Presentation on theme: "EUP Summer Educators’ Conference Connie Cullip August 29,2012."— Presentation transcript:
EUP Summer Educators’ Conference Connie Cullip August 29,2012
R 340.1721e (a) A statement of measurable annual goals, including measurable short-term objectives.
SMART Goals Specific Measurable Achievable Relevant Time Limited
Key Question: What should the child be doing? ◦ What areas of the general curriculum is the child having difficulty with because of his/her disability? ◦ What are the most important areas of the general curriculum for the child to master? ◦ What other areas are difficult for the child? Consider behavior, motor, social-emotional, communication, self-help. Purpose: To describe what a child can reasonably be expected to accomplish within 12 months with specially designed instruction and related services. Annual goals enable the child to be involved in and progress in the general curriculum. They are also intended to meet other educational needs that result from the child's disability. Definition: An annual goal: ◦ is directly related to the present level of performance which provides baseline information about the child ◦ sets the direction for working with the child ◦ is written for specially designed instruction, not all aspects of the child's educational program, unless the total program is special education ◦ provides a way of determining whether anticipated outcomes are being met, and whether placements and services are appropriate for the child's special needs. ◦ has three parts: the child... does what... to what level/degree Key Characteristics: ◦ describes what the child will do ◦ measurable ◦ functional ◦ observable ◦ meaningful ◦ comprehensive Writing Strategy: Describe the behavior the child will be doing when the goal is reached.
A well-written goal has four critical elements: Target date for achieving the goal. Identification of what the student will demonstrate. Under what conditions or to what level/degree the student will perform. How progress will be assessed/evaluated.
Objectives (or in other cases, benchmarks) are smaller steps. They break the annual goal down into smaller pieces.
Lets review some IEP goals and objectives. Using the 4 critical elements of a goal, determine if the following goals are measureable goals. Target date for achieving the goal. Identification of what the student will demonstrate. Under what conditions or to what level/degree the student will perform. How progress will be assessed/evaluated.
Annual Goal The student will develop/increase geometry skills Short-Term ObjectivesEvaluationCriterionSchedule G.GS.00.03 Create, describe, and extend simple geometric patterns. D - Documented Observation 60%Grading Period Know that angles on a straight line add up to 180° and angles surrounding a point add up to 360°; justify informally by “surrounding” a point with angles. D - Documented Observation 60%Grading Period
Annual Goal To improve reading skills. Short-Term ObjectivesEvaluationCriterionSchedule ***** will retell orally what he reads at his level. S - Student's Daily Work 75%Grading Period *** will summarize what he reads in written form with a beginning, middle and end. S - Student's Daily Work 75%Grading Period
***** will meet the requirements of the 6th grade Michigan Grade Level Content Expectations for Reading and Spelling as measured by general education classroom performance. Short-Term ObjectivesEvaluationCriterionSchedule *** will apply the skills of 3rd grade Word Recognition when reading text that leads toward meeting the 6th grade Reading requirements. O - Other - Classroom grades; teacher consultation with studen 70% or better on quarterly assessments Grading Period *** will apply the skills of 3rd grade Vocabulary when reading text that leads toward meeting the 6th grade Reading requirements. O - Other - Classroom grades; teacher consultation with studen 70% or better on quarterly assessments Grading Period ***will apply the skills of 3rd grade Spelling to exhibit skills that lead toward meeting the 6th grade Writing requirements. O - Other - Classroom grades; teacher consultation with studen 70% or better on quarterly assessments Grading Period
Student will improve social skills for interacting with peers and adults as measured by improved self- reporting on BASC2. Short-Term ObjectivesEvaluationCriterionSchedule Student will identify appropriate social strategies when dealing with frustration and disappointment O - Other - SSW Observation 3 out 4 timesGrading Period When prompted will be able to use one or more positive peer interaction skills during sessions and as observed in the classroom. O - Other - SSw observation 3/4 timesGrading Period
Annual Goal *** will demonstrate and increase his basic reading skills to a 3rd grade level based on the Leveled Literacy Intervention Program. Short-Term ObjectivesEvaluationCriterionSchedule *** will decode unknown words at a 3rd grade level through phoneme segmentation. S - Student's Daily Work90%Grading Period *** will identify characters, plot, and theme in a narrative story. D - Documented Observation 85%Grading Period When asked specific questions regarding grade level texts, *** will answer comprehension questions correctly 4/5 times. D - Documented Observation 85%Grading Period
Annual Goal *** will increase his legibility in writing 1st/2nd grade level texts through SIMS writing strategy and the Leveled Literacy Intervention Program. Short-Term ObjectivesEvaluationCriterionSchedule *** will utilize the writing process characteristics observed in the 1st grade writing GLCE's. S - Student's Daily Work 85%Grading Period *** will apply correct grammar and punctuation 3 out of 4 times in the context of writing. S - Student's Daily Work 85%Grading Period *** will identify and write High Frequency Words correctly 3/4 times as described through the LLI system. S - Student's Daily Work 85%Grading Period
Using the goals we just looked at, pick one and create a new goal. New goal-Share
By ____ the student date will___________________ demonstrate skill when/at___________________ Condition/Criteria on _______________________________ assessment/evaluation.
