Writing IEP Goals: A New Focus on Measurability Tucson Unified School District Exceptional Education...

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Writing IEP Goals: A New Focus on Measurability

Tucson Unified School District

Exceptional Education Department with

Arizona Department of Education

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Presenters

Sue Kirlin, Program Specialist, ADE

Barbara Parson, Program Specialist, ADE

Mary Neale, Exceptional Education, TUSD

TUSD Exceptional Education 2

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AGENDA

The components of PLAAFP

The components of measurable goals

The writing of measurable goals


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“You Make the Call”

Directions:

1. Read the IEP goals Worksheet

2. Determine if the goal is “Acceptable” or “Not Acceptable”


5TUSD Exceptional Education 5

IDEA Section 300.320 The IEP

1. A statement of the child’s present levels of academic achievement and functional performance, including--

(i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children)…

2. A statement of measurable annual goals, including academic and functional goals designed to--

(i)(A) 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…

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“First of all, you will find it difficult to write a clear and measurable goal if you have not first written a clear and measurable present level of performance.”

Peter W. D. Wright and Pamela Darr Wright


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PLAAFP - Foundation

Contains:

A description of

Strengths

Learning Needs

Progress in the General Curriculum


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PLAAFP Provides:

Can provide measurable baseline for IEP goals*Baseline might be in PLAAFP or might be with goals

A “link” between present levels and goals are developed

Information that relates to the most recent evaluation data as well as the current classroom data


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Things to Think AboutAll areas pertinent to the students needs must

be addressed in the PLAAFP

Documentation must be more extensive than a test score or grade level equivalency

PLAAFP needs to contain information related to the disability (i.e. If John has a reading disability then this area must be addressed)

IDEA indicates that a child may have other educational needs that result from the disability. Those needs must be addressed.


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The PLAAFP Drives the Goals

Looking at the present levels (academic and functional) the goals will make sense.

If you begin by trying to find the goals before writing the PLAAFP you are set for failure. The goals won’t relate to the students needs.

Peter Wright and Pamela Wright



Key Components of An IEP Goal

Goal Statement (Observable behavior & criteria)

Service Provider

Baseline Data

Criteria (Matching the criteria in goal statement)

Evaluation Method

Evaluation Frequency

Alignment with Grade Level Standard Not Copied and Pasted from the Standards

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Clear and EffectiveMeasurable Goal StatementsOne specific behavior you can observe and

count.

Must be something you actually see the student doing.

Measurable goals must be skill based not curriculum based

Goals are not standards


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Prerequisites of a Measurable Goal

Must be a correlation between the goal and PLAAFP

Must describe the SKILL or level of performance that will be achieved in the year

Must meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general curriculum.


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Measurable Terms

Not Measurable

Demonstrate

Improve

Seek

Feel

Develop

Appropriate

Understand

Distinguish

Apply

Measurable

Read orally

Say

Retell

List

Label

Draw

Match

Write

StateTUSD Exceptional Education 14

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Ways to make Goals Measurable

Indicating a Rate Conditions to specify what chosen

performance will mean 60 words per minute with 2 errors

Define Factors Surrounding the Behavior When asked to work independently When dealing with authority figures After lunch



Format for Goal Writing: TIENETAnnual Goal

Given (condition), the student will (do what behavior), (to what extent and over what period of time criteria).

Service Provider

Baseline Data

Criteria Evaluation Method


The person (s) responsible for evaluating progress

To what extent the behavior occurs now

To what extent the behavior will occur in one year (Repeat)

What evaluation method will be used

How frequently it will be reported to parents


Baseline Data Defined

Baseline data is the rate at which the goal behavior is being performed at the time the goal is written.

Baseline data is obtained using a measurement tool that will also be used to measure progress each quarter.

Measurement tools must be specific to the goal behavior.


Accurate and Meaningful Baseline Data

Baseline data can be cited from classroom curriculum based assessments formal or informal.

In order to provide reliable and meaningful baseline data, IEP team members must quantify their observations.

Baseline data needs to be produced from an objective standpoint not subjective

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How to Obtain Baseline

Teacher-made test Teacher observe and record End of Unit Test Weekly paragraph assignments Work Samples Informal Reading Inventory

*Teacher Observation is not a measurement tool



Baseline Data LocationBaseline data is required to be documented in the IEP Goal area within the box labeled “Baseline Data” using quantifiable

terms.

It may also be reported in the Present Levels of Performance (Section 5b).

Service Provider Baseline Data Criteria Evaluation Method


The person (s) responsible for evaluating progress

To what extent the behavior occurs now

To what extent the behavior will occur in one year (Repeat)

What evaluation method will be used

How frequently it will be reported to parents

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Goal Criteria

Reflects the expected level of proficiency or attainment of a skill.

Reflects the behavior you want the student to perform in one year

Specifies the rate or frequency that the behavior will occur

Can specify the conditions (number of prompts, independent, time of day, place)

Must be evaluated using the same measurement tool as the baseline and progress reports.


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Be Careful Of Percentages

If you say a student will do something 80% of the time…80% of what? A 24 hour day?

Must state accountability.

80% of 15 minute period, 80% of writing assignments etc.

Use of percentage doesn’t mean measurable.

Curriculum vs. Skills


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Stranger Test

Ask the question:

“Would a person who is not familiar with the child or the goal be able to implement the goal?”


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AIMS-A Students

Objectives are benchmark skills that help the student perform the goal behavior.

Goal: Alice will independently button and unbutton small buttons on a shirt she is wearing 4 out of 5 trials.

1. Alice will button 5 small buttons on a practice strip of fabric, 4/5 trials with minimal assistance.

2. Alice will unbutton 5 small buttons on a practice strip of fabric, 4/5 trials with minimal assistance.

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You Make the Call

Answers!


You Make the Call

1. Given 100 high frequency spelling words, Darleen will correctly spell 75/100 4/5 times tested.

Service Provider

Baseline Data Criteria Evaluation Method


Special EducationTeacher

20/100 words spelled correctly 4/5 times

75/100 words spelled correctly 4/5 times

Teacher Test

Quarterly

Acceptable


You Make the Call 2. Barbara will use proper conventions addressing the

mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, paragraph breaks, and legibility with 1-2 verbal cues.

Service Provider

Baseline Data




Barbara applies conventions incorrectly in most of her writing

Barbara will use proper conventions addressing the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, paragraph breaks, and legibility with 1-2 verbal cues

Writing Samples

Quarterly

Not Acceptable


You Make the Call

Given a writing sample with errors, Barbara will read the sample and make written corrections to errors in capitalization and punctuation 8/10 errors 4/5 opportunities.

Service Provider




Barbara can correct 5/10 errors 4/5 opportunities

Barbara will correct 8/10 errors 4/5 opportunities

Teacher Testing

Quarterly

Acceptable Rewrite


You Make the Call

3. Given 5 scenarios involving wh-questions (who, what, when, where, why, how) Mariah will ask a wh-question w/100% accuracy in 4/5 opportunities.

Service Provider




2/5 opportunities

4/5 opportunities

Teacher charting

Quarterly

Acceