1. Writing Meaningful IEP Goals
This session is designed to provide further assistance in writing annual goals for students with disabilities.
It is intended as follow-up for individuals who have completed the full Guidance Document for IEP Development training from KDE.
This session may be completed in as little as 1 hour using these slides and examples or it may be extended to include in-depth practice with sample student performance data with your teachers.
It has been our experience that immediate application to teachers’ own caseload IEP’s has been a very efficient coaching method. Helping teachers review student performance data and develop DRAFT goals for their individual students has been beneficial to learning the process for goal development.
Teachers will need a copy of the IEP Guidance document and access to the KCAS and other curricular documents for reference throughout the training. These documents are in the folder labeled, IEP Goal Writing 1 hour PD.
Connecting to the KCAS & Other Curricular Documents

2. Page 4 Just a reminder of where Annual Goals fit into the IEP Process.
This is a graphic organizer representing the process of developing an IEP can be found on page 4 of the IEP Guidance Document.
Student performance data are the foundation of the IEP and the IEP development process.
The student performance data “flows” into the components of the IEP and the instructional process. We will discuss the appropriate steps to writing a meaningful Measurable Annual Goal.
Developing an IEP is a PROCESS, not an event. The graphic depicts this “flow” and process by showing the connections between the components of the IEP. The ARC is constantly revisiting student data throughout the development, implementation, review, and revision of the IEP.
Page 4

3. Measurable Annual Goals
A statement of measurable annual goals, including academic and functional goals designed:
Meet the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general curriculum as provided in the Kentucky Program of Studies, 704 KAR 3:303. or for preschool children, as appropriate, to participate in appropriate activities; and
Meet each of the child’s other educational needs that result from the child’s disability.
707 KAR 1:320 § 5 (7)(b)(1-2), 34 CFR (a)(2)(4) 707 KAR 1:320 § 5 (7)(b), 34 CFR (a)(2)(i)(B)
The following slides are taken directly from the IEP Guidance Document Training.
Here is the regulatory language pertaining to annual goals. The first bullet pertains to academic needs and the second pertains to functional needs.
Trainer Note: Read slide
In the document on page 31 the text puts the regulation in layman’s terms.
Page 31

4. Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire that will promote accessing the general curriculum and aid the student in meeting achievement standards.  The IEP is not intended to reflect the student’s entire curriculum.  The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence.  
Annual goals are directly related to the student’s disability and pertain to needs described in the present levels.  Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal. 
Activity 4: Annual Goals ARE and ARE NOT
Option A: Highlight/Mark Through in document
Option B: Complete T-Chart located in document
Look at page 31. We’re going to highlight or put a box around the things that annual goals ARE. And then we’ll mark through the things that annual goals ARE NOT.
Trainer Note: Discuss with group by showing what annual goals ARE and ARE NOT. NEXT SLIDE SHOWS ANSWERS
Trainer Note: Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal. The standard is not the annual goal. It is the outcome or end result but not the goals/benchmarks/objectives.
The language from the standard can be used if the standard is specifically skill related (Writing Standard K-5 “Write informative/explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure.”). Language from the deconstruction of the standards can be used. IEPs don’t need to rewrite the regular education standards- those are written and being addressed in regular education. IEPs need to include the skills needed to meet the standard
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5. Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire that will promote accessing the general curriculum and aid the student in meeting achievement standards.  The IEP is not intended to reflect the student’s entire curriculum.  The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence.  
Annual goals are directly related to the student’s disability and pertain to needs described in the present levels.  Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal. 
Trainer Note: “Answer” Slide
Page 31

6. Annual Goals ARE ARE NOT
Trainer Note: This is an optional way to review the information on previous slide.
Partner participants.
Choose between partners who will be the “are”, and who will be the “are not”
Review the definition of annual goal on page 31.
Complete the chosen size of the chart on page 33 of the manual by writing at least 2, hopefully 3 items from the definition.
Share with partner, then debrief with large group.
Have everyone highlight sentence at end of second paragraph about not copied from KCAS to get a goal.
Discuss before going to answers on next slide.

