1. Individualized Education Program
MODULE 11
Developing Measurable Annual Goals, Short-Term Objectives/Benchmarks
All comments and suggestions for slides are in italics

2. MODULE OBJECTIVES:
Gain knowledge and information regarding state/federal requirements regarding the development of measurable annual goals, benchmarks, and short-term objectives.
Identify the required components of measurable annual goals, benchmarks, and short-term objectives.
Provide examples of appropriate measurable goals, benchmarks, and short-term objectives.

3. Policy and Resource References
North Carolina Policies Governing Services for Children with Disabilities (November 1, 2007)
Department of Education Federal Register (August 14, 2006)

4. Developing Measurable Annual Goals
NC Policy requires that the Individualized Education Program include:
(2)(i) A statement of measurable annual goals, including academic and functional goals designed to-
(A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and
NC Policy

5. Annual Goals
(B) Meet each of the child’s other educational needs that result from the child’s disability;
(ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives.
Policy
In NC, this refers to students being assessed via Extend 1.

6. Measurable Annual Goals Creating Standards-based IEPs
Title 1/No Child Left Behind requires that students with disabilities assessed through modified achievement standards have annual goals aligned to grade level competencies.
In NC, students in grades 3-8 & 10 who are assessed via the Extend 2 are subject to this requirement.
ESEA 1111(h)
IDEA 612 (a)(15)
Handout “A Seven-Step Process to Creating Standards-based IEPs.

7. Measurable Annual Goals Standards Based
LEAs are not prohibited from requiring standards based IEPs for all students.
While not required to be documented on the IEP for all students, in developing annual goals for all students,
consideration must always be given to the state standards set forth in the general education curriculum.
Connecting the standard to the annual goal maintains high expectations and improves results.

8. The measurable annual goal is a statement that links directly to the areas of need identified in the present levels of academic achievement and functional performance.

9. Measurable Annual Goals
The annual goals in the IEP are statements that describe what a child with a disability can reasonably be expected to accomplish within the duration of the IEP.

10. Measurable Annual Goals
For each area needing specially designed instruction, determine the desired level of achievement or outcome for each goal for a student by considering the following:
Primary concerns stated in the present level of academic
achievement/functional performance.
Amount of time the student has left in school and the age of the student.
Skills needed to progress to the next level of performance.
Skills needed to achieve transition.
Behavior / skills that will improve with modifications.

11. Measurable Annual Goals
Strengths of the student.
Concerns of the parent for enhancing the education of her/his child.
Scope and sequence of the skill, curricular or behavior areas addressed.
Special factors.
Student’s learning behaviors.
Clustering behaviors or skills that are related.

12. Measurable Annual Goals Major Components
Any important givens/conditions (when, with what, where)…as applicable.
A skill/domain area (academic, behavioral, functional).
An observable learner performance (what the learner will be doing, an action).
Measurable criteria which specify the level at which the student’s performance will be acceptable (e.g., speed, accuracy, frequency)
1. If you can close your eyes and see it, then it is measurable.
2. “reading orally” is measurable, “improving” something is not measurable.

13. Measurable Annual Goals
What exactly does “measurable” mean?
Unfortunately, IDEA doesn’t define it.
Characteristics of Measurability:
Reveals what to do to measure whether the Goal has been accomplished. To measure something is to do something.
Yields the same conclusion if measured by several people.
A measurable goal allows us to know how much progress has been made since the last measured performance.
A measurable goal can be measured as written, without additional information.
Measurable goals contain givens (if necessary), the learner performance, and the criterion (level of performance to be reached).
If you cannot “measure” what is written…then it is not a measurable goal. For example, whether a student can “count to 10 without error” can be readily determined as it is stated. “Will improve counting skills” cannot be assessed without additional information

14. Measurable Annual Goals
Criterion or Level of Performance
(How well the learner must do)
Frequently used examples of criteria:
4 of 5 trials
3 consecutive days
% accuracy

15. Measurable Annual Goals
Use of percentage:
“The history of how this strange use of percentage began appears to be lost. But we should know not to aspire to have Josh cross the street safely 80% of the time.”
Excerpt taken from: Writing Measurable IEP Goals and Objectives; Bateman & Herr, 2006

16. Measurable Annual Goals
“The use of percentage needs to be carefully limited to a narrow range of goals”
Appropriate use of %: Jane will correctly spell 95% of the 6th grade spelling words dictated to her.
Inappropriate use of %: Jane will improve her behavior 80% of the time with 90% accuracy.

17. Measurable Annual Goals
Observable means:
Clearly defined
Visible
Countable behavior
1. Does the observable behavior pass the “dead man’s test=if a dead man can do it, it’s not a behavior.

