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Creating Measurable Annual IEP Goals. Self-Assessment: Using the rating scale below, how would you rate your current use of measurable annual goals? 1=

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Presentation on theme: "Creating Measurable Annual IEP Goals. Self-Assessment: Using the rating scale below, how would you rate your current use of measurable annual goals? 1="— Presentation transcript:

1 Creating Measurable Annual IEP Goals

2 Self-Assessment: Using the rating scale below, how would you rate your current use of measurable annual goals? 1= My objectives are measurable, but I didn't think my annual goals had to be. 2= I don't always write measurable annual goals because I don't have a way to get baseline information. 3= I am consistently writing measurable annual goals. 4= I have mastered the skills of writing measurable goals and use various tools to measure student growth.

3 Our Measurable Goal: Upon return to their districts, all participants will further develop their skills of writing measurable annual goals by increasing their self- assessment score to a 3 or 4.

4 Supporting Materials The Measurable Goals Requirement Smart Goals Template Ex. Goals & Obj Rating Scale Template VI Skills List (for use with rating scale template) Example Rating Scales

5 Agenda Compliance requirements What is a measurable goal? Short-term objectives Skills vs. expectations Progress monitoring

6 The Measurable Goals Requirement As of October 1, 2011, the Michigan Department of Education requires measurable annual goals. The Michigan Compliance Standards for Special Education define compliance with IDEA for measurable annual goals.

7 What does a measurable goal do? Predicts what a student will know or be able to do by the end of the IEP year. Explains how progress will be measured throughout the course of the year. Takes the focus away from individual objectives and places it on the overall goal.

8 The Old Way: Chris will lose weight.

9 The New Way: By April 2013, Chris will weigh 155 pounds as measured by weekly WW visits.

10 Measurable Goal Template (One Example!) By March 2014, the student will improve his/her ___________ skills by increasing his/her ____________ score from ______ to _______.

11 What About Objectives? Previously, the MDE allowed for two measurable objectives to equal a measurable goal. This is no longer the case! Short-term objectives (at least 2) are still required, but will now be used to build capacity towards the overall measurable goal.

12 Short-Term Objectives Objectives are referred to as SHORT-TERM for a reason. They are not meant to be focused on or measured throughout the entire IEP year! STO's are designed to incrementally build capacity towards the measurable goal through specific smaller skills or benchmarks.

13 EXAMPLE By April 2013, Chris will weigh 155 pounds as measured by weekly WW visits. 1. By September 2012, Chris will weigh 175 pounds. 2. By January 2013, Chris will weigh 165 pounds.

14 Skills vs. Expectations Skill Development: Supported by IEP goals and objectives Expectations: Supported by classroom rules, policies, and procedures

15 Breaking Down Expectations Into Skills What barrier(s) does the student have in order to meet the expectation? What SKILLS does the student need to acquire that would assist them in meeting the expectation?

16 The Key to Writing Measurable Goals......is having a tool to measure skill development and provide baseline data before you start!

17 Creating Your Own Measurement Tool Rating scales and rubrics are ways to develop measurement tools when one isn't readily available for the skill you want to improve.

18 Progress Monitoring The schedule of how frequently measurable goals and STO's are monitored should be AT LEAST monthly. This is different from how often progress is reported to parents, which is quarterly or by trimester.

19 Contact Information Mindy Miller HI/VI Administrator Kalamazoo RESA (269) Micah Bormann TCVI/ O&M Specialist Kalamazoo RESA (269)


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