IEP Annual Goal Development Question & Answer Document

Format Notice the title – IEP Annual Goal Development Three sections Section 1: Measurable Annual Goals Section 2: Academic/Standards-Based Goals Section 3: Functional Goals Focus of the document is access and progress in the general education curriculum On 23 pages of content the word access is found 27 times

1.2 What is the purpose of an annual goal? Identify the specific area in which a student needs assistance for special education personnel Address critical needs that are keeping the student from accessing and/or progressing in the general curriculum

1.5 Does the goal criterion relate to passing an assignment/course? No The criterion is not the score required for passing the course or assignment (ex. 70, 70%, 7 out of 10 trials) The criterion should specify the amount of growth expected

1.9 What is the role of the PLAAFP in developing measurable annual goals? A goal is included in the IEP only after examining the PLAAFP A goal should be based on an area of need that is keeping the student from accessing and/or progressing in the general curriculum The PLAAFP should provide information on where the student is currently performing

1.12 What is the difference between an academic and a functional goal?

1.14 Does a student’s IEP need to include both functional and academic goals? All students must have annual measurable goals Based on the PLAAFP, some may have academic only, functional only or both

1.16 In which subject areas do students need enrolled grade-level measurable annual goals? Two situations in which a student must have an annual goal: When content is modified (goal must specify how the content is modified) When student is removed from a general education setting for any period of time (goal must be specific to content area, but may or may not modify the content)

1.17 Can one annual goal cover multiple subject areas? Functional goals can Academic goals can if the content standards cross multiple subject areas “All annual goals should be specific to subject area curriculum standards and cannot be generalized. For example, if a reading goal was implemented in a Social Studies course, implementation of this reading goal does not constitute modification of the SS TEKS. If a student’s reading deficits are so severe that the SS content needs to be modified, then the ARDC must include a goal that is specific to SS that identifies how the SS content is modified.”

1.18 For a student who receives special education services in a general education (mainstream) setting and does not have modified content in any subject area, must the ARD committee still develop measurable annual goals? Yes The goal must be developed from an area of need addressed in the PLAAFP that affects the student’s ability to make progress and/or access the general education curriculum The goal must clearly define the specially designed instruction that the child will receive If the ARD committee is unable to determine a need to include in the annual goals, reconsider if the student’s disability creates a need for special education services Leads into question 1.19

1.19 For a student who receives special education services in a general education mainstream setting and does not have modified content in any subject area, can the ARD committee write a “mainstream” or an “inclusion” goal for the student to master the TEKS for his enrolled grade-level? No 70% mastery of TEKS does not inform the specially designed instruction from a special education professional

1.24 Can attainment of a grade level standard be a student’s annual goal? No Must designate the specially designed instruction Relates to 1.19

1.25 Can mastery of the benchmarks/short-term objectives be the criterion for mastery of an annual goal? No

1.28 -1.31 Questions pertaining to transition If you have questions, submit to us in writing and we will forward to Region 20.

1.32 How does mastery of annual goals relate to grading and promotion? Grades must reflect the student’s relative mastery of an assignment Mastery of IEP goal does not automatically mean the student passed a course and passing a course does not mean IEP goals have been mastered If a goal is not mastered, the ARDC looks at: Was goal appropriate Was goal implemented correctly What adjustments need to be made to meet the student needs

2.3 What is the difference between an enrolled grade-level standards-based goal and the enrolled-grade level standards? Goal is not a restatement of the TEKS Goals should designate the specially designed instruction the student needs to attain the standard

2.8 Does having a standards-based/academic goal automatically mean a student has modified content? No Content is modified when the nature of the task is different than it is for the general student population

2.10 For a student who takes an alternate assessment (TAKS-M, STAAR Modified, or STAAR Alternate), does he need an academic standards-based IEP goal that corresponds with the tested content area? Yes Goals must link to content areas Example: Laundry doesn’t link to a TEK

3.3 For what groups of students are functional goals appropriate? PLAAFP indicates a critical need that is preventing the student from accessing the general education curriculum

3.4 Must measurable annual functional goals be standards-based? No Must still be written in measurable terms identifying the timeframe, condition, behavior, and criterion

Contact Information Amy Doolan at adoolan@esc4.net Kirsten Omelan at komelan@esc4.net