18. Measurable Annual Goals
Examples of “observable” behavior
Reading orally
Dressing one’s self
Speaking to adults without vulgarities
Pointing, drawing, identifying, writing, etc.

19. Measurable Annual Goals
Non-Examples of observable behavior
Becoming independent
Respecting authority
Enjoying literature
Improving, feeling, knowing, etc.

20. Measurable Annual Goals Non-Measurable Measurable
John will use at least two strategies to take responsibility for his anger management with 80% accuracy.
Given verbal prompts by the teacher, John will display no more than one defiant behavior per day.
Given ten words, Alex shall group letters and pronounce letter sounds in words with 80% accuracy.
Given ten unfamiliar, regular CVC words, Alex will decode nine of ten correctly.

21. Measurable Annual Goals
Activity #1

22. PLAAFP: Activity #1 ISABEL
Present Level of Academic Achievement and Functional Performance
A review of informal checklist of social/emotional skills, indicate that Isabel is very social and loves to tease her friends in a playful way. When required to complete tasks, Isabel often avoids these tasks by talking with her friends, and it often takes 5-10 verbal prompts to get Isabel to begin the task. Once she begins, she almost always completes the tasks. When she is tired she exhibits extreme emotions: uncontrollable giggling, sobbing, and occasional anger, approximately 5 times per week (according to parental and teacher report). This inhibits her progress in the general curriculum, as she needs direct instruction of social skills.

23. PLAAFP: Activity 1, continued Isabel
Annual Goal : When required to complete tasks, Isabel will begin the task with a maximum of 3 prompts.
Annual Goal: When Isabel is tired, she will apply a replacement behavior in 3 of 4 instances.

24. Annual Goal Component Annual Goal Statement
1. Given/Conditions (when or under what conditions), as applicable
When required to complete tasks
2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional)
Social skills
3. Observable Learner Performance (Action)
Begin
4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times)
3 prompts

25. Annual Goal Component Annual Goal Statement
1. Given/Conditions (when or under what conditions), as applicable
When Isabel is tired
2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional)
Behavior
3. Observable Learner Performance (Action)
Replace
4. Desired Level of Achievement/Outcome
(Measurable Criteria…how well, how many times)
3 of 4 instances

26. SAMANTHA Present Level of Educational Performance:
A review of speech/language anecdotal log of observations indicate that Sam speaks using words and phrases. She doesn’t use complete sentences or questions when speaking. She responds to greetings appropriately. She doesn’t verbally express herself to gain others attention. Instead she grabs others and/or their clothing (e.g. hats, jackets) to initiate conversation or join in a group. These skill deficits affect her ability to communicate within the general education setting and develop appropriate social skills.
Annual Goal: Given non-instructional activities Sam will improve expressive language skills to initiate and/or join in conversations with others, an average of 3 times per week.
Integrated Goal: Yes

27. Annual Goal Component Annual Goal Statement
1. Given/Conditions (when or under what conditions), as applicable
Given non-instructional activities
2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional)
Expressive language
3. Observable Learner Performance (Action)
Initiate/join
4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times, over what period of time)
3 times per week

28. ANTHONY Present Level of Education Performance:
A review of curriculum based measures indicates that Anthony, a fourth grade student, can read 80 words per minute of connected text with 100% accuracy which is within the range of words per minutes established for typical peers in the second grade. Anthony demonstrates a relative strength in determining the meaning of unknown words by reading words in context and applying word structures (prefix, base words, and suffix). Anthony’s difficulties with reading fluently affect his ability to focus on the details of reading passages/assignments, which affects his ability to comprehend grade level content area subjects.
Annual Goal: Given a second grade reading passage, Anthony will orally read 105 words of connected text per minute with 100% accuracy.
4th Grade Competency Standard: Students will apply the basic features of reading to achieve fluent oral reading.
In this example, the domain is reading. A goa

29. Annual Goal Component Annual Goal Statement
1. Given/Conditions (when or under what conditions), as applicable
Given a second grade reading passage
2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional)
Reading
3. Observable Learner Performance (Action)
Orally read connected text
4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times, over what period of time)
105 words per minute with 100% accuracy

30. Herbie
Present Level of Academic Achievement and Functional Performance:
Based upon classroom informal math assessment, Herbie can count to 50, count objects to 50, recognize and write numerals 0-9, and group objects in sets. He recognizes a line, square, and circle, but not a rectangle or triangle. He cannot add or subtract 2 digit by 1 digit problems without regrouping, These skill deficits impact his ability to apply his knowledge to the third grade curriculum.
Annual Goal: Herbie will correctly mark a rectangle, triangle, cube, and cylinder, 8 of 10 trials.
Annual Goal: When directed by the teacher, Herbie will rote count to 100 with no errors.