7. Annual Goals Anticipates results in one year Specifies skills
ARE
ARE NOT
Anticipates results in one year
Specifies skills
Promotes access
Promotes learning of skills
Advance mastery & understanding of content
Relates to disability
Link to Present Levels
Bridges gap
Skills and Strategies
Copied and pasted standards
The entire curriculum
Trainer Note: “Answer” Slide

8. Annual goals .
Goals focus on bridging the gap from where the student is (baseline in present levels) to where the student needs to be (goal) relative to identified KCAS academic skills and the appropriate functional skills
Annual goals are statements of anticipated results to be achieved in a calendar year or less.
A goal relates directly to the student’s disability and pertains to needs described in Present Levels of Performance.
Goals focus on bridging the gap from where the student is (baseline in present levels) to where the student needs to be (goal) relative to identified KCAS academic skills and the appropriate functional skills.
Trainer Note: Needs related to the Disability: take words from the E’Specially DECS about “can’t say an IEP will never have goals and objectives for reading and math for a particular student. However the ARC must have data to support the need. This relates to participants potential question about whether or not certain disability area(s) such as HI, VI can have reading and math goals.
Page 31

9. Steps for Writing Measurable Goals
1. Identify the grade level standards that all students are expected to know and be able to do
Using the KCAS
2. Identify the student's current educational performance (baseline instructional level
Using the Present Levels
3. Prioritize the skill area(s) that will have the greatest impact
Prioritize
4. Write measurable annual goals to include:
Audience
Behavior
Circumstance
Degree/ Criterion
Evaluation/ Method of Measurement
Write
We want to look at the big picture of annual goals. So we’re going to look holistically at the steps for writing annual goals, methods of measurement, and benchmark/short-term objectives. We’ll start on page 34.
Let’s go over the steps for writing an annual goal. Look at Step 1.
Notice the bolded action verbs. You’ll notice that for steps 1 and 2, you’re identifying particular information that is already documented. Standards in step 1 and the student’s Present Levels in step 2. In step 3, the ARC will have to begin to actually document new information. Let’s look specifically at the steps…
Step 1 tells us: Using the KCAS, identify the grade level standards that all students are expected to know and be able to do (example, if the student is in the 5th grade use the fifth grade KCAS; if the student is in the 10th grade use the 10th grade KCAS).  
Step 2: Using the Present Levels, identify the student’s current educational performance (baseline instructional level).
Determine the student’s current academic performance (baseline instructional level) in KCAS.  As needed, consider prior grade level standards to identify prerequisite skills and content needed by the student.   
Determine the student’s current functional performance (baseline instructional level).  Reference additional curricular tools as appropriate (e.g., KCAS, Kentucky Practical Living/Vocational Studies, Character Education Document, Syracuse Community Reference Curriculum Guide, Expanded Core Curriculum for Visual Impairments). 
Steps 1 and 2 are reflections back on what the ARC has already developed in the Present Levels.
Step 3: Prioritize the skill area(s) that will have the most powerful impact on accelerating student performance from their current instructional level toward the identified age and grade level standards. 
We have a dual responsibility in special education. We must address access and progress in the general curriculum AND remediate skills that are below grade level.
Important Trainer Note: When prioritizing needs and potential goals, questions to consider are:
What skill area(s) does the student need to improve in order to access and progress in the general curriculum?
What skill area(s) warrant remediation in order to advance the student toward grade level standards as well as promote access to and progress in the general curriculum?
What other factors influence the prioritization of annual goals, such as the number of years left in school?
What behavior that is most modifiable?
What are parent or student interests, such as toileting skills or leisure activities that have a positive impact on the family?
Step 4: Write measurable annual goals to address the prioritized skill area(s).  Include the following components in each goal:
Audience
Behavior
Circumstance
Degree/Criterion
Evaluation/Method of Measurement (can be in goal statement or following the prompt  “Methods of Measurement”)
Page

10. 1. Identify the grade level standards that all students are expected to know and be able to do
Using the KCAS
Read the slide.
Let’s look at Step 1.
Recall the full Guidance Document Training where we looked at the sample student Candace. Let’s revisit the KCAS for 3rd grade. Discuss at your table the 3rd grade expectations.
This is an awareness activity. In order to determine next steps for prioritized goal, the ARC team must determine what all students are expected to know and be able to do at the current grade level.
Trainer Note: Give about 5 minutes for Step 1.

