1. Monitor’s Message: Measurable Annual Goals
Rebecca McIntyre
Kent ISD
November 29, 2015

2. MARSE Rule Change Oct. 18, 2011
R e Individual Educational Program
(a)A statement of measurable annual goals, including measurable short- term objectives.
Additionally, the Office of Special Education has identified that
benchmarks can be written in place of short-term objectives.

3. Measurable Annual Goals 2014-15
Statewide:
Michigan Department of Education announced that the lack of measurable annual goals was 1 of the top 3 findings issued during the 3 different Focus Monitoring cycles in
Kent ISD:
3 districts were issued findings for lack of measurable annual goals during Focus Monitoring for Significant Disproportionality for Discipline and General Supervision Monitoring
1 state complaint that included an allegation regarding the measurability of an annual goal

4. Effective Goals Are Meaningful: challenging, yet realistic
Are Measurable through data collection
Can be monitored in order to stay informed of student progress
Align with the need identified in the PLAAFP

5. 4 Components of a Measurable Annual Goal
What date will the goal will be completed by?
What skill the student will be developing?
What criteria or condition will represent mastery?
What tool will mastery be measured with?
By ____(date)_____, the student will ______(skill)________ with
__(criteria/condition)___accuracy, as measured by __(tool)_________.

6. Model and Example MDE Model:
By (date) , (the student) will (skill/behavior) when/at (condition/criteria) as measured by (assessment/evaluation).
Example:
By November 2016, after determining the problem and solution of a paragraph from a fiction or nonfiction text, Kara will make 3 inferences about the theme or message of that paragraph, 4 out of 5 times, as measured by informal reading assessments.

7. SKILL/BEHAVIOR Examples
Verbally label
Read
Verbally express
Remain in seat/area
Point to
Answer questions
Look at
Draw
Complete task
Request
Follow directions
Locate/Find
Choose/Select
Cut/Copy/Paste/Color
Put on/Take off
What will the student be able to do?

8. CONDITION Examples Given a request During transition periods
When provided a visual schedule
During social conversation
Prompts or cues: on teacher’s oral request ...
During structured conversation
Structure: using a pre-printed graphic organizer
During class discussion
When reading a story
Location: in hallways during passing time…
When given 10 problems, questions....
Memory conditions: using a number chart …
When shown a variety of/When given a choice
Form of communication: using a “talk-box”…
Content specific: In math class ...
When prompted (Identify and specify type #)

9. CRITERIA Examples Trial based: on 9 out of 10 trials
Production: at least 9 sentences
Percentage: with at least 75% accuracy
Change from baseline: improve by at least 10%
Behavior change: no more than 3 times a day
Across sessions: on 9 consecutive attempts
Time based: for at least 15 minutes at a time
Grade-level: at the 4th grade level

10. ASSESSMENT TOOLS Examples
Teacher made tests
End of unit test
Observation & charting on predetermined checklist of targeted responses
End of chapter test
Graphing data
Education achievement tests
Homework assignment
Portfolio of work completed related to specific objective
In class work
Student assignment
Student’s daily work
Documented observation
Rating scale
Observation & charting on predetermined checklist of expected behaviors
Standardized tests
Review of clinical logs

11. Remember, Goals…
Even though its always important to strive for compliance, measurable annual goals:
Must relate directly to the needs identified in the PLAAFP
Must identify a learning gain that is both challenging and reasonably achievable in one year, given the instruction and services the student will receive.

12. PLAAFP Excerpt: Steve does not have an appropriate way to let others know of his wants and needs. His teacher reports that he may point, but then throws himself down on the floor to try and get what he desires. Steve needs to acquire functional communication skills.
Annual Goal: By October 2016, Steve will use functional communication skills for indicating wants and needs in two different settings, as measured by an observational log.
NON-ACADEMIC EXAMPLE

13. Academic Example PLAAFP Excerpt:
When given a written expression probe at grade level, with one minute to plan and three minutes to write, Mary is writing 3 correct sequences requiring correct spelling, capitalization, and punctuation. Mary needs to improve her writing skills.
Annual Goal: In 36 instructional weeks, Mary will complete a story starter scored for correct spelling, punctuation, and capitalization with 12 correct writing sequences, as measured by 3 minute writing samples collected on progress monitoring dates.
Academic Example

14. rebeccamcintyre@kentisd.org 365-2299
Questions?