Connections Present levels GoalsServicesLRE

Connections Present levels GoalsServicesLRE

 “First of all, you will find it difficult to write a clear and measurable goal if you have not first written a clear and measurable present level of performance.” Peter W.D. Wright and Pamela Darr Wright  PLAAFP = Foundation

The PLAAFP provides  information about present levels that leads to goals  information that relates to the most recent evaluation data as well as the current classroom data  baseline data for measurable IEP goals

Things to think about  All areas pertinent to the student’s needs must be addressed in the PLAAFP.  Documentation must be more extensive than a test score or grade-level equivalency.  The PLAAFP includes qualitative as well as quantitative data. Remember to consider the previous IEP.

Present Levels Contains a Description of  Academic Achievement Data driven CBA Informal performance  Functional Performance Social Behavioral Learning Characteristics  Progress in General Curriculum Data from classroom teacher

Connections Present levels GoalsServicesLRE

Meaningful & Measurable  Meaningful: Specifies a level of performance and an expectation that is reasonable The skill or knowledge is necessary for success in school or post school activities The team believes the accomplishment of the goal is important

Meaningful & Measurable  Measurable Reflects performance or behavior that can be observed, measured or counted Once you can observe something, you can count it Once you can count it, you can measure changes in that skill or behavior

AZ Academic Standards PEA Curriculum Classroom Instruction Skill Needed Measurable Goal Goals Aligned to Standards

How to Choose Goals  Most impact for general education for this year  What goals does student need to gain more independence  Outcomes that will help students with post secondary goals  Skill deficits Not lessons Not curriculum

Basic Guidelines  Set reasonable expectations.  Be specific in descriptions of skills and behaviors.  Use data to make decisions about the student’s education.

Measurable Goals  have skills that can be counted or observed  have baseline data  are skill based rather than curriculum based  are NOT standards  have data that can be used for progress reporting that measures specific progress

A well written annual IEP goal should contain  a specific skill/behavior to be achieved (do)  level of attainment to show mastery (extent or criteria)  a measurement tool or assessment strategy (how measured)  a baseline (if not in the PLAAFP)  Even new skills must be assessed

Measurable Goal Worksheet  ~~Baselines can be contained in the PLAAFP and/or the Goal Statement~~  Do ( what is the specific skill/behavior to be achieved in this goal?) To What Extent or Criteria (How will the student show that he/she has mastered the goal?) As Evaluated ( Identify the specific measurement tool or assessment strategy. ) Baseline (What is the present level of the student related to this skill?) Does this goal make sense? Is this goal measurable?

Do  What is the specific skill/behavior to be achieved in this goal?  Observable Draw Retell Match Sequence Label State Trace

To What Extent or Criteria  How will the student show that he/she has mastered the goal? Percentage correct On number of occasions Percent accuracy

Be careful  If you say a student will do something “80% of the time” ~80% of what? 24 hr day? Must state accountability: 80% of 60 minute time period 80% of writing assignments 80% of problems solved correctly  Use of percentage doesn’t make a goal measurable; it has to make sense!

How will you measure? Teacher made charts End of unit test DIBELS Weekly paragraph assignments Work samples Six Trait Rubric Informal Reading Inventory (Not an exhaustive list)

Measurement Tools  “Teacher observation” by itself is not a measurement tool.  “Formal/informal assessments” are not specific descriptions of the tool being used.

Baseline  It describes how often the skill or behavior occurred at the time the goal was written 2/5 attempts 50 % of problems solved correctly  It should be in the PLAAFP and the goal  The baseline tool must match the tool used to evaluate progress

Measurable Goal Worksheet  ~~Baselines can be contained in the PLAAFP and/or the Goal Statement~~  Do ( what is the specific skill/behavior to be achieved in this goal?) To What Extent or Criteria (How will the student show that he/she has mastered the goal?) As Evaluated ( Identify the specific measurement tool or assessment strategy. ) Baseline (What is the present level of the student related to this skill?) Does this goal make sense? Is this goal measurable?

Goal #1  On bi-weekly tests the student will complete 20 double digit subtraction problems with trading with no more than 3 errors over 4 trials by December 15,  Baseline: Currently has 7 errors GOOD GOAL

Goal #2  The student will put two pictures of events from a story in sequential order with 80% accuracy.  Baseline: 70%. Measurement Tool: teacher data sheet NO  Given two pictures of events from a story, the student will correctly identify the first event on 4 out of 5 occasions. He currently can do so on 1 out of 5 occasions. Measurement tool: teacher data sheet

Goal #3  The student will multiply whole numbers: single-digit by single-digit using a multiplication chart with 70% accuracy.  Baseline: 60%- 3 of 4 problems  Measurement Tool: 3 of 4 problems after observing a model in a small group setting or during individual work. NO  The student will correctly multiply 7 out of 10 single-digit by single-digit numbers after 3 consecutive probes.  Baseline: 3 out of 10 problems  Measurement Tool: Teacher made tests and charting

Goal #4  By June 2011, the student will increase the number of words she can read from 64 to 150 on the Kyrene Sight Word List. GOOD GOAL

Goal #5  The student will answer 4 out of 5 factual or inferential questions after reading a passage from a first-grade text or material. Baseline: 0 out of 5 questions. Measurement tool: weekly reading tests. GOOD GOAL

Goal # 6  The student will be able to answer 4 out of 5 factual and/or relevant questions from a first grade level text or material with 80% accuracy in 4 out of 5 trials.  Baseline: 0-answer 4 out of 5 NO Given 5 questions from a grade level text, the student will correctly answer 4 questions on a teacher made assessment on 4 of 5 opportunities. She currently answers no questions correctly.

Goal #7  Upon request, the student will use manipulatives to count from 0-10 over four consecutive probes as measured by a variety of manipulatives/data collection  Baseline: can count to 5 using manipulatives. Good Goal

AIMS-A Goals  Measurable annual goals for students taking AIMS-A or alternative assessment MUST include objectives  Goal must be measurable on its own

AIMS-A Goal  Using money manipulatives, student will count the total value of a group of bills (1's and 5's) up to $5.00, scoring 80% accuracy as measured by a teacher made test. (AZ Math Standards Strand 1, Concept 1, Grade 1 PO16) Baseline data 20%  Benchmark 1 30%  Benchmark 2 60%  Benchmark 3 80%

AIMS-A Goal  Student will demonstrate improved reading skills by increasing her sight word vocabulary by 30 new words that are based on environmental print around school when given words in isolation and or context in various activities as measured quarterly by teacher made tests and data sheets. Benchmark 1 signs around school (restroom, cafeteria, library, office, etc.) Benchmark 2 personal schedule (language arts, math, science, lunch, break, etc) Benchmark 3 names of teachers and friends

Practice

Progress Reports A progress report must address the same skill and reflect the same measurement tool and data used in the goal. Goal: Given 100 high frequency spelling words, Teresa will correctly spell a minimum of 75/100 on 4 of 5 times tested on weekly quizzes by December 15, Her baseline is 20/100 words. Progress Report: As of October 7, Teresa is correctly spelling 40/100 words on weekly quizzes. She has difficulty with words with a silent e.

Progress Reports  Provided for each goal  Addresses the same skill  Uses same measurement tool  Uses same type of data  Provides sufficient information for the team to project whether or not the student will achieve the goal by the end of the IEP  If no progress is being made, IEP should be revisited

Connections Present levels GoalsServicesLRE

Services  Must be specific to the needs of the child based on the present levels and the goals.  How much time a week does this child need direct specialized instruction to meet the goals as written?

Accommodations  Provided to allow student to access general education curriculum  Based on student NEED  Not a menu  Must be implemented

Connections Present levels GoalsServicesLRE

 Based on the present levels, goals, and service time  How much time is with general ed peers

Service CodeDescriptionTime in Resource ElemMiddle A Inside Regular Class 80% or more of the day. (These are children who received special education and related services outside the regular class for less than 21% of the school day.)This may include children placed in: regular class with special education/related services provided within regular classes; regular class with special education/related services provided outside the regular classes; or regular class with special education provided in resource rooms. Up to 85 minUp to 87 min B Inside Regular Class for no more than 79% of day and no less than 40% of the day. (These are children who received special education and related services outside the regular classroom for at least 21% but no more than 60% of the school day.) This may include children placed in: resource rooms with special education/related services provided within the resource room; or resource rooms with part-time instruction in a regular class min88-252min C Inside Regular Class less than 40% of the day. (These are children who received special education and related services outside the regular classroom for more than 60% of the schoolday.) This may include children placed in: self-contained special classrooms with part-time instruction in a regular class; or self-contained special classrooms with full- time special education instruction on a regular school campus min min

IEP Best Practices  Follow the process  Listen to concerns  Solutions oriented  “the district” is any district employee  All participants stay for entire meeting unless parent signs release  Adhere to dates  Family should leave with IEP