11. 2. Identify the student's current educational performance (baseline instructional level)
Using Present Levels
Step 2: Using the Present Levels, identify the student’s current educational performance (baseline instructional level).
Determine the student’s current academic performance (baseline instructional level) in KCAS.  As needed, consider prior grade level standards to identify prerequisite skills and content needed by the student.   
Determine the student’s current functional performance (baseline instructional level).  Reference additional curricular tools as appropriate (e.g., KCAS, Kentucky Practical Living/Vocational Studies, Character Education Document, Syracuse Community Reference Curriculum Guide, Expanded Core Curriculum for Visual Impairments). 
Steps 1 and 2 are reflections back on what the ARC has already developed in the Present Levels.

12. Determining Baseline Performance
Determine current academic performance (baseline instructional level) in KCAS.
Determine current functional performance using curricular tools as appropriate. (KY Practical Living/Vocational Studies, Character Education Document, Syracuse Community Reference Curriculum Guide, Expanded Core Curriculum for Visual Impairments, VB MAPP, COACH, etc.)
Look at Candace’s present level statements. Review the skill and sub-skill areas in which Candace has needs/concerns.
Trainer Notes:
Language deficit skill areas: following oral directions, labeling categories, formulating sentences, answering “wh” questions, using past tense, using prepositions, using adjectives
Reading deficit skill areas: phonemic awareness (CVC words, consonant letter-sound correspondence), word attack skills, sight words, reading comprehension (main idea and detail, main character, setting, cause and effect, points of view, moral of the story).
Math deficit skill areas: counting beyond 20, recognizing numerals beyond 20, adding sets beyond 10 with no regrouping; adding with regrouping, subtraction 1-10, subtraction with regrouping, math attributes (less than, greater than, equal to)
Written Language deficit skill areas: letter production without model, copying a sentence, capitals and punctuation, simple sentence construction
Behavior/Social deficit skill areas: hesitant to join small group conversation; language deficits cause her not to participate in class; can’t take initiative in small group; teacher must design a role/responsibility that Candace can perform independently; following oral directions
For Candace’s present level in reading, “patterned text” means early (beginning) readers (e.g., Dick and Jane books, The Hungry Caterpillar).
Consonant diagraph means two consonants which join together to produce a single sound. The most common consonant diagraphs are ch-, sh-, th-, ph-, and wh-.
Trainer Note: Give about 5 minutes for Step 2.
Trainer Note: If a question comes up related to using school psychologist recommendations as a trainer you may say “ this may be taken into consideration along with all multiple sources of data.

13. Using Curricular Documents
3. Prioritize the skill area(s) that will have the greatest impact
Using Curricular Documents
Let’s look at Step 3. Using Candace’s deficit skill and sub-skill areas you’ve just identified, look at the standards on her grade level…3rd grade. She isn’t functioning at 3rd grade level, right? So now look back in the standards / grade levels and find where Candace is currently functioning. Language? Reading? Math? Writing? Behavior/Social?
To take it a little further, look at page 34. Let’s talk about how ARCs prioritize need areas.
Trainer Note: Go over the priority questions on page 34.
What skill area(s) will have the most powerful impact on accelerating Candace from her instructional level to her grade level?
Trainer Note: Be familiar with the annual goals for Candace that align with prioritized skill areas.
Communication: using prepositions and using adjectives (Goal 1)
Communication/Social: following oral directions (Goal 2)
Communication: answering “wh” questions (Goal 3)
Reading: Word attack skills (Goal 4)
Reading: reading comprehension (Goal 5)
Math: addition and subtraction with regrouping (Goal 6)
Written Language: simple sentences (Goal 7)
Trainer Note: Candace is in 3rd grade and so her priority goals are at the instructional level. An older student with these types of deficits may need a goal for accessing the general curriculum. For example, a student may need a goal for learning to use a text reader or text writer in order to access content at grade level.
Trainer Note: Give about 10 minutes for Step 3.
Trainer Note: Go back to PP Script page 45, 5 Questions