Pair up with someone for this exercise. Assume you have a great PLAAFP with current data.. Using the Common Core Standards, write measurable goals and objectives. Use the 4 critical elements of a goal to write your goals. Share
Target date for achieving the goal. Identification of what the student will demonstrate. Under what conditions or to what level/degree the student will perform. How progress will be assessed/ evaluated.
CCSS.LA.5.RI.CCR.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ◦ CCSS.LA.5.RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.LA.5.RI.CCR.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ◦ CCSS.LA.5.RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.LA.5.RI.CCR.3 - Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ◦ CCSS.LA.5.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Demonstrated Need: DRA score is 60, 85 is passing Goal: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Modified Goal Description: Copy and paste the standard into the Modified goal description and make it measurable.
Who has to attend an IEP? Who is responsible for the goals in an IEP? How do staff get a copy of a students IEP? What needs to be documented in an IEP/post IEP? When does documentation need to be done? Can a parent opt a student out of a Statewide Assessment? What is PRN? When does it need to happen?
Regular Education Teacher on IEP Team Is Required by IDEA '97. The final Part B regulations incorporate the requirements of IDEA '97 regarding regular education teachers in the IEP process, including specifying that -- The IEP team for each child with a disability must include at least one regular education teacher of the child (if the child is, or may be, participating in the regular education environment) (see §300.344(a)(2)); and The teacher must, to the extent appropriate, participate in the development, review, and revision of the child's IEP, including – ◦ the determination of appropriate positive behavioral interventions and strategies for the child, and ◦ the determination of supplementary aids and services, program modifications, and supports for school personnel that will be provided for the child consistent with the IEP content requirements in §300.347(a)(3). (See §300.346(e))
Child's Teachers Must Have Access to IEP and Be Informed of their Responsibilities. §300.342(b)(2) (entitled "Implementation of IEPs") has been added to the regulations to specify that each public agency must ensure that -- THE IEP OF EACH CHILD WITH A DISABILITY IS ACCESSIBLE to each regular education teacher (as well as each special education teacher, related service provider, and other service provider) who is responsible for implementing the IEP; and EACH TEACHER AND PROVIDER IS INFORMED OF -- (A) his or her specific responsibilities related to implementing the IEP, and (B) the specific accommodations, modifications, and supports that must be provided to the child in accordance with the IEP. Mechanism for Informing Staff at Discretion of Agency. The above requirement is necessary to ensure proper implementation of the child's IEP and the provision of FAPE to the child. However, the mechanism that the public agency uses to inform each teacher or provider of his or her responsibilities is left to the discretion of the agency.
Public agencies are required to maintain records to show compliance with program requirements, pursuant to § 76.731 of the Education Department General Administrative Regulations (EDGAR) and the MARSE. Documentation must include sufficient written detail to demonstrate compliance. http://www2.ed.gov/policy/fund/reg/edgarR eg/edgar.html http://www2.ed.gov/policy/fund/reg/edgarR eg/edgar.html