Presentation on theme: "Standards Driven IEPs The slides that follow are an excerpt from materials generated by the DOE (J.Phenicie) in regard to Writing Annual Goals and Objectives."— Presentation transcript:
Standards Driven IEPs The slides that follow are an excerpt from materials generated by the DOE (J.Phenicie) in regard to Writing Annual Goals and Objectives. Please utilize this information as you prepare your IEPs. If you have any questions, please feel free to call Ms. Fussell at 434.799.6400 ext. 298.
Annual Goal Content The learner Skill or behavior Criteria Time reference
Fluffy is a 6 th grade student who is identified with a learning disability in math. She has difficulty solving multi-step practical problems involving whole numbers, decimals and fractions by using estimation, a skill expected of students her age. She can add and subtract with regrouping, however classroom assignments disclose that without the use of multiplication charts, she cannot solve multiplication and division problems correctly. Fluffy has received resource support in addition to math instruction and earned a score of 300 on the 5 th grade math SOL. Fluffy’s parents report that homework is confusing when different types of problems are mixed on the same homework sheet. In September 2005, Careers for Me II a career assessment for elementary students was administered. It revealed that Fluffy has an interest in working with animals.
Given a weekly spelling test comprised of 6th grade words, Fluffy will spell 8 out of 10 correctly by June 2006. (1) Fluffy will maintain a “C” or better in all of her classes. Progress will be assessed at the six-week marking periods. (2) Fluffy will find common multiples and factors, including least common multiple (LCM) and greatest common factor (GCF) with 85% accuracy by June 2006. (3) Given multiplication facts (0-9), Fluffy will recall products within 60 seconds by the end of the first semester with 100% accuracy. (4) The PLOP does not address this area as a deficit that is preventing Fluffy from accessing the general curriculum. (100) This is not a goal. It is the ultimate desired outcome for the Fluffy. It does not communicate what is preventing her from passing all of her classes. (99) This goal statement is part of the sixth grade curriculum (math 6.3a), not an area of deficit that prevents Fluffy from accessing the general curriculum. (98) According to information provided in the PLOP, this goal targets a skill that is preventing Fluffy from accessing the general curriculum. (97)
John is a 9th grader who is identified with a specific learning disability (SLD) in the area of reading. He repeated 1st grade. At the last triennial, OHI was added as a secondary disability due to a diagnosis of ADHD. Reading difficulties with fluency and comprehension along with his tendency to become distracted have hindered John’s access to the general education curriculum. John has not passed the 8th grade literacy test, even with accommodations. His recent standardized tests (Woodcock Johnson III-May 16, 2006) reveal that he performs in the low average range and has difficulty with fluency and comprehension. This is consistent with reported difficulty in independent reading comprehension, identifying relevant content information for studying purposes, and working independently. John tends to talk over others and gets angry when redirected. John benefits from graphic organizers and repeated exposure to information (classroom observation and teacher reports submitted May, 10, 2006). John stated in an interview (April 10, 2006) that he likes to make things and wants to take an art class in high school. He thinks that being a chef might be a fun job. He does not read for pleasure, but uses cookbooks to prepare recipes. He is able to use the Internet to get information (April 10, 2006). John’s parents report that he does not follow directions and that he needs repeated reminders to complete tasks. During an interview with his counselor (May 15, 2006) John completed the Reading-Free Vocational Interest Inventory. His interests appear to lie in areas of Consumer Economics and Skilled Service. During the interview John stated that he wants an apartment but understands that he will need to live at home and save enough money to pay rent and bills. He takes care of personal grooming, but frequently forgets to take medication on his own.
Annual Goal for John (Poorly Written) Behavior (functional skill to access classroom setting) John will comply with school and classroom conduct expectations 95% of the time, measured and reported by student and teachers’ behavior charts by June 16, 2006.
Example Annual Goal for John Behavior (functional skill to access classroom setting) John will increase appropriate class participation by raising his hand and being recognized by the teacher before speaking to at least 2 times daily per class as measured by a self-monitoring system during English, History, and Science classes by June 16, 2006.
Given weekly math worksheets, John will answer 8 of 10 questions correctly by, June 2006. (3) John will maintain a “C” or better in all of his classes. Progress will be assessed at the six-week marking periods. (5) By June, John will read silently from grade level material at a rate of 135 words per minute and correctly answer literal, inferential, and evaluative questions in 4 out of 5 trials. (1) John will read and analyze a variety of literature, identifying the following: format, text structure, main idea, and characteristics that distinguish literacy forms. (4) John will begin a culinary program at the community college by January, 2010. (2) The PLOP does not address this area as a deficit that is preventing John from accessing the general curriculum. (98) This is not a goal. It is the ultimate desired outcome for John, but it does not communicate what is preventing John from passing all of his classes. (96) According to information provided in the PLOP, this goal targets a skill that is preventing John from accessing the general curriculum. (100) This goal statement is part of the 9 th grade curriculum (reading 9.3 a-b), not an area of deficit that prevents John from assessing the general curriculum. (97) This is a postsecondary goal and needs to be reviewed at least annually but not measured annually. (99)
Aligned Reading SOL ER4: The student will demonstrate comprehension of fiction and nonfiction. A) Use pictures to make predictions about content. B) Retell familiar stories, using beginning, middle, and end. C) Discuss characters, setting, and events. D) Use story language in discussions and retellings. E) Identify what an author does and what an illustrator does. F) Identify the topics of nonfiction selections. Using Aligned SOL
Learner Behavior Criteria Time reference Kelsea will demonstrate comprehension of fiction and non-fiction by using line drawings/picture symbols to make predictions about content with 90% accuracy by May 2006. Example Kelsea’s Annual Goal Reading
Short -Term Objectives and Benchmarks are: Required for students being instructed using the Aligned Standards of Learning (ASOL) and who will participate in the Virginia Alternate Assessment Program (VAAP). Measurable intermediate steps of the goal. A way for teachers, parents, and students to understand whether the student is making progress toward the goal.