14. Prioritize student needs by asking
What prerequisite skills/knowledge does the student need to close the gap between his/ her present level of performance and the grade-level expectations?
What additional skills does the student need to be successful – socially, behaviorally, organizationally, etc?
Are there critical skills the student needs to support instruction in the LRE?
The IEP Team must consider the student’s needs in relation to the content standards. After examining the “typical” performance expected of grade-level peers and the student’s present level of academic achievement, consider the skills that he/she will need to work toward grade-level standards. In addition to skill deficits in academic area such as reading and math, many students may have other needs that impact their involvement and progress in the general curriculum, such as, organizational skills, social skills, behavioral needs, daily living skills, etc.

15. Prioritize student needs
What skill(s) will have the most powerful impact?
Access
Remediation
Other factors? # of years left in school
Most modifiable
Parent and student interest
Toileting skills
Leisure activities
Step 3: Prioritize the skill area(s) that will have the most powerful impact on accelerating student performance from their current instructional level toward the identified age and grade level standards. 
We have a dual responsibility in special education. We must address access and progress in the general curriculum AND remediate skills that are below grade level.
Important Trainer Note: When prioritizing needs and potential goals, questions to consider are:
What skill area(s) does the student need to improve in order to access and progress in the general curriculum?
What skill area(s) warrant remediation in order to advance the student toward grade level standards as well as promote access to and progress in the general curriculum?
What other factors influence the prioritization of annual goals, such as the number of years left in school?
What behavior that is most modifiable?
What are parent or student interests, such as toileting skills or leisure activities that have a positive impact on the family?
Do Not “Force Fit” All IEP Objectives into Alignment with Academic Standards
Not all skills will be related to the standards
Examples: feeding, toileting, mobility
Functional skills are important in their own right, and it is neither necessary nor appropriate to attempt to align these skills to the standards.
Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

16. Using the prioritized sub-skill areas
4. Write Measurable Annual Goals to include:
a. Audience
b. Behavior
c. Circumstances
d. Degree/Criterion
e. Evaluation/Method of
Measurement
Using the prioritized sub-skill areas

17. Measurable Goals- Pg. 31-35 Audience Behavior Student’s name
What the student will do
Circumstance (condition)
What the student will be given or needs (instructional materials)
Degree (Criterion)
-Expected rate of growth within 12 months
-How well must the student perform
Evaluation
Method of Measurement
Components of a Measurable Annual Goal
Goals have five components: Audience, Behavior, Circumstances, Degree, and Evaluation/Method of Measurement.
Audience –student name
Behavior - an explicit statement of what the student will do. Observable behavior can be measured, seen, heard, counted, or timed. Examples:
Daniel will read
Latina will pronounce
Jamal will write
Sandra will gaze
Mark will participate
Circumstance –a description of the Instructional materials or instructional circumstances used to teach, and eventually assess/measure the stated behavior. Examples:
When provided opportunities for peer interaction in a non-structured setting
When engaged in a non-preferred activity
When presented with 20 two-digit division problems and access to a study carrel
Following a large group review and when provided a listing of 20 content related vocabulary words
Degree/Criterion – a description of the expected rate of growth within 12 months, including the frequency of data collection. Examples:
80% correct as measured by twice weekly probes
8/10 words correct as measured by weekly spelling tests
4/5 activities on 3 consecutive weekly observations
4 consecutive daily science classes as measured by a teacher checklist
An option for determining the Criterion Level:
Using progress data identified in the Present Levels, identify the student’s baseline performance.
Using progress data identify the student’s Rate of Learning (ROL) from past instruction in this skill.
Given the student’s ROL and grade/age level standard, identify the desired outcome (criterion) for a 12 month period. Draw an aimline from the baseline to the criterion.
Determine if the proposed aimline/criterion is reasonable and attainable for the student. If not, break the goal into attainable components.
An option for determining the Frequency of Data Collection: Daily, Weekly, or Monthly:
Find the baseline performance.
Subtract baseline number from the criterion within the goal
Divide the difference between the baseline and the criterion in the goal by the number of days, weeks, or months of projected implementation.
Evaluation/Method of Measurement - how the implementer measures the student progress toward reaching each goal. Examples:
Curriculum Based Measurement
Direct Measures
Indirect Measures
Authentic Assessment
Review the 5 parts, then have participants Pick an IEP goal from the IEP they brought , identify the ABCDE

