Brandywine Special Needs Brandywine Special Needs PTAPTA

IEPs – Writing Measurable Goals and IEPs – Writing Measurable Goals and ObjectivesObjectives

October 20, 2005October 20, 2005

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Resources UsedResources Used• Administrative Manual for Special Education Services

(2000)

• Better IEPs: How to Develop Legally Correct and Educationally Useful Programs, 3rd Edition (Bateman and Linden, 1992)

• A Guide to the Individualized Education Program (Office of Special Education Services, US DOE, 2000)

• The IEP Process (Delaware Department of Education, 2001)

• Individuals with Disabilities Act (IDEA 2004)

• Writing Measurable IEP Goals and Objectives (Bateman & Herr, 2003)

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Basic Special Education Process Basic Special Education Process Under IDEAUnder IDEA

Child is identified as possibly needing special education and related services

Child is evaluated

Eligibility is decided

How a child is identified

From A Guide to the Individualized Education Program (Office of Special Education Services, US DOE)

44

Basic Special Education Process Basic Special Education Process Under IDEA Under IDEA (cont’d.)(cont’d.)

Child is found eligible for services

IEP meeting is scheduled

IEP meeting is held and the IEP is written

Writing the IEP

How a child is identified

From A Guide to the Individualized Education Program (Office of Special Education Services, US DOE)

55

Walk in preparedWalk in prepared Know what reading programs are available Know what reading programs are available

in the school districtin the school district Ask what “peer-reviewed research” supports Ask what “peer-reviewed research” supports

this curriculum – and then look it up!this curriculum – and then look it up! Know which general education teachers will Know which general education teachers will

be in attendancebe in attendance Ask if your child is participating in the same Ask if your child is participating in the same

curriculum as other peers – is there a curriculum as other peers – is there a supplementary curriculum?supplementary curriculum?

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Basic Special Education Process Basic Special Education Process Under IDEA Under IDEA (cont’d.)(cont’d.)

Services are provided

Progress is measured and reported to parents

IEP is reviewed (Reevaluation every 3 years)

What happens after the IEP is written

From A Guide to the Individualized Education Program (Office of Special Education Services, US DOE)

77

FOR ALL STUDENTS: I. Present level of Educational

Performance

II. Measurable Goals andObjectives

III. Assessment Status

IV. Nonparticipation withNon-disabled peers

V. All needed services fullydescribed (amount,frequency, etc.)

VI. Progress Reporting

IEP COMPONENTS

FOR SOME STUDENTS: VII. Transition – including

transfer of rights

VIII. Behavior Plan

IX. ESL needs

X. Braille

XI. Communication needs

XII. Assistive Technology

IEP COMPONENTS

From Better IEPs: How to Develop Legally Correct and Educationally Useful Programs, 3rd Edition (Bateman and Linden)

88

FOR ALL STUDENTS: I. Present level of Educational

Performance

II. Measurable Goals andObjectives

III. Assessment Status

IV. Nonparticipation withNon-disabled peers

V. All needed services fullydescribed (amount,frequency, etc.)

VI. Progress Reporting

IEP COMPONENTS

FOR SOME STUDENTS: VII. Transition – including

transfer of rights

VIII. Behavior Plan

IX. ESL needs

X. Braille

XI. Communication needs

XII. Assistive Technology

IEP COMPONENTS

From Better IEPs: How to Develop Legally Correct and Educationally Useful Programs, 3rd Edition (Bateman and Linden)

99

Present Level of Present Level of Educational PerformanceEducational Performance May be contained in a unique need or May be contained in a unique need or

characteristic (e.g. has no friends, always characteristic (e.g. has no friends, always plays alone, absent 80 out of 175 days, plays alone, absent 80 out of 175 days, tardy at least once daily)tardy at least once daily)

Or can be presented as a beginning point in Or can be presented as a beginning point in a sequence PLEP –objectives –goala sequence PLEP –objectives –goal

PLEP is now, objectives are next and goal PLEP is now, objectives are next and goal is where student is headed.is where student is headed.

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ExampleExample

Area of concern is slow, inaccurate decodingArea of concern is slow, inaccurate decoding PLEP is 15-20 words per minutes with three PLEP is 15-20 words per minutes with three

to eight errors in fifth grade material.to eight errors in fifth grade material. First objective might be 25-35 WPM with 0-2 First objective might be 25-35 WPM with 0-2

errors.errors. Second objective might be 50 WPM with 0-2 Second objective might be 50 WPM with 0-2

errorserrors Goal might be 80 WPM with 0-2 errorsGoal might be 80 WPM with 0-2 errors

1111

FOR ALL STUDENTS: I. Present level of Educational

Performance

II. Measurable Goals andObjectives

III. Assessment Status

IV. Nonparticipation withNon-disabled peers

V. All needed services fullydescribed (amount,frequency, etc.)

VI. Progress Reporting

IEP COMPONENTS

FOR SOME STUDENTS: VII. Transition – including

transfer of rights

VIII. Behavior Plan

IX. ESL needs

X. Braille

XI. Communication needs

XII. Assistive Technology

IEP COMPONENTS

From Better IEPs: How to Develop Legally Correct and Educationally Useful Programs, 3rd Edition (Bateman and Linden)

1212

Goals and ObjectivesGoals and Objectives

Begin with asking “If the service we are Begin with asking “If the service we are providing is effective, what will we see in the providing is effective, what will we see in the student’s behavior that tells us so?”student’s behavior that tells us so?”

Purpose of goals and objectives is to Purpose of goals and objectives is to evaluate servicesevaluate services

Objectives should be statements of how far Objectives should be statements of how far the student will progress toward the annual the student will progress toward the annual goalgoal

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Annual goal is really a 12 month objectives Annual goal is really a 12 month objectives that tells you by when.that tells you by when.

It can be efficient to write an objective for It can be efficient to write an objective for every reporting period now that we must every reporting period now that we must report out as frequently as we do for report out as frequently as we do for students without IEPsstudents without IEPs

Goals and ObjectivesGoals and Objectives

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How to Evaluate ProgressHow to Evaluate Progress

Go to parent/teacher conferencesGo to parent/teacher conferences Set up additional conferencesSet up additional conferences Ask teacher if progress is being madeAsk teacher if progress is being made Understand how the goal/objective is being Understand how the goal/objective is being

measuredmeasured

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Is it Progress?Is it Progress?

40%40%

Reading objective - Reading objective - PLEP at IEP in June PLEP at IEP in June states:states:Grade 4 – lesson 39 – Grade 4 – lesson 39 –

read 75 words per read 75 words per minute with 3 errorsminute with 3 errors

64%64%

Reading objective – Reading objective – Progress update for 1Progress update for 1stst marking period (Nov):marking period (Nov):Grade 4 – lesson 72 – Grade 4 – lesson 72 –

read 63 words per read 63 words per minute with 2 errorminute with 2 error

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What to do if progress not being What to do if progress not being made or is slower than expected?made or is slower than expected?

Set up IEP meetingSet up IEP meeting Discuss student’s rate of progressDiscuss student’s rate of progress

– Is there any progress at all?Is there any progress at all?– Is it slower than expected?Is it slower than expected?

Discuss why student is not making progressDiscuss why student is not making progress Decisions can include:Decisions can include:

– Stay the courseStay the course– Change accommodations or the teachingChange accommodations or the teaching– Change the targetChange the target– Revise the goal/objective (target a specific area)Revise the goal/objective (target a specific area)

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5 Areas of Reading5 Areas of Reading

DecodingDecoding Phonemic AwarenessPhonemic Awareness VocabularyVocabulary FluencyFluency ComprehensionComprehension

MotivationMotivation

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Other Potential ResourcesOther Potential Resources

Reading SpecialistsReading Specialists Instructional Support TeamsInstructional Support Teams Ask the school or districtAsk the school or district

State Programs:State Programs:– Reading FirstReading First– Success for Secondary Struggling ReadersSuccess for Secondary Struggling Readers

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Goals and ObjectivesGoals and Objectives

A goal must be A goal must be meaningfulmeaningful A goal is A goal is measurablemeasurable A goal guides A goal guides decision-making and future decision-making and future

planningplanningA measurable goal contains:

1. An observable learner performance (what the learner will be doing)

2. Any important conditions such as “given software”, or “given access to dictionary”, and

3. Measurable criteria which specify the level at which student’s performance will be acceptable (e.g., speed, accuracy, frequency, quality)

From Writing Measurable IEP Goals and Objectives (Bateman & Herr, 2003)

2020

ExampleExample Student has a severe learning disability Student has a severe learning disability

affecting his written expressionaffecting his written expression Services might include keyboarding instruction, Services might include keyboarding instruction,

tutoring in writing, modifications in test taking tutoring in writing, modifications in test taking and length of written assignments, substitution and length of written assignments, substitution or oral reports for some term papers. or oral reports for some term papers.

The entire set of services could be evaluated in The entire set of services could be evaluated in terms of students’ improved rate of course terms of students’ improved rate of course completion and attendance. completion and attendance.

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ExampleExamplePLEP: Given third grade text/passage, Walter reads 50-70 wpm with 4-6 errors.

Objectives:

1.Given third grade text/passage, Walter reads 110-120 wpm with 1-3 errors.

2.Given fourth grade text/passage, Walter reads 70-100 wpm with 1-3 errors.

3.Given fifth grade text/passage, Walter reads 70-100 wpm with 1-3 errors.

Goal: Given fifth grade text/passage, Walter reads 120 wpm with 1-3 errors.

Adapted From Writing Measurable IEP Goals and Objectives (Bateman & Herr, 2003)

2222

ExampleExamplePLEP: Maurice forgets classroom assignments and fails to complete his homework half of the time.

Objectives:

1. Maurice will write down all of his class assignments in his memory book immediately after they are assigned. He will do this without error every day for a week.

2. Maurice will carry his memory book with ihim from home to school and home again every day for a week.

3. Maurice will use his memory book to remind him of his assignments so that he completes 75% of his homework assignments 4 our of 5 days.

Goal: Maurice will complete all of his homework assignments, at least 3 out of 4 weeks each month.

Adapted From Writing Measurable IEP Goals and Objectives (Bateman & Herr, 2003)

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Parental Disagreement/Refusal of Parental Disagreement/Refusal of ServicesServices

Try to reach consensusTry to reach consensus Reach a temporary solution/placementReach a temporary solution/placement Ask for mediationAsk for mediation School/District inform parents of their rightsSchool/District inform parents of their rights

Ultimately, District is responsible for Ultimately, District is responsible for ensuring FAPE (1998 Appendix C to part ensuring FAPE (1998 Appendix C to part 300, Question 9)300, Question 9)

From Better IEPs: How to Develop Legally Correct and Educationally Useful Programs, 3rd Edition (Bateman and Linden)

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Contact InformationContact Information Brian M. TouchetteBrian M. Touchette

btouchette@doe.k12.de.usbtouchette@doe.k12.de.us

Louann VariLouann Varilvari@doe.k12.de.uslvari@doe.k12.de.us

(302) 739-4667(302) 739-4667http://www.doe.k12.de.ushttp://www.doe.k12.de.us