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EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Annual Goals

Services

Evaluation of Effectiveness

Progress Monitoring

Text

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Annual Goals

Services


Progress Monitoring

Welcome! This e-learning module offers quick

access to information to support the writing of

effective annual goals. Choose the appropriate

tab to hear an overview, see details, and view

samples of each step of the process. A brief quiz

is also available to test your knowledge!

EGP Quiz

Present Levels

Educational Needs

Annual Goals

Services


Progress Monitoring

Overview

Expected Outcomes Long term goals, post

secondary goals, graduating, passing a test or course

Events that happen once or infrequently

Drive the thinking about what to do now to get there

Examples

EGP Quiz

Present Levels

Educational Needs

Annual Goals

Services


Progress Monitoring

Examples Requirements

Expected Outcomes Expected Outcomes describe the first step

in the Effective Goal Writing Process. In this

initial step, long term goals are considered.

Expected Outcomes define the student’s

educational, behavioral, and functional

outcomes for everyone involved in the case

conference. The Case Conference

Committee (CCC) may consider post school

goals for older students or for younger

students describe interactions with peers

and care providers.

EGP Quiz

Present Levels

Educational Needs

Annual Goals

Services


Progress Monitoring

Overview Requirements

Expected Outcomes

Expected Outcomes

Present Levels Educational Needs

High School Diploma

Passing ISTEP+

Getting a Job

Living Independently

Attend General Ed Kindergarten

EGP Quiz

Expected Outcomes

Educational Needs

Annual Goals

Services


Progress Monitoring

Overview

Present Levels

Examples

EGP Quiz

Expected Outcomes

Educational Needs

Annual Goals

Services


Progress Monitoring

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Present Levels

Present Levels are a snapshot of student

performance. This statement should include data

describing the student’s strengths and challenges as

they relate to both academics and functional skills.

The data reported should inform the case conference

committee of the student’s strengths and skill deficits

in these areas. The identification of these deficit

areas lead to the development of Educational Needs

EGP Quiz

Expected Outcomes

Educational Needs

Annual Goals

Services


Progress Monitoring


Present Levels

Expected Outcomes


High School Diploma•Initiates requests for helpwith work•Has earned 38 of 41 credits

Passing ISTEP+ •Passed English section

Getting a Job

•Has received 2 late for schools•3 tardies to class this semester

Living Independently•Knows emergency numbers•Navigates school campus independently


•Transitions betweenactivities with prompting•Works with a partner or in small groups

EGP Quiz

Expected Outcomes

Present Levels

Annual Goals

Services


Progress Monitoring

Overview

Educational Needs

Difference between the expected outcomes and present level

Include academic and functional performance

Based on a hypothesis of the reason for the difficulty

Based on student’s data

Examples

EGP Quiz

Expected Outcomes

Present Levels

Annual Goals

Services


Progress Monitoring


Educational Needs

Using the target set by the

committee’s discussion around

expected student outcomes

and the starting point defined

in present levels, the CCC can

begin to describe Educational

Needs.

Educational Needs are the first

steps on the path from Present

Levels to Annual Goals and

eventually reaching the long

range outcomes.

EGP Quiz

Expected Outcomes

Present Levels

Annual Goals

Services


Progress Monitoring


Educational Needs

Expected Outcomes



•Continue to develop self-advocacy skills

Passing ISTEP+ •Passed English section•Participate in math remediation classes

Getting a Job

•Has received 2 late for schools•3 tardies to class this semester

•Increase on-time arrivals •Learn time management strategies


•Learn city bus routes


•Transitions betweenactivities with prompting•Works with a partner or in small groups

•Utilize visual schedules to increase independent transitions•Increase large group interactions

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Services


Progress Monitoring

Overview

Annual Goals

Attainable in a year

Able to be measured regularly

Logical extensions of expected

outcomes, present levels and

needs of the student

Aligned to general curriculum

as much as possible

Examples

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Services


Progress Monitoring


Annual Goals

In the IEP a goal is more than the text in the Annual Goal Statement

Annual Goals are directly related to

Educational Needs. Each expressed

need must be addressed by at least one

annual goal. This is not a one-to-one

relationship necessarily. Situations

occur where one goal may address

multiple needs. One need may also

require multiple goals.

