1. Writing Compliant IEPS
Part 2: The Goals

2. Measurable Annual Goals
Academic and/or Functional
Meet the child’s needs in order for the child to be involved in and progress in the general education curriculum
Identify academic and functional needs addressed in the PLAAFP
Meaningful, understandable, measurable
Accomplished within one year
Aligned with grade level Common Core State Standards
Directly observable

3. Questions to Address for Goal Writing…
How is this area of need related to the child’s disability?
Why can’t the child do, perform, meet this standard now?
What skills are required to meet this goal?
How will mastery be determined?

4. Formula for Writing Goals
A-Audience: The who
B-Behavior: What the student is expected to do
C-Condition: Conditions under which behavior is to occur
D-Degree: Criterion of acceptable performance
E-Timeframe: Within one year

5. What Does Observable mean?
For a behavior to be considered directly observable students, teachers and parents should be able to see/ point-at the behavior and readily agree on its occurrence or non- occurrence.
Goals that consist of directly observable behavior make it clear to students what is expected of them and makes it easier for educators to assess performance and develop interventions.

6. Not Observable/Observable
Will understand
Will know
Will improve
Will increase
Will retell
Will answer
Will write
Will follow the steps

7. Examples of Goals for Jack
Jack will answer questions about a text read with 80% accuracy over 3 consecutive opportunities by the end of 36 weeks.
Jack will use the appropriate operation to solve math problems 9 out of 10 times in 3 consecutive opportunities within a 36 week period.
In 36 weeks, Jack will begin and finish tasks assigned in 9 out of 10 opportunities over 3 documented sessions.
By the end of May 2017, Jack will use coping strategies to address stressful situations within the classroom setting 4 out of 5 times in 4 consecutive situations.

8. Short-Term Instructional Objectives/Benchmarks
STIOs are the intermediate knowledge, skills, and/or behaviors that must be learned for the child to reach the annual goal
Bs are the major milestones that a child will demonstrate that lead to the annual goal

9. Example: Jack will answer questions about a text read with 80% accuracy over 3 consecutive opportunities by the end of 36 weeks.
STIOs:
Jack will highlight key words in the text 10 out of 10 times over 3 consecutive opportunities.
Jack will use illustrations(when available) to determine what the text is about 9 out of 10 times over 3 consecutive opportunities.
Jack will use context clues to determine what the text is about 9 out of 10 times over 3 consecutive opportunities.
Jack will name the characters, setting, and plot 8 out of 10 times over 3 consecutive opportunities.

10. Example: Jack will answer questions about a text read with 80% accuracy over 3 consecutive sessions by the end of 36 weeks.
Benchmarks:
In 9 weeks, Jack will answer questions about characters from the text 8 out of 10 times in 3 consecutive sessions.
In 18 weeks, Jack will answer questions about the setting from the text 8 out of 10 times in 3 consecutive sessions.
In 27 weeks, Jack will answer questions about the plot of a text 8 out of 10 times in 3 consecutive sessions.

11. Example: Cherry will use self-calming techniques in the classroom setting 4 out of 5 times in 3 documented opportunities by the end of a 36 week period.
STIOs:
Cherry will signal the teacher with her break card that she needs a minute to calm 4 out of 5 times in 3 documented opportunities.
Cherry will go to a designated spot in the classroom 4 out of 5 times in 3 documented opportunities.
Cherry will use deep breathing 4 out of 5 times in 3 documented opportunities.
Cherry will count to 10 before responding when frustrated 4out of 5 times in 3 documented opportunities.

12. Example: Cherry will use self-calming techniques in the classroom setting 80% of the time in 3 documented attempts by the end of a 36 week period. (current baseline is 30%)
This has changed from the previous example
Benchmarks:
Cherry will use self-calming techniques 45% of the time by the end of 9 weeks as documented weekly.
Cherry will use self-calming techniques by 57% of the time by the end of 18 weeks as documented weekly.
Cherry will use self-calming techniques 70% of the time by the end of 27 weeks as documented weekly.

13. Goal Pages If the child is 5 or younger, use the 3-5 page
If the child is 6 or older (up to 21), use the 6-21 page

14. 3-5 Goal Page Social Emotional and Relationships Performance Summary
Addresses social, emotional, behavioral, and other
Knowledge and Skills Performance Summary
Addresses communication, pre-academic, cognitive, other
Appropriate Behavior to Meet Needs Performance Summary
Addresses gross/fine motor skills, adaptive/daily living skills, other

15. 6-20 Goal Page Academic Performance Summary
Addresses Reading or Math
Functional Performance Summary
Addresses Communication, Social, Emotional, Behavioral, Gross/Fine Motor, Career and Technical Education and Employment, Adaptive/Daily Living Skills

16. Justification for the Goal(s)
Information is taken from the PLAAFP and includes data sources
3-5 Goal Page:
Include results of the initial or most recent evaluation as well as the child’s ability to generalize his/her learning to participate in developmentally appropriate activities
6-20 Goal Page:
Include results of the initial or most recent evaluation, including, if appropriate, the results of any interventions, progress monitoring and gap analysis, as well as the child’s ability to generalize his/her learning.