31. Annual Goal Component Annual Goal Statement
1. Given/Conditions (when or under what conditions), as applicable
2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional)
Math readiness
3.Observable Learner Performance (Action)
Mark
4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times, over what period of time)
8 of 10 trials

32. Annual Goal Component Annual Goal Statement
1. Given/Conditions (when or under what conditions), as applicable
When directed by the teacher
2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional)
Math readiness
3.Observable Learner Performance (Action)
Rote count to 100
4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times)
No errors

33. JACK Present Level of Academic Achievement and Functional Performance:
Based on informal teacher assessment and review of observations from anecdotal record, Jack can sort one dollar bills, up to four dollars. Jack is unable to make coin combinations to equal one dollar. This affects his ability to calculate and problem solve in the general curriculum as well as in daily life skill activities.
Annual Goal:
Given coins (quarter, dime, nickel, penny), Jack will make coin combinations to equal one dollar, in 3 different ways, 9 of 10 trials.

34. Annual Goal Component Annual Goal Statement
1. Given/Conditions (when or under what conditions), as applicable
Given coins
2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional)
Math readiness
3. Observable Learner Performance (Action)
Combine coins to equal one dollar
4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times)
3 different ways, 9 of 10 trials

35. Amelia
Present Level of Academic Achievement and Functional Performance:
Amelia plays/engages in a preferential activity by herself for up to 30 minutes based on daily log of observations. She does not initiate play with her peers, and only plays alongside others when they have toys that are interesting to her. She often takes those toys rather than asking for a turn (on average 4 times per day). Amelia’s social skills interfere with her educational performance and development of relationships to work and play cooperatively with others.
Annual Goal: When other children are playing, Amelia will ask when she wants to play with particular toys that others are playing with, 4 out of 5 times.

36. Annual Goal Component Annual Goal Statement
1.Given/Conditions (when or under what conditions), as applicable
When other children are playing
2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional)
Behavior
3. Observable Learner Performance (Action)
Ask
4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times)
4 out of 5 times

37. Oliver
Present Level of Academic Achievement and Functional Performance:
According to teacher observation/anecdotal records, Oliver continues to struggle to create a product about a personal event as it relates to text (Competency 8.1). He has improved his recall of personal events. He has worked on creating text about his personal experience by creating photo journals of events he has participated in. He currently can add one or two words to describe the photo. Relating those events to a text is frustrating for Oliver because it is hard for him to make comparisons.
Annual Goal: Given photo journals, Oliver will write text to describe the photo using 5 descriptive words 4 of 5 trials.

38. Annual Goal Component Annual Goal Statement
1. Given/Conditions (when or under what conditions), as applicable
Given photo journals
2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional)
Writing
3. Observable Learner Performance (Action)
Write 5 descriptive words
4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times)
4 of 5 trials

39. Measurable Annual Goals
“The IEP is the heart of the Individuals with Disabilities Education Act (IDEA), and measurable goals developed from appropriate present levels of academic achievement and functional performance, are the heart of each IEP”
“A child is the root of the heart”
Bateman & Herr

40. Benchmarks/Short-term Objectives
For children with disabilities who take alternate assessments aligned to alternate achievement standards, the IEP must include a description of benchmarks or short-term objectives;
NC Policy (2)(ii)

41. Benchmarks and Short Term Objectives
Once the IEP team has developed measurable annual goals for a child, the team can develop strategies that will be most effective in realizing those goals and must:
develop either measurable, intermediate steps (short-term objectives) or,
major milestones (benchmarks) … to monitor progress during the year, and, if appropriate, to revise the IEP consistent with the student’s instructional needs.

42. Short-Term Objectives
Short term objectives (also called IEP objectives) are:
measurable, intermediate steps between the present levels of educational performance of a child with a disability and the annual goals that are established for the child, and
developed based on a logical breakdown of the major components of the annual goals, and can serve as milestones for measuring progress toward meeting the goals.
Make bullets

43. Short-Term Objectives
Describe what a given child is expected to accomplish in a particular area within some specified time period.
Determine the extent that the child is progressing toward those accomplishments.

44. Benchmarks
…, IEP teams may develop benchmarks, … describing the amount of progress the child is expected to make within specified segments of the year. … benchmarks:
establish expected performance levels that allow for regular checks of progress that coincide with the reporting periods for informing parents of their child’s progress toward achieving the annual goals, and
are the major milestones that the student will demonstrate that will lead to the annual goal. Benchmarks usually designate a target time period for a behavior to occur.

