Developing IEP Goals & Objectives

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Developing IEP Goals & Objectives Middletown Department of Student Services Parent Partnership Robert Dunn, Amanda Lamoglia & Heather Mills-Pevonis Overview &

1 Developing IEP Goals & Objectives Middletown Department of Student Services Parent Partnership Robert Dunn, Amanda Lamoglia & Heather Mills-Pevonis Overview & Objectives Welcome & Introductions Objective: To increase the attendees awareness of the development of IEP goals and objectives based on student s individual needs. 1

& Objectives Welcome & Introductions Objective: To increase the attendees

2 Individualized Education Program" (IEP) Means a written plan which sets forth present levels of academic achievement and functional performance, measurable annual goals and short-term objectives or benchmarks and describes an integrated, sequential program of individually designed instructional activities and related services necessary to achieve the stated goals and objectives. N.J.A.C. 6A: Access to the General Education Curriculum IDEA The IEP must address involvement and progress in the general curriculum in the following sections: Present levels of educational performance, Annual goals, Special education and related services and supplementary aids and services to be provided Extent, if any, to which the child will not participate in the general education class Participation in state and district-wide assessments 2

3 Access to the General Education Curriculum Special education has been defined as adapting, as appropriate, to the needs of an eligible child... the content, delivery of instruction to address the unique needs of the child that result from the child s disability, and, to ensure access of the child to the general curriculum. Access to the General Education Curriculum Based on strengths, present levels, disability and needs, determine what would it take for the student to have meaningful interaction with the curriculum. 3

access of the child to the general curriculum.

4 Measurable Annual Goals & Benchmarks/Short-term Objectives a statement of detailed measurable annual academic and functional goals that shall, as appropriate, be related to: to the core curriculum content standards through the general education curriculum unless otherwise required according to the student's educational needs, or appropriate, student specific, functional needs. For all students, the annual academic and functional goals shall be measurable and apprise parents and educational personnel providing special education and related services to the student of the expected level of achievement attendant to each goal. Such measurable annual goals shall include benchmarks or short-term objectives related to: i. Meeting the student's needs that result from the student's disability to enable the student to be involved in and progress in the general education curriculum; and ii. Meeting each of the student's other educational needs that result from the student's disability; N.J.A.C. 6A:14-3.7(e)2,3 Tell the Right Story Strengths, interests and preferences Goals & monitoring Plan PPLAAFP Student Accommodations Affects of Disability Baseline Needs 4

For all students, the annual academic and functional goals shall be measurable and apprise parents and educational personnel providing special education and related services to the student of the

5 Decision Making for Goals & Objectives What specific areas of difficulty (academic and/or functional) including how the student's disability affects his or her involvement and progress in the general education curriculum are identified in the PLAAFP? N.J.A.C. 6A:14-3.7(e)1 What are the students specific areas of strengths and needs (academic and/or functional) Does the content of the general education curriculum need to be modified? Are there other educational needs that need to be addressed? Benchmarks or Short-term Objectives Annual Goal Make the direct connection to Why we are working on specific goals and instructional direction. Start with the needs and continued growth identified in the PLAAFP; with discussion of what the student needs to access the curriculum. Objectives Needs become specific and measurable short-term objectives; short term objectives have criteria and evaluation procedures Series of short term objectives align to annual measurable academic and/or functional goal; the content area highlighted PLAAFP The annual measurable goal, aligns with the standard based on the students actual grade level. 5

7(e)1 What are the students specific areas of strengths and needs (academic and/or functional) Does the content of the general education curriculum need to be modified?

6 Problematic Goals & Objectives Not measurable Do not align with the student s unique needs that are identified in the PLAAFP Insufficient progress or unrealistic progress projected Examples from Tienet: 6

identified in the PLAAFP Insufficient progress or

7 Birth Date: Goals and Objectives ACADEMIC AND/OR FUNCTIONAL AREA: English Language Arts-Kindergarten STRAND: Reading Foundational Skills Phonological Awareness STANDARD: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). ANNUAL MEASURABLE ACADEMIC AND/OR School Year: FUNCTIONAL GOAL: Student Name will increase skills in the area of word analysis. BENCHMARKS OR SHORT TERM OBJECTIVES: Objective: --- will identify all letter sounds in isolation. Objective: ---- will identify initial consonants in spoken words. Objective: ---- will recognize and produce rhyming words. Objective: ---- will distinguish if two words sound alike or different. CRITERIA With 90% accuracy. With 85% accuracy. With 85% accuracy. With 85% accuracy. EVALUATION PROCEDURES Report cards. Daily assignments. Progress reports. Classroom participation. Informal Measures. 7

BENCHMARKS OR SHORT TERM OBJECTIVES: Objective: --- will identify all letter sounds in isolation. Objective: ---- will identify initial consonants in spoken words.

8 Measurable Goals: Goal addresses skills identified CC. Goal describes the method for monitoring progress. IEP demonstrates a coordinated approach between goals and across disciplines. Goal includes targeted skill/behavior, the condition under which it will be demonstrated and the performance criteria expected. Performance Criterion/Condition Criterion Example Speed - Completes daily journal assignment within a 40 minute period - Writes numerals in random order at 50 npm Accuracy Quantity Quality - Achieves a score of 4 or better on the NJ 11 th grade written holistic scoring rubric -Initiates 5 or more peer interactions per day - Uses personal reflections - Maintains focus Level of Independence - With assistance - Independently 8

Performance Criterion/Condition Criterion Example Speed - Completes daily journal assignment within a 40 minute period - Writes numerals in random order at 50 npm Accuracy Quantity

9 Evaluation Criteria for G & O s Collect evidence (data) that reflects student performance Make data collection part of ongoing instruction and assessment Consider What information (data) is needed? How will the information (data) be collected? Who will collect it? How often will be it analyzed? Recap of Key Points Measureable Annual Goals & Benchmarks/Short-term Objectives By when Under what conditions Skill and/or behavior the student will accomplish Performance criteria Evaluation criteria 9

Who will collect it? How often will be it analyzed?

10 Evaluating & Reporting Student Progress A statement of how the student s progress toward the annual goals will be measured A statement of how the student s parents will be regularly informed of their student s progress toward the annuals goals and to the extent to which that progress is sufficient to enable the student to achieve the goals by the end of the year 6A:14-3.7(e)16 Progress Report Example: 10

student s progress toward the annuals goals and to the extent to which that progress is sufficient to

11 Progress Reports Example Cont. Data Collection Provides an objective measurement of student progress Helps gauge the student s response to instruction Produces objective information to share with parents and professionals Informs development of future IEP goals 11

progress Helps gauge the student s response to instruction

12 Recap of Key Points Student progress should be monitored and evaluated on a ongoing basis Adjustments to the instructional program and/or measureable annual goals and related objectives should be made as needed Progress reports should reflect student progress in a way that is clear and meaningful to parents Stop asking me if we re almost there. For crying out loud, we re nomads 12

should be made as needed Progress reports should reflect student progress in a way that is

13 Tell the Right Story Are we there yet?! Thank you very much for joining us this evening Middletown Board of Education Department of Student Services Special thanks to the New Jersey Department of Education, LRC and Carol Kosnitsky on behalf of the Monmouth County Association of Directors for Special Education 13

Education Department of Student Services Special thanks to the New Jersey

Aligning IEP Goals to Common Core Standards. Presented by L.E.A.S.E. Coordinators

Aligning IEP Goals to Common Core Standards Presented by L.E.A.S.E. Coordinators Objectives Understand the ISBE guidance document Demonstrate an understanding of the vocabulary and structure of the Common