerns . Thomas' handwriting is legible and appropriate for his age. Thomas enjoys participating in journal writing. Adaptations have been implemented which include preferential seating in the classroom. When copying assignments from the chalkboard, Thomas often skips lines or demonstrates letter/word omissions. He is unable to align his writing within the margins. He requires visual cues to identify boundaries. Math assignments are also a challenge for Thomas due to difficulties with number alignment…   
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Annual Goal:
Within one year, using a handwriting program designed to reinforce alignment, boundaries and completeness of text and given a daily accuracy check, Thomas will copy assignments from the board to his notebook independently, accurately, within boundaries and properly aligned daily, without any omissions of words and within the time allotted by teacher. Progress will be measured over a two week period for 100% accuracy.
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

29. Annual Goal Sample: Transition
Transition should be addressed in the IEP page 3-Present Levels of Performance, on IEP page 6-Annual Goals, and on IEP page 10-Transition for students 14 and older
Indicate the student’s needs, preferences and interests, relating to the transition (age 14 and older) from school to post-secondary outcomes.
On IEP Page 3: During the IEP conference, Steve expressed interest in working as a computer technician.
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Annual Goal: In one year, using a teacher made rubric, Steve will read and summarize 10 articles from computer trade magazines of his choice and/or from the internet with 80% accuracy each marking period.
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

30. Annual Goal Sample: Physical Therapy
Present Level of Performance: Omar presents with weak muscles in his legs and trunk and uses a manual wheelchair as his primary means of getting around the school and community. Omar independently navigates through the classroom and school, using his manual wheelchair. He requires some assistance (contact guard) from an adult to transfer from his wheelchair to/from his classroom chair. In the classroom and during lunch, he is able to sit in his chair/wheelchair with a proper upright posture for no more than 10 minutes. He fatigues after 10 minutes and will assume a slouched sitting posture….
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Annual Goal:
Within one year, given ongoing focused exercises to maximize muscle tone, Omar will maintain an upright sitting posture (sit without slouching) in his wheelchair or classroom chair for 20 consecutive minutes during each period (8 out of 8 periods) throughout the school day. Omar will require no more than 2 verbal cues from his teacher or paraprofessional each period. Progress will be measured over a two week period for 80% posture maintenance as observation by provider.
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

31. How to Monitor Goal Progress
Do what you committed to do when the goal was written.
Use the assessment process identified
Follow the evaluation schedule
Track the data
Monitoring Reporting
Report should be based on data collected
Statements such as “student is doing well” are subjective and open to (mis)interpretation.

32. Progress Reports
Page six has a dual function. Besides the expression of annual goals, page six provides us with a way to monitor a student’s progress.
This information must be provided to parents, and shared with students (when appropriate).
This information is also vary valuable to all the teachers that work with a student, especially when the student moves from one grade to the next.

33. # of Report cards
Annual Goals are statements which are created from the PRESENT LEVELS OF PERFORMANCE and in measurable terms, describe a skill, knowledge or behavior that the student can be reasonably expected to accomplish within one year.
All Related Service Providers must collaborate & contribute functional goals
See Progress key below
Short term objectives (required for alternate assessment students only)
are intermediate steps moving towards the achievement of their annual goals
Progress reports
are to be completed
and sent home
every marking period
for every annual goal
Goals relating to transition should address the educational instruction that will be provided to the student to achieve post-secondary goals & interests as indicated on IEP pages 3 &10
PROGRESS KEY

34. Appendix
This section contains activities for professional development events, as well as samples of annual goals that are aligned with present levels of performance.
As you read the first four examples, try to use the SMART color code to identify the different elements of each goal.
More color-coded examples follow.

35. Present Level of Performance:
On the reading comprehension subtest, on which he was required to provide correct answers to questions related to a passage read silently, Gary demonstrated the ability to comprehend reading material on the fifth grade level. His weakness in organizing information appears to affect comprehension. His teacher reports that Gary struggles to understand content area reading assignments, and he takes a long time to complete tests.
Annual Goal:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
Carmen has decided to pursue a career in animal care. She wants to focus on becoming a veterinarian. Carmen’s writing lacks sentence structure and paragraph organizational skills. She writes in simple sentences and does not use details to support her ideas. ….
Within one year, Carmen will complete a journal by writing eight to ten sentences for each entry, including an opening topic sentence, supporting details, and a concluding sentence, reflecting information learned from viewing 20 documentaries or informational shows about animals, on television and/or the internet, related to animals and animal care professions. Progress will be evaluated monthly for 80% accuracy based on a teacher made rubric (one entry per documentary, two full entries per month).
SAMPLE

36. Present Level of Performance:
SAMPLE
Present Level of Performance:
Crystal comprehends below her grade level and struggles with short term memory as evidenced by her inability to retain information from passages read. Crystal uses her computer to write messages. Filling out forms, including job applications is a challenge. Crystal benefits from repeated instructions and demonstrations……
Annual Goal:
Within one year, Crystal will be able to complete forms such as working papers, job applications, a learners permit, etc. with assistance accurately 4 out of 5 trials. Progress will be measured monthly by her teacher based on her portfolio and class activities.
Gerald is reading at the 6th grade level. His comprehension is stronger than his decoding skills. Gerald’s test performance has greatly improved on content area tests when they are read to him and when he has more time to complete them. Gerald seems to learn best when he listens to text or is shown examples…..
Within one year, when presented with chapter-long reading assignments in Science, Social Studies, English Language Arts and/or articles focused on his career choice of becoming a Sports Newscaster, Gerald will use SQR3 strategies (survey, question, read, recite, and review) to earn scores of at least 80% in 4 out of 5 quizzes/tests. Progress will be evaluated every 4 weeks by his teachers.

