"IEP DEVELOPMENT GOAL WRITING"
IEP Development: Goal Writing 2009-2010 1 Agenda Welcome Presentation on goal writing and how it is connected to the rest of the IEP Reviewing a sample IEP Susie’s PLAFFP, goals, benchmarks 2 IDEA states: “…(I) a statement of the child’s present levels of academic achievement and functional performance, including- (aa) how the child’s disability affects the child’s involvement and progress in the general education curriculum; (bb) for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities; 3 IDEA continued… …(II) a statement of measurable annual goal, including academic and functional goals, designed to- (aa) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and…. (bb) meet each of the child’s other educational needs that result from the child’s disability; (III) a description of how the child’s progress toward meeting the annual goals described in sub-clause (II) will be measured and when periodic reports on the progress the child is making toward meeting the annual goals…” 20 U.S.C. § 1414 (d)(1)(A) (i) 4 Why are goals important? The IEP is the heart of the Individuals with Disabilities Education Act (IDEA), The IEP ensures FAPE (Free and Appropriate Public Education), and (Well-written) measurable goals and objectives/benchmarks are the heart of each IEP. 5 Who writes a goal??? Teachers should draft goals for students well in advance of the IEP meeting. Teachers know the ILS and the curriculum, which need to guide the development of the goal. Case managers can provide feedback on the quality of information in DRAFT IEPs in advance. It is best practice for IEP drafts to be reviewed in advance of the meeting to ensure high quality documents. 6 Goals MUST tie to all other sections of the IEP. The content of the goal must make sense in context of the information presented in the General Considerations section (section 7 eIEP, section 4 in the old version of the IEP). The goal must be Aligned to the ILS Linked to the Present Level of Academic Achievement and Functional Performance (PLAAFP) Reflective of the progress toward mastery through the achievement of each benchmark. 7 How it all connects: What you need to write a good goal Determine Goal: ILS: the target Defines Defines PLAFFP: behavior based on where the students will Benchmarks: where the Defines Define what steps student need be after a student where the will be met along and consider year, should be, student is the way to meeting student’s including based on right now the overall goal rate of what grade level strategies learning. will be used •The PLAFFP needs to make sense in relation to the learning standard. •The strategies in the goal need to make sense in relation to the learning standard. •The benchmarks need to relate to the overall goal, either in a sequential manner OR as mastering of concepts that, when added up, equal the goal. 8 BENCH- Illinois Learning ILS PLAAFP GOAL MARKS Standards http://www.isbe.net/ils/Default.htm 9 BENCH- ILS PLAAFP GOAL MARKS Present Level Of Academic Achievement and Functional Performance (PLAAFP) 10 Present Levels of Academic ILS PLAAFP GOAL BENCH- MARKS Achievement and Functional Performance A statement that describes how your student is doing in specific areas of need/subject area and is based on current information Information about how your student’s disability affects his or her involvement in the general education curriculum in specific areas of need/subject area. Covers all areas of development where your student may need support The basis of the development of goals. 11 BENCH- What is Present ILS PLAAFP GOAL MARKS Level of Academic Achievement? Academic Achievement refers to your student’s performance in academic areas. Identifies how your student’s strengths and weaknesses affect academic performance. Information gathered from standard scores, percentile ranks, age and grade equivalent scores on tests and assessments. Areas of Development: All parts of a school day where a student receives a grade. Reading or language arts Art PE Music Career classes World Languages Math Science History 12 What is Present ILS PLAAFP GOAL BENCH- MARKS Level of Functional Performance? Functional is a term that generally refers to skills or activities that are not considered academic or related to a student’s academic achievement. Used in the context of routine activities of everyday living. Areas of Development: Daily living or self-help skills—dressing, eating, using the bathroom Social skills—making friends Behavior Sensory skills—hearing, seeing Communication skills—talking Mobility—getting around in school and the community Vocational skills—working 13 Quality Indicators for Present Level of Academic Achievement and Functional Performance (PLAAFP) PLAAFP is tied directly to Details the student’s the subject area being strengths and needs. addressed. Focuses on priority needs. Links to and EXPANDS ON Describes how the student’s information in General disability impacts their Considerations section learning/behavior and Uses data from MULTIPLE progress in the general sources (including curriculum. curriculum based Uses narrative format to assessments, classroom describe student’s observations, other district performance. assessments, formative Uses clear language and assessment) to describe avoids jargon in order to current functioning create a clear picture of the Includes progress on student (that would be current IEP goals and understood by a parent and identifies any supports that student). have been successful. 