18. Components of Measurable Goals
Audience
Student’s Name

19. Components of Measurable Goals
Behavior Observable: See, Hear, Count, Timed B
Daniel will read
Latina will pronounce
Jamal will write
Sandra will gaze
Patty will activate a big mac switch using her left arm to greet students

20. Components of Measurable Goals
Circumstance
Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior.
How/with what
When provided opportunities for peer interaction in a non-structured setting
When engaged in a non-preferred activity
When presented with 20 two-digit division problems and access to a study carrel
Given a picture prompt and verbal cue,

21. Components of Measurable Goals
Degree/Criterion How well the student must perform the skill and the frequency student will be assessed. D
80% correct as measured by twice weekly probes
8/10 words correct as measured by weekly spelling tests
4/5 activities on 3 consecutive weekly observations
80% of task analyzed steps of the hand washing routine with decreasing prompts as measured by weekly task analysis checklist

22. Components of Measurable Goals
Evaluation/Method of Measurement
How the implementer measures student progress (ex. tool, resource, assessment). E
This component of the measurable goal can be included within the goal statement or following the “Methods of Measurement “ prompt.
Oral Reading Fluency
As measured by daily frequency counts
As measured by event duration recording
As measured by the paragraph rubric
As measured by work sample

23. Methods of Measurement used for Progress Monitoring
Curriculum Based Measures (CBM)
Oral Reading Fluency, Math Computation Probes
Direct Measures
Observations, Anecdotal Recordings, Frequency Count, Duration, Running Record, Checklist
Indirect Measures
rubrics, Goal Attainment Scale, Student, Parent & Teacher Questionnaires, Checklists
Authentic Assessment
    Interview student; Annotated Work Samples, Error Analysis of Work Samples E
These are examples… not an exhaustive list.
Curriculum Based Measures (CBM) – ex.
Direct Measures – ex.
Indirect Measures – ex.
Authentic Assessment –
Page 36

24. 4/15/2017
What is Measurable?
Measurable means it must be possible to evaluate and document whether the student is making progress toward the goal.
Is it Measurable?
Discuss commonly seen goals related to previous curricular documents such as, “ the student will read for a variety of purposes” Does this meet our criteria? What can we do to change that goal?
Narrow it to be specific regarding what you want the student to do; Recognize content vocabulary, environmental print, sight word recognition, follow a recipe or schedule, etc..
What is measurable? Annual Goals are to be measured in actions that can be seen, heard, measured, or counted.
Given these circumstances, the student will perform this behavior to this degree as measured by this method of measurement.

25. Let’s practice
1. Given 15 computational problems at the second-grade level, Pamela will independently solve 10 problems for 4 out of 5 opportunities as measured by teacher made probes (work sample).
A B C D E

26. Let’s practice
1. Given 15 computational problems at the sixth-grade level, Pamela will independently solve 10 for 4 out of 5 opportunities as measured by teacher made probes.
A B C D E

27. 2. Within the school (office, cafeteria, library, etc
2. Within the school (office, cafeteria, library, etc.) Kathy will complete vocational tasks (i.e. sorting mail, shelve magazines and books, sort utensils, answering the phone) with 80% accuracy for 4 out of 5 opportunities as measured by teacher generated event recording data sheet.
Mandy
A B C D E

28. 2. Within the school (office, cafeteria, library, etc
2. Within the school (office, cafeteria, library, etc.) Kathy will complete vocational tasks (i.e. sorting mail, shelve magazines and books, sort utensils, answering the phone) with 80% accuracy for 4 out of 5 opportunities as measured by teacher generated event recording data sheet.
Mandy
A B C D E

29. Let’s practice
3. After listening to a 6th grade reading passage, Laura will point to the correct picture to answer comprehension questions with 75% accuracy for 4 out of 5 trials as measured by teacher generated checklist.
Mandy
A B C D E

30. Let’s practice
3. After listening to a 6th grade reading passage, Laura will point to the correct picture to answer comprehension questions with 75% accuracy for 4 out of 5 trials as measured by teacher generated checklist.
A B C D E

31. Measurable Goals- Compliance
Baseline- from present level
Annual Goal
Method of Measurement
Given teacher direction, Tim takes 8 minutes and verbal prompting to begin a task.
Given teacher direction, Tim will begin the task within 1 minute for 4 out of 5 opportunities,
as measured by weekly latency recordings.
(Direct)
Reinforce the concept of relating the goals to the baseline performance.