37. Sample Annual Goal – Writing ( Grammar and Spelling)
Mahmud can write isolated paragraphs with topic sentences and supporting details. His writing is characterized by simple sentences and multiple punctuation and grammar errors. He has difficulty expanding on topics due challenges in sequencing his thoughts.
S - Specific
M - Measurable
A - Achievable
R - Relevant
T – Time Related
In one year, using a structured writing program with scaffolded lessons and an editing rubric, Mahmud will write a 5 paragraph essay with paragraphs containing correct punctuation, subject-verb agreement and complex sentences, as measured by 5 consecutive weekly trials with no more than 2 errors per trial.

38. Sample Annual Goal (Social Emotional)
When confronted by new or challenging tasks, Lakshmi often lowers her head to the desk and refuses to engage in the assignment. When prompted by teachers or peers she often responds in a verbally abusive manner.
S - Specific
M - Measurable
A - Achievable
R - Relevant
T – Time Related
Within one year, given practice with conflict resolution strategies and given task segmentation (break down the task into small sequential pieces) by the teacher, Lakshmi will approach new academic tasks without lowering her head or becoming verbally abusive 100% of the time with no more than one teacher prompt, over a three consecutive week period.

39. Sample Annual Goal: Memory
Alonso consistently completes writing tasks when teachers provide multiple prompts in order to guide him through the writing process. He demonstrates difficulty in following the multi-step directions that precede assignments.
S - Specific
M - Measurable
A - Achievable
R - Relevant
T – Time Related
Within one year, Alonso will employ mnemonics and check lists as memory improvement strategies to enhance his ability to follow multi-step directions independently. Alonso will be able to follow the multi-step directions necessary to complete essay writing assignments with no more than one verbal reminder, as measured by three assignments, over a six consecutive week period.

40. Annual Goal Sample: Coping skills
Present Level of Performance: Yasmin has difficulty negotiating situations in which she is in conflict with her peers. Her inability to establish appropriate boundaries, and to respect the boundaries of others causes her to get into frequent verbal disputes with peers. She uses offensive and threatening language during her disputes.
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Annual Goal: Within four months, given conflict resolution strategies, and the opportunity to role-play in counseling sessions, Yasmin will state verbally to a peer when she feels that she has been disrespected or her personal space has been invaded, using appropriate, inoffensive words , in 4 out of 5 situations as assessed both in class and in unstructured setting by any of her teachers over two consecutive weeks through observations.
Note: Do not get “hung-up” on the color codes; many S.M.A.R.T. elements overlap. This is only one example to ensure that all 5 elements are included in the annual goal.

41. Activity Writing Management Strategies and Annual Goals
Now you have an understanding of the basics: The Present Levels of Performance generate management strategies and annual goals.
In your groups you will:
Receive and read a part of Gary’s Present Level’s of Performance.
Write academic, social or health management strategies.
Write a SMART annual goal (including transition, if you get that piece).
Share your work with the larger group.

42. Present Levels of Performance
Example 1: (Gary is an eighth grader.)
On the calculation subtest, Gary demonstrated mastery of addition and subtraction of four digit numbers, with regrouping. He has mastered the 2, 3, 5 and 10 multiplication tables for single digits. He struggles with long division, which affects his ability to solve algebraic equations. Test results show that Gary has trouble with sequential memory. This affects his ability to easily recall basic math facts, and slows down his completion of assignments. 42

43. Present Levels of Performance
Example 2:
On the reading comprehension subtest, on which he was required to provide correct answers to questions related to a passage read silently, Gary demonstrated the ability to comprehend reading material on the fifth grade level. His weakness in organizing information appears to affect comprehension. His teacher reports that Gary struggles to understand content area reading assignments, and he takes a long time to complete tests. 43

44. Present Levels of Performance
Example 3:
Gary’s frustration with his difficulties in reading comprehension interferes with his ability to stay engaged during silent reading assignments in the classroom, and when his peers are responding to teacher questions related to reading material. He often attempts to distract his peers by making jokes, tries to initiate conversation, and looks for reasons to leave his desk. His behaviors escalate when rebuffed by his peers. 44

45. Present Levels of Performance
Parental and student input helps to identify student strengths, interests and preferences.
Example 4:
Gary’s parents report that he enjoys building models and helping his father with home maintenance. Gary stated that he likes playing action video games. He says that he learns best when doing things with his hands. Gary says that he wants to learn how to build and fix computers as a possible career.*
* This is an example of a transition statement, required on IEPs for students 14 and older. Gary will turn 15 during this school year. 45

46. Present Levels of Performance
It is important to include information about which teaching and learning strategies have been successful with Gary and which ones have not.
Example 5:
Teachers report that Gary does not respond well to independent class activities. He does not like to work alone. He operates best during small group activities in which he has opportunities to share information with and learn from his peers. 46

47. Tools for Progress Reporting
Computerized Charting & Graphing
Microsoft Office charting tools
Chart dog (
Behavior Reporter: Behavior Report Card Generator (
Photocopier
Provide copies of data charts (preferably with a written explanation)

48. For More Information Contact your ISC support staff
Link to downloadable SOPM:
Link to all special education documents:
EducatorResources/default.htm

49. References
Standard Operating Procedures Manual: The Referral, Evaluation and Placement of School – Age Students with Disabilities. September NYCDOE Office of Special Education Initiatives.
NYCDOE Brooklyn Integrated Service Center
Special Education Department.
Creating A Quality IEP: Individualized Education Program Manual. January 2005, NYCDOE Office of Special Education Initiatives.
Annual Goals Presentation. 2005, NYC SETRC.