45. NOTED CHANGE:
An IEP team may use either short term objectives or benchmarks or a combination of the two depending on the nature of the annual goals and the needs of the child.

46. Benchmarks or Short-term Objectives
Major Milestones
(Benchmarks)
Measurable, Intermediate Steps
(Short-term Objectives)
Accomplished Over an Extended Period of Time
(e.g., school quarter/grading period or semester)
Define Progress Toward Meeting Annual Goals

47. BENCHMARKS (Components)
WHO (Student)
WHAT (Target Behavior)
WHEN

48. BENCHMARKS (Components)
WHO (Student)
Bill
WHAT (Target Behavior)
Use decoding strategies with words in isolation, phrases, and sentences.
WHEN
Bill will use decoding strategies with words in isolation, phrases and sentences by 6/1/09.

49. SHORT-TERM OBJECTIVES (Components)
WHO (Student)
WHAT (Target Behavior)
CONDITIONS / CIRCUMSTANCES – WHEN NEEDED
CRITERIA (Level To Indicate Attainment)
ON TARGET

50. Short-Term Objectives (Components)
WHO (Student)
Bill
WHAT (Target Behavior)
Identify a (appropriate) decoding strategy
CONDITIONS/CIRCUMSTANCES – WHEN NEEDED
Given one syllable words
CRITERIA (Level To Indicate Attainment)
8 of 10 trials
ON TARGET

51. Benchmarks and Short-Term Objectives
ACTIVITY #2

52. PLAAFP: Activity #1 ISABEL
Present Level of Academic Achievement and Functional Performance I
A review of informal checklist of social/emotional skills, indicate that Isabel is very social and loves to tease her friends in a playful way. When required to complete tasks, Isabel often avoids these tasks by talking with her friends, and it often takes 5-10 verbal prompts to get Isabel to begin the task. Once she begins, she almost always completes the tasks. When she is tired she exhibits extreme emotions: uncontrollable giggling, sobbing, and occasional anger, approximately 5 times per week (according to parental and teacher report). This inhibits her progress in the general curriculum, as she needs direct instruction of social skills.
Annual Goal : When required to complete tasks, Isabel will begin the task with a maximum of 3 prompts.
Annual Goal: When Isabel is tired, she will apply a replacement behavior in 3 of 4 instances.

53. Benchmark Component Benchmark Statement 1. Who Isabel 2. Will Do What
Begin a task with no more than 3 prompts
3. By When
By April 1, 2009

54. ISABEL
Annual Goal : When required to complete tasks, Isabel will begin the task with a maximum of 3 prompts.
Benchmarks:
1.By November 1, 2008, Isabel will begin a task with no more than 6 prompts.
2. By February 1, 2009, Isabel will begin a task with no more than 4 prompts.
3. By April 1, 2009, Isabel will begin a task with no more than 3 prompts.

55. Short-Term Objective Component
Statement
1. Who (Student)
Isabel
2. What (Target Behavior)
Identify 2 replacement behaviors
3. Conditions/Circumstances (as applicable)
Given instruction
4. Criteria/Level to indicate attainment
8 of 10 trials

56. ISABEL Short-term Objectives:
Annual Goal: When Isabel is tired, she will apply a replacement behavior in 3 of 4 instances.
Short-term Objectives:
Given instruction, Isabel will identify 2 replacement behaviors to use when she is tired, 8 of 10 trials,
When Isabel is tired and demonstrates emotional outburst, she will apply a replacement behavior in 1 of 4 instances, and
When Isabel is tired and demonstrates emotional outburst, she will apply a replacement behavior in 2 of 4 instances.

57. SAMANTHA Present Level of Educational Performance:
A review of speech/language anecdotal log of observations indicate that Sam speaks using words and phrases. She doesn’t use complete sentences or questions when speaking. She responds to greetings appropriately. She doesn’t verbally express herself to gain others attention. Instead she grabs others and/or their clothing (e.g. hats, jackets) to initiate conversation or join in a group. These skill deficits affect her ability to communicate within the general education setting and develop appropriate social skills.
Annual Goal: Sam will improve expressive language skills to initiate and/or join in conversations with others, an average of 3 times per week during non-instructional activities.
Integrated Goal: Yes

58. Benchmark Component Benchmark Statement 1. Who Samantha
2. Will Do What
Initiate/join in conversations
3. By When
December 10, 2008

59. Short-Term Objective Component
Statement
1. Who (Student)
Samantha
2. What (Target Behavior)
Initiate/join in conversations
3. Conditions/Circumstances (as applicable)
Given non-instructional activities
4. Criteria/Level to indicate attainment
3 times per week

60. Questions/Answers?????