IEP DEVELOPMENT GOAL WRITING by sbhK71y

VIEWS: 0 PAGES: 45

									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

								
To top