Developing IEP Goals Janice Gray Resource Teacher MSD Warren Township Janice Gray Resource Teacher MSD Warren Township

Why Measurable Annual Goals? Allows for better progress monitoring It’s the law! If a goal is not measurable, it violates IDEA and may result in the denial of FAPE. Allows for better progress monitoring It’s the law! If a goal is not measurable, it violates IDEA and may result in the denial of FAPE.

Goal Writing as a Process Expected Outcome: long term goals Present Levels: snapshot of student’s current levels Educational Needs: difference between expected outcomes and present levels Annual Goals: measurable (ABCD method) Services: professional activity delivered with fidelity Progress Monitoring: monitor progress towards performance and evaluate instruction Evaluation of Effectiveness: make changes if student is not making progress Expected Outcome: long term goals Present Levels: snapshot of student’s current levels Educational Needs: difference between expected outcomes and present levels Annual Goals: measurable (ABCD method) Services: professional activity delivered with fidelity Progress Monitoring: monitor progress towards performance and evaluate instruction Evaluation of Effectiveness: make changes if student is not making progress

Present Levels Snapshot of student performance Includes strengths and challenges Functional and academic skills Backed up by data Identify areas of deficit that lead to goals Specific, focused, and detailed No subjective material Current info only! Snapshot of student performance Includes strengths and challenges Functional and academic skills Backed up by data Identify areas of deficit that lead to goals Specific, focused, and detailed No subjective material Current info only!

Progress Monitoring Data Include all areas: academic, behavioral, social/emotional, functional skills, adaptive behavior, and vocational Types of Data FORMAL: ISTEP+, Terra Nova, ISTAR, Acuity, DRA2, achievement tests, classroom assessments, teacher-made assessments, pre-post test INFORMAL: observations, inventories, checklists, tracking sheets, rating scales, rubrics, peer and self evaluations, discussions, running records, writing samples, journals, logs, etc. ALSO INCLUDE: attendance and tardies, missing assignment, discipline referrals, current grades Summarize previous IEP goals (unless initial) Include all areas: academic, behavioral, social/emotional, functional skills, adaptive behavior, and vocational Types of Data FORMAL: ISTEP+, Terra Nova, ISTAR, Acuity, DRA2, achievement tests, classroom assessments, teacher-made assessments, pre-post test INFORMAL: observations, inventories, checklists, tracking sheets, rating scales, rubrics, peer and self evaluations, discussions, running records, writing samples, journals, logs, etc. ALSO INCLUDE: attendance and tardies, missing assignment, discipline referrals, current grades Summarize previous IEP goals (unless initial)

Always ask yourself… Would the present levels and goal pass the stranger test?

ABCD Method A = Audience B = Behavior C = Condition D = Degree A = Audience B = Behavior C = Condition D = Degree

A = Audience Learner or student Example: Student (audience) will complete 6 independent tasks per day, with no more than one verbal prompt, to show improvement from 30% accuracy on skills to 90% accuracy on skills by the next Annual Case Review. Learner or student Example: Student (audience) will complete 6 independent tasks per day, with no more than one verbal prompt, to show improvement from 30% accuracy on skills to 90% accuracy on skills by the next Annual Case Review.

B = Behavior WHAT you want the audience to do Can be observed, counted, summarized, and evaluated Example: Student (audience) will complete 6 independent tasks per day (behavior), with no more than one verbal prompt, to show improvement from 30% accuracy on skills to 90% accuracy on skills by the next Annual Case Review. WHAT you want the audience to do Can be observed, counted, summarized, and evaluated Example: Student (audience) will complete 6 independent tasks per day (behavior), with no more than one verbal prompt, to show improvement from 30% accuracy on skills to 90% accuracy on skills by the next Annual Case Review.

C = Condition Context in which you expect the student to perform the new skills or reduce occurrences Example: Student (audience) will complete 6 independent tasks per day (behavior), with no more than one verbal prompt (condition), to show improvement from 30% accuracy on skills to 90% accuracy on skills by the next Annual Case Review. Context in which you expect the student to perform the new skills or reduce occurrences Example: Student (audience) will complete 6 independent tasks per day (behavior), with no more than one verbal prompt (condition), to show improvement from 30% accuracy on skills to 90% accuracy on skills by the next Annual Case Review.

D = Degree Criteria to be met and to what level of mastery Example: Student (audience) will complete 6 independent tasks per day (behavior), with no more than one verbal prompt (condition), to show improvement from 30% accuracy on skills to 90% accuracy on skills by the next Annual Case Review (degree). Criteria to be met and to what level of mastery Example: Student (audience) will complete 6 independent tasks per day (behavior), with no more than one verbal prompt (condition), to show improvement from 30% accuracy on skills to 90% accuracy on skills by the next Annual Case Review (degree).

Examples Not measurable Student will comply with adult directives 4 out of 5 times. Measurable Student will improve his compliance with adult directives by listening and following directions given from 1 out of 5 times with 5 verbal prompts to 5 out of 5 times with 2 verbal prompts by the next Annual Case Review. Not measurable Student will comply with adult directives 4 out of 5 times. Measurable Student will improve his compliance with adult directives by listening and following directions given from 1 out of 5 times with 5 verbal prompts to 5 out of 5 times with 2 verbal prompts by the next Annual Case Review.

Benchmarks/Objectives Purpose is to assess progress Allows for additional action is necessary Breaks down goal into components and provides a roadmap that leads to the final goal Allow for regular progress checks (required) Purpose is to assess progress Allows for additional action is necessary Breaks down goal into components and provides a roadmap that leads to the final goal Allow for regular progress checks (required)

Questions?