14 Academic ILS PLAAFP GOAL BENCH- MARKS Achievement Example Present Level of Academic Achievement: Katie is a 3rd grader who has difficulty with written language. Is this a well-written statement? 15 Academic ILS PLAAFP GOAL BENCH- MARKS Achievement Example continued… Present Level of Academic Achievement– Rewritten: Katie is a 3rd grader. In written language, Katie spells early 1st grade level words at 90% accuracy. She writes simple sentences with invented spelling. She begins sentences with a capital letter and ends with a period 90% or more, but she has no other consistent understanding of capitalization or punctuation. 16 Functional ILS PLAAFP GOAL BENCH- MARKS Performance Example Present level of Functional Performance: Mary is an 18 yr. old who has difficulties with preparing food. Is this a well-written statement? 17 Functional ILS PLAAFP GOAL BENCH- MARKS Performance Example continued… Present Level of Functional Performance- Rewritten: Mary is an 18 yr. old student who would like to live in her own apartment after leaving the public school system. She is able to understand the kitchen organization and find tools she needs to perform simple tasks like measuring. Mary can currently put a cup of water into a microwave. When given a prompt, Mary knows how to open the microwave door and set the timer for 10, 30, 60, or 90 seconds in order to heat water to the necessary temperature. 18 BENCH- ILS PLAAFP GOAL MARKS Goals 19 BENCH- ILS PLAAFP GOAL MARKS Why write precise goals? Provide clear focus for INSTRUCTION, which promotes positive outcomes for students Provide a clear basis for monitoring student progress Communicate the expectations to all stakeholders 20 BENCH- ILS PLAAFP GOAL MARKS What are Goals? Goals describe what your student can be expected to do or learn within a 12- month period and are designed to: Enable your student to be involved in and make progress in the general education curriculum Meet each of your student’s other educational needs that result from the student’s disability 21 BENCH- SMART Goals & ILS PLAAFP GOAL MARKS Objectives S Specific M Measurable A Action words R Realistic/relevant T Time-limited 22 BENCH- ILS PLAAFP GOAL MARKS Specific Goals Target areas of academic achievement and functional performance Include clear descriptions of the knowledge and skills that will be taught Define each skill in measurable terms 23 BENCH- ILS PLAAFP GOAL MARKS Measurable Goals Measurable means you can count or observe it. Allow parents and teachers to know how much progress your student has made since the performance was last measured. With measurable goals, you will know when your student reaches the goal. 24 BENCH- ILS PLAAFP GOAL MYTHS of MARKS Measurability If a goal contains a percentage, it’s measurable. Eugene will write a paragraph with 90% accuracy. --THIS IS NOT A GOOD GOAL. If a goal contains technical language, it must be valid. Kevin will improve his central auditory processing. --THIS IS NOT A GOOD GOAL. If a goal contains an “action” verb, it is measurable. Demonstrate an understanding of dating. -- THIS IS NOT A GOOD GOAL. Source: Writing Measurable IEP Goals and Objectives, Bateman and Herr 25 BENCH- ILS PLAAFP GOAL MARKS Action Words Three components that must be stated in measurable terms: Direction of behavior increase, decrease, maintain, etc. Area of need reading, writing, social skills, communication, etc. Level of attainment without assistance, at x% rate, trials, etc. Use action words: The child will. . . 26 BENCH- ILS PLAAFP GOAL Realistic & MARKS Relevant Goals Assist the student’s access and make progress in the age appropriate curriculum. Are not solely based on district curricula, state or district tests, or other external standards. 27 BENCH- ILS PLAAFP GOAL MARKS Time-limited Goals What does your student need to know and be able to do after one year of special education services? What is the starting point for each of your student’s needs (present levels of academic achievement and functional performance)? Enables you to monitor your student’s progress at regular intervals. 28 Strategies and ILS PLAAFP GOAL BENCH- MARKS interventions in goals Goals should be specific about strategies to help the student meet the expectations. Basic examples of some interventions can be found in the OSS Resource Manual for Substitute Teachers More specific examples can be found at www.interventioncentral.org 29 Examples of BENCH- ILS PLAAFP GOAL Interventions to MARKS Improve Reading Fluency Assisted Reading Practice Paired Reading Repeated Reading 30 Examples of BENCH- ILS PLAAFP GOAL Interventions to MARKS Improve Text Comprehension Click or Chunk – A Student Comprehension Self Check Mental Imagery – Improving Text Recall Main Idea Graphic Organizer Text Look Back 31 Examples of BENCH- ILS PLAAFP GOAL Interventions to MARKS Improve Writing Think sheets outlining step-by-step strategies Guided practice Plan-write-revise 32 Quality Indicators for Annual Goals and Benchmarks Is tied directly to the Focuses on specific subject area being behaviors or skills addressed Is linked to desired post Has MEASURABLE, schools outcomes quantifiable outcomes Addresses the student’s Is achievable within year individual needs as Is practical and relevant identified in the PLAAFP to student needs Is linked to the age/grade Uses clear wording that appropriate Illinois all can understand (not Learning Standards, but vague, avoids jargon) are not verbatim States what the child will Includes strategies to be used with the student to DO (observable, action achieve the goal words) 33 BENCH- ILS PLAAFP GOAL MARKS Goal Example Goal Katie will increase her written language skills to 3rd grade level. Is this measurable and clear? 