IEP Goal Writing SpEd 576 Internship in Assessment Summer 2015 Kary Zarate Elizabeth...
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Transcript of IEP Goal Writing SpEd 576 Internship in Assessment Summer 2015 Kary Zarate Elizabeth...
IEP Goal WritingSpEd 576 Internship in Assessment
Summer 2015Kary Zarate & Elizabeth Cambray-Engstrom
Connection to the Common Core Standards do not define:
How teachers should teach All that can or should be taught The interventions needed for students
well below grade level The full range of support for ELL and Sped
students EVERYTHING needed to be career and
college ready
Resource: Dynamic Learning Maps, Online Module, Common Core Overview.
So, what do they do? They provide statements for where
students should be performing by the end of the year/ grade level.
Provides a cumulative progression of skills from grade level to grade level that students must know and apply.
English/Language Arts & Literacy in history/social studies, science, and technical subjects
Two overall sections: K-5 & 6-12 Within those sections are “strands”
Reading Writing Speaking & Listening Language Literacy in history/social studies, science, and
technical subjects ** Within strands skills are broken down further. Strands can be read vertically, and horizontally.
Common Core Math Contain Domains that vary depending
on grade level. For example: Number and Operations in Base Ten (kindergarten) expressions & equations (grade 6)
Contain Clusters of similar related standards.
Moves vertically, not necessarily horizontally across grade levels.
Grade 1 Grade 4
SOOOOO, how do we write goals??
1)Identify the area of need
2)Review Common Core Standards related to area of need
3)Select a standard that is similar to the need.
4)Use Blooms Verbs to craft a measurable goal that contains an instructional strategy and evaluation criteria.
Activity- Step 1 In your team you will work together to
write an IEP goal specific to your case study.
Step 1: Identify Common Core Area of Need: ELA: Reading, Writing, Speaking &
Listening, Language Math: Counting, geometry, algebraic
thinking, base ten, measurement & data…
Team 1) Identify the need: Overall, Maxwell struggled with this task. He was
able to identify individual letters, read one syllable words with short vowels (e.g., car, sun), and read high frequency words (e.g., and). However, Maxwell experienced difficulty on words that included more complex letter and vowel patterns, such as special and brought. He was able to apply some phonological knowledge when trying to read words with 3 or more syllables, such as imagine, investigate, and guarantee. However, he mispronounced one or more of the letters in each word.
Team 2: Identify the need Aden was able to perform most problems
that were accompanied by visual pictures. One concept that Aden struggled with, even with pictures present, was counting money. For instance, when given a picture of a nickel and five pennies, and asked to count how much money was shown, Aden had no response. After being prompted to just try he responded with “8”.
Team 3: Identify the need He also created sentences that didn’t make
semantic sense or omitted given words. For example when presented with the runner/the race/to win/going/isn’t, Diata responded “to win the race, the runner isn’t going” and then “I don’t know.” For the last item administered, he created four sentences that did not make semantic sense and omitted several of the given words.
Team 4: Identify the need During this task, T was not observed sounding
out any of the words. When asked to spell got she wrote “get.” When asked to spell am she wrote “I’m,” in both cases misspelling the word by one letter. When asked to spell from and water she did not attempt either. For water, she tried to find a source of reference and asked “is water written on my water bottle?” Similarly, when she accurately spelled camp she stated “I remember that word was on my shirt yesterday.”
Activity- step 2 Choose a common Core Standard that is
similar to the area of need. When choosing a standard, you will
evaluate what the essential element of that standard is, and base your goal off of a the essence of the standard.
Then choose/identify a level of Bloom’s Taxonomy to shape your goal.
Using Blooms Taxonomy Action Verbs
Goals are statements of what students will be able to do, using action verbs help us define and identify those tasks.
For example: If the standard is:
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Grade 3 RL. KD.1)
The essence of this standard is reading comprehension and textual evidence.
Possible Blooms verbs: Knowledge Level:
Identify(by pointing), recall (by answering who, what, when)
Comprehension: Explain, summarize, locate,
Activity- step 3 Decide on a RESEARCH BASED
instructional method/intervention that will assist the student in obtaining that skill.
LD Online Teaching Exceptional Children LDA What Works Clearing House
Activity- step 4 Choose an evaluation criteria (Speed, accuracy,
frequency)
Frequently used examples of criteria: 4 of 5 trials 3 consecutive days % accuracy
Remember to include out of HOW MANY TIMES– a measureable goal will yield the same conclusion no matter who collects the data.
Team 1 GOAL:With the support of multi-sensory systematic phonics instruction program, M will apply phonological knowledge to decode multisyllable words from a list of 10 grade level words with 90% accuracy as evidenced by a curriculum-based measurement.
Team 2 Goal: During one-to-one teaching, using
Odyssey Math, A will accurately identify and show three different ways to combine coins valuing under $2.00 out of a field of 25 coins with 100% accuracy by December 15, 2015.
Team 3 Goal: Given an essay prompt, D. will use a
checklist in addition to the rubric, to properly use conventions of language; such as semantics and word meaning, in his writing with 90% accuracy when writing a 5 paragraph essay.
Team 4: Using direct instruction , specifically The
Spelling Mastery Program (which includes phonemic, morphemic, and whole word strategies), T will correctly spell 9/10 sight words from the Dolch first grade word list with 100% accuracy over 5 consecutive data sessions.
References: http://www.fresnostate.edu/academics/oie/d
ocuments/assesments/Blooms%20Level.pdf
Resource: Dynamic Learning Maps, Online Module, Common Core Overview.
Resource for families:
http://www2.ed.gov/parents/needs/speced/iepguide/index.html