17. Justification Example:
Due to the deficits in decoding, he is unable to read fluently and accurately to support comprehension of grade level text.(RF.3.4) He currently reads on a level K independently which is mid-2nd grade level.
Fountas & Pinnell

18. Justification Example:
At times, Cherry has difficulty expressing her emotions when she is stressed or feeling anxious and she will shut down and not respond when questioned. She currently uses a 5-10 minute break and leaves the classroom to calm. Cherry is able to remain in the classroom to calm 3 out of 10 times.
Teacher Observations, Review 360

19. Methods of Measurement
Observation (OBS)
Record the child’s behavior in a natural setting in either structured or unstructured environment
Unstructured: Notating whether behavior occurs or not
Structured: Uses specific rules for setting and duration ex: ABC observation, time sampling, frequency chart

20. Methods of Measurement
Criterion Referenced Test (CRT)
Measure using test items child is expected to know (Teacher made tests, District Tests)
Curriculum Based Measure (CBM)
Child’s performance is measured using standardized procedure (words read correctly, digits written correctly)

21. Methods of Measurement
Work Samples (WS)
Samples of child’s work collected and assembled into a portfolio (drawings, charts, tests, etc.)
Child’s performance rated using a rubric
Demonstration/Performance (D/P)
Measure performance of given task to determine if the child met expected criteria

22. Methods of Measurement
Other
Other forms of assessment may be used but must be attached to the IEP and provided to the parent

23. Measurable Annual Goal
Present Levels of Academic Achievement and Functional Performance
Present Levels of Academic Performance Summary: Reading ☐Math
Present Levels of Functional Performance Summary: ☐Communication ☐Social ☐Emotional ☐Behavioral
☐Gross/Fine Motor Skills ☐Career and Technical Education and Employment ☐Adaptive/Daily Living Skills
☐Other_______________________________________________
Include results of the initial or most recent evaluation, including, if appropriate, the results of any interventions, progress monitoring and gap analyses, as well as the child’s ability to generalize his/her learning.
_______________________________________________________________________________________________________________________________________________
Due to the deficits in decoding, Jack is unable to read fluently and accurately to support comprehension of grade level text (RF.3.4) He currently reads on a level K independently which is mid-2nd grade level.
Fountas & Pinnell
_______________________________________________________________________________________________________________________________
Does this area impact the child’s academic achievement? yes ☐no
Does this area impact the child’s functional performance? ☐yes no
Measurable Annual Goal
________________________________________________________________________________________________________________
Goal # TA MOM
Jack will answer questions about a text read with 80% accuracy by the end of 36 weeks. WS
OBJ # Short-term Instructional Objectives/Benchmarks (STIO/B)
1 Jack will highlight key words in the text 10 out of 10 times
Jack will use illustrations(when available) to determine what the text is about 9 out of 10 times
3 Jack will use context clues to determine what the text is about 9 out of 10 times
4 Jack will name the characters, setting, and plot 8 out of 10 times
Report of Progress
Methods of Measurement (MOM) Progress on Annual Goal (PAG)
OBS=Observation A. The child is making sufficient progress to meet the annual goal
CRT=Criterion-Referenced Test B. The child is making insufficient progress to meet the annual goal.
CBM=Curriculum-Based Measure (An IEP meeting must be held to discuss revisions.)
WS=Work Samples C. The annual goal has been met or exceeded.
D/P=Demonstration/Performance D. This annual goal has not been introduced yet.
Other:____________________________

24. Report of Progress (CLP)
Statement should:
Identify any STIO/Bs that have been mastered
Identify any STIO/Bs that have not been introduced
Identify current level of performance on STIO/Bs introduced but not mastered

25. Progress on Annual Goal
Determine if the child has made sufficient progress toward the annual goal
Based on the timeframe, is the student on track to master the goal?
What does progress monitoring show?
Compare baseline and current performance
Has there been a change in performance?
How much?

26. Notification of Progress Provided to Parent/Guardian
Type
Progress Notes – Can be sent every 4 ½ weeks or at IEP team discretion
Report Cards – Mandatory every 9 weeks
Goal Sheets – Mandatory every 9 weeks
Other – at IEP team discretion but must be notated on IEP

27. Notification of Progress Provided to Parent/Guardian
Frequency
Report of progress is notated no less than every 9 weeks
“Other” must be written as a time frame (daily, weekly, every 9 weeks)

28. Current Level of Performance (CLP) for Report of Progress
__________________________________________________________________________________________________________________________________
Current Level of Performance (CLP) for Report of Progress
Describe the child’s current performance on the annual goal based on progress on STIO/Bs using the identified method PAG
of Measurement (OBS, CRT, CBM, WS, D/P, etc.)
Date of
Report
_10/16/15 _Jack highlights key words in texts 7 out of 10 times, STIO #3 and 4 have not been introduced
____________________________________________________________________________________________________________________________________ A,D,D
_10/16/15__Jack can identify the characters in the text 8 out of 10 times _____________________________________________________________________________________________________________________________________A______
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________ Notification of Progress Provided to Parents/Guardians ____________________________________________________________
Type ☐ Progress Notes Report Cards Goal Sheets ☐ Other ________________________
Frequency ☐ Every 4 ½ weeks ☐ Every 6 weeks  Every 9 weeks ☐ Other _______________________