32. Measurable Goals – Recreation/Leisure
Baseline- from present level
Annual Goal
Method of Measurement
Donna will use her right hand to touch a switch to activate her music player with full physical prompting with teacher directive.
Given a teacher directive, Donna will independently touch her switch to activate her music player for 4 out 5 opportunities in a 30 minute trail
As measured by teacher made event recording data sheet.
(Direct)

33. Short Term Objectives (STO)
Benchmarks
Short Term Objectives (STO)
Refer to pages of the guidance document for information on benchmarks and STOs.
Pages 39-41

34. Benchmarks & STOs
Benchmarks: Increments of learning which demonstrate progress toward the annual goal
Short Term Objectives: Intermediate steps which break annual goals into discrete, measurable components. Contain ABCDE components
Required for students on Alternate Assessment
Relate directly to the goal
Provide a means to measure progress
Are not every skill or increment of instruction
The number of benchmarks or STOs is based on the needs of the student (no minimum required)
Benchmarks and STOs help parents understand the process the students will go through to meet the end goal.
The deconstructed standards are helpful to assist in breaking down an annual goal in to discrete skills (task analysis)
Since benchmarks delineate increments of progress toward the goal within a calendar year, the number of benchmarks may be determined by calculating the distance between the baseline score and the goal and dividing the difference into increments.
May also depend on the level of need for modeling, guided practices, and generalization based on the student’s history of their pace of learning.
Look at page 39 and discuss the ways benchmarks and objectives may be constructed.
Subcomponents of the whole
Discrete skills within the whole
Gradual increase in the level of mastery or competence (increasing difficulty of reading material)
Gradual increase in the complexity of circumstance (setting: classroom-school-community-worksite)
Gradual decrease in supports (fading prompts: full physical-partial-verbal-visual)
Review the samples on pages 40-41

35. Annual Goal: Given a one minute 2nd grade oral reading passage, Sam will read the passage with 90% accuracy for 3 out of 4 reading passages as measured by weekly reading probes.
STO
Sam will decode multi-syllabic words from the 2nd grade Dolch word list with 90% accuracy for 3 consecutive days as measured by checklist.
Sam will read Dolch phrases from the 2nd grade list with 90% accuracy for 3 consecutive weeks as measured by checklist.
These are short-term objectives, they have the 5 components, ABCDE
Increasing skills from word-phrase-passage

36. Annual Goal: Given an 8 step hand-washing procedure with visual cues, Anna will independently complete all steps for 3 consecutive opportunities, as measured by task analysis checklist.
Benchmarks
1. By March, Anna will independently complete 2 steps of the hand-washing procedure. 2. By June, Anna will independently complete 4 steps of the hand-washing procedure. 3. By December, Anna will independently complete 6 steps of the hand-washing procedure.
These are sample benchmarks.
Based on the expected rate of learning, the student will gradually increase the number of steps completed independently.

37. Putting it all together…
1. Identify the grade level standards that all students are expected to know and be able to do
Using the KCAS
2. Identify the student's current educational performance (baseline instructional level
Using the Present Levels
3. Prioritize the skill area(s) that will have the greatest impact
Prioritize
4. Write measurable annual goals to include:
Audience
Behavior
Circumstance
Degree/ Criterion
Evaluation/ Method of Measurement
Write
Review the steps and prepare to model and practice.
Participants will need a copy of Candace’s IEP.