34 BENCH- Goal Example ILS PLAAFP GOAL MARKS continued… Remember? … Present Level of Performance - Rewritten Katie is a 3rd grader. In written language, Katie spells early 1st grade level words at 90% accuracy. She writes simple sentences with invented spelling. She begins sentences with a capital letter and ends with a period 90% or more, but she has no other consistent understanding of capitalization or punctuation. Katie will increase her written language skills to 3rd grade level. Again, is this a measurable goal? 35 BENCH- ILS PLAAFP GOAL Goal Example MARKS continued… Goal - Rewritten Given a word bank of 50 3rd grade vocabulary words and using strategies such as plan-write-revise, Katie will write a 5 sentence paragraph with correct punctuation and capitalization with 90% accuracy on 3 consecutive weekly assignments. 36 Benchmarks: BENCH- ILS PLAAFP GOAL the steps to reaching MARKS the goal Breaks the annual goal down into smaller components States the amount of progress your child is expected to make within specific segments of the year Establishes expected performance levels allowing for regular measurement/progress checks 37 BENCH- Katie’s ILS PLAAFP GOAL MARKS Benchmarks: Benchmark 1: Given a word bank of 25 1st grade and 25 2nd grade vocabulary words and using guided practice in the strategy plan-write-revise, Katie will write a 3 sentence paragraph with correct punctuation and capitalization with 80% accuracy on 3 consecutive weekly assignments. Benchmark 2: Given a word bank of 50 2nd grade vocabulary words and using guided practice in the strategy plan-write-revise, Katie will write a 4 sentence paragraph with correct punctuation and capitalization with 85% accuracy on 3 consecutive weekly assignments Benchmark 3: Given a word bank of 25 2nd grade and 25 3rd grade vocabulary words and using guided practice in the strategy plan-write-revise, Katie will write a 5 sentence paragraph with correct punctuation and capitalization with 90% accuracy on 3 consecutive weekly assignments. 38 ACTIVITIES 39 PLAAFP ACTIVITY Use checklist to review the sample PLAAFP. Check which components are included in the PLAAFP Discuss this What components are included? Is this PLAAFP adequate? What would make it better? 40 Sample Present Level of Performance (Language Arts) Academic Achievement Susie is able to use word attack strategies to independently read grade level text. She is able to answer basic literal questions from within the text formatted as who, what, where type questions. She attained her past goal of answering literal information with 80% accuracy. Susie continues to struggle with story elements (such as theme & conflicts) and their relationships which often results in her failure to gain meaning of the text. Her classroom assessment average for questions related to inference is 60%. She has difficulty formulating her own ideas and opinions after reading a text and does not provide supporting evidence for her answers. Functional Performance Susie’s poor reasoning skills impact her ability to understand what she is reading and to comprehend a variety of texts on a deeper level. Susie benefits when text is chunked into shorter sections and accompanied with frequent checks for understanding Other Considerations When responding to questions Susie prefers to rely on her memory rather than return to the text to enhance her responses. Language of Instruction English 41 GOAL ACTIVITY Use checklist to review the sample goal presented. Check which components are included in the goal Discuss this What components are included? Is this goal adequate? What would make it better? 42 Sample Goal and Benchmarks Measurable Annual Goal Illinois State Learning Standard: 1C- Comprehend a broad range of reading materials. Annual Goal: Susie will use her knowledge of literary elements and techniques to identify, interpret and compare and contrast events, setting, characters themes, and conflicts, and draw conclusions and inferences from a variety of genres using reading strategies such as QAR (Question-Answer Relationship: Right There, Think and Search & Author and You Questions), guided practice and graphic organizers with 90% accuracy. Quarterly Benchmarks Quarter 1 Quarter 2 Quarter 3 Description: Description: Description: Using the reading strategies such as Using the reading strategies such as Using the reading strategies of highlighting important QAR, chunking text into smaller QAR and guided practice, Susie facts/passages, QAR and chunking sections, graphic organizers, and will interpret the text by providing the text into smaller sections with modeling, Susie will compare and her ideas and opinions related to checks for comprehension, Susie will contrast the role and actions of the the characters, events, themes, and identify the setting, roles of the text’s characters, events, conflict and conflicts and defend her responses characters, conflict and theme with at themes to draw conclusions with at with at least three details of least one detail supporting evidence least two supporting details supporting evidence with 90% throughout the text with 90% throughout the text with 90% accuracy. accuracy. accuracy. 43 Activity: Review an IEP Divide into 5 groups and discuss the sections you have been given. Look at general considerations Look at PLAAFP Look at the goal What can be better? Which interventions could have been incorporated into the goal to make this a better goal? 44 Questions? 45