To ensure a goal is measureable it must

contain:

1. Conditions under which it will occur

2. A description of a measureable and

observable behavior

3. Criterion for mastery

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Services


Progress Monitoring


Annual Goals

Expected Outcomes Present Levels Educational Needs


•Continue to develop self-advocacy skills

Annual Goals

Self Advocacy

James will initiate student-teacher conference monthly to discuss academic progress with his Teacher of Record.

James will access the Teacher Student Online Portal to review his grades and progress weekly.

Expected Outcomes Present Levels Educational Needs


•Learn city transportation routes

Annual Goals

Jenny will independently use city transportation to travel from her home to her job site.

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Annual Goals


Progress Monitoring

Overview

Services

•Directly relevant to present levels, needs, and annual goal attainment

•A professional activity

•Not a location

•Not a methodology

•Delivered with “fidelity”

Examples

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Annual Goals


Progress Monitoring


Services

Once Annual Goals have been defined the next

logical step in this process is to set up special

education and if needed, related services. Services

should describe clearly the role of the special

education and, if required, related service staff in the

student’s educational plan.

The discussion of services should always start in the

general education classroom. As much as possible

services should support the student remaining in a

classroom with his or her non disabled peers. If this is

not possible, the reasoning behind the Case

Conference Committee’s decision should be well

documented within the IEP.

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Annual Goals


Progress Monitoring


Services

• Direct Services, Indirect Services, Speech and/or Language Services

Description

• Date when service begins

Start date

• Number of session per day, week, month, or reporting period

Frequency

• Minutes or hours per session

Length

• Date when service ends

End date

• General Education Setting

• Special Education Setting

Location

• Which Post-Secondary goal(s) are supported by this service?

Transition

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Annual Goals

Services


program

Overview

Progress Monitoring

Examples

To assess a student’s academic performance on a regular basis

To document student progress for accountability purposes

To communicate with parents or other professionals about student progress

To identify students at risk who may need additional services

To help general education teachers plan more effective instruction within their classrooms

To help special education teachers design more effective instructional programs for students who do not respond to the general education

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Annual Goals

Services



Progress Monitoring

Progress monitoring is one of the checks and

balances built into all IEPs. With regular progress

monitoring, the Teacher of Record (TOR) and the

rest of the IEP team can check student progress.

As the school year advances, progress monitoring

data may help both general and special education

teachers to refine instruction or reexamine all or part

of the student’s education plan if the student is not

developing as expected.

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Annual Goals

Services



Progress Monitoring

• Products that are outcomes of behavior, tangible, or environmental outcomes

Permanent Products

• Probes of skill mastery

Curriculum-based Measurements

• Lists of specific skills or behaviors completed by persons familiar with student

Checklists (Skill or Behavioral)

• Involve asking someone information about a subject (targeted behavior)

Interviews

• Recordkeeping of one’s own performance or behavior

Self-Reporting

• Record a sample of the behaviors as they are occurring

Observations

EGP Quiz

Expected Outcomes

Present Levels

Educational Needs

Annual Goals

Services


Progress Monitoring


Each time progress monitoring is completed consider the implications of the data.

What does the collected data (student-specific information) show about the student’s skill growth towards the goal?

How will the student’s education program be maintained/changed/adjusted based upon this information?


Expected Outcomes

Present Levels

Educational Needs

Annual Goals

Services


Progress Monitoring

EGP Quiz

•Quiz ideas:

•Select best goal: 3 or four choices

•How often should progress monitoring take place?

•Place the following in the correct order:

•Eligibility, placement referral, educational need,

PLOP, Goal, Services

•What data should be recorded in the PLOP? (check all

that apply)

•t/f the SE teacher must administer all PM assessments

•t/f placement should be decided before goals and

services are defined

•t/f Eligibility areas can determine annual goals

•t/f The annual goal statement is the only necessary

piece of the annual goal.

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