38. Candace Let’s do one together first
Let’s practice writing a measureable annual goal with Candace’s information.
We will:
Review the Present Levels of Academic and Functional Performance section of Candace’s IEP
Develop one annual goal for an academic area of need
Develop one annual goal for a functional area of need
Let’s do one together first
Handout: Activity 7 - Blank Annual Goal Template
Let’s practice Step 4 with Candace. Using a blank template, review an academic area from Candace’s Present Levels and develop an annual goal for Candace. Then look at the adaptive behavior area of the Present Levels and develop a functional goal for Candace. Write at least 3 benchmarks or objectives for your goals.
Handout: Candace’s Annual Goals
Trainer Note: Give about 5 minutes for Step 3. At end of this brief discussion, ask participants to review copies of Candace’s annual goals section of IEP. Ask the following questions:
Do the goals/benchmarks/objectives clearly link back to what was written in Candace’s Present Levels?
What “aha” do you have about writing annual goals/benchmarks/objectives?
Can you clearly see the Steps 1-4 through the examples?
Trainer Note: Give about 5 minutes for this discussion. Debrief with large group. One of the key points of this activity is that the participants need to see the link between the goals/benchmarks/objectives and what is written in the Present Levels.
Trainer Note: In reading goal, there’s not a benchmark for teaching sound correspondence, but to teach benchmarks 1-3, Candace will learn sound correspondence. In the math goal, the teaching of counting and place value are taught as prerequisite skills for the goal of addition and subtraction.
Trainer Note: Candace’s social need to communicate with peers is addressed within the communication goal.
Trainer Note: Refer back to page 31 in the document to the statement about the annual goal is not just a restating of the standard.

39. Academic Sample: Reading
Annual Measurable Goal (#5):
Given a controlled text reading passage at her instructional level including literature and informational texts, Candace will independently read the passage and respond orally to literal and inferential comprehension questions with 80% accuracy over 3 out of 4 reading assessments.
Benchmarks/Short Term Instructional Objectives
1. Candace will answer comprehension questions about main idea and key details.
2. Candace will retell the story including key details.
3. Candace will make prediction and connections between events/characters/ideas within a text.
One of the areas we identified as a priority need for Candace was to answer questions about texts.
Let’s work through the first goal together.
Model the 4 step process for developing the goal.
Step 1: Identify grade level standards: Page 12 Reading standards for literature: Key ideas and details, grade 3, standard 1; Craft and structure, grade 3, standard 4; Page 17 FOUNDATIONAL SKILLS: Phonics and Word Recognition (c) and Fluency (a).
Step 2: Identify baseline: Page 2 Academic functioning in reading: Given a guided reading passage on her instruction level, and following multiple exposures to the passage, Candace reads 50 words with 18 miscues, responds to literal questions at 70% accuracy, and inferential questions at 45% accuracy.
Step 3: Prioritize skill areas: This annual goal focuses on both foundational skills
Step 4: Write the measure goal using ABCDE components.
After reviewing the current functioning in the present level, ASK:
1: What information in the present levels supports this goal?
2: What KCAS standard(s) are being addressed in this goal?
Discuss: At what grade level is Candace currently functioning? At what grade level does this goal target?
Is this a pivotal skill? Is it reasonable for a 12 month period?

40. Practice
Review the Present Levels of Academic and Functional Performance section of Candace’s IEP
Based on the areas you prioritized in step 3
Develop one annual goal for an academic area of need
Develop one annual goal for a functional area of need
Allow participants to work through the goal writing process based on Candace’s present levels.
Ask for volunteers to share example goals with the group and walk the group through the present levels and the KCAS review for determining the goal.
Review the components of the goal

41. In Summary: Measurable Annual Goals
Purpose:
To describe what the student can reasonably be expected to accomplish within 12 months with specially designed instruction and related services
Directly related to the present level of performance which provides baseline information
Provides a way of determining whether anticipated outcomes are being met
Appropriate annual goals answer the question
“What should the student be doing?”

42. It’s All About the Fit… Special and General Education
IEP
Not a curriculum
Describes how the student will:
access education;
make progress in the general curriculum; and
address other unique needs.
State Standards
Drive the development of the curriculum
Are assessed
Reflect what all students should learn
When we think about special education and general education services and state standards:
State standards drive the curriculum
State standards are assessed
State standards reflect what all students should learn
As teams determine the critical goals for students, we must note how student is going to access and make progress in the general education curriculum, which is aligned to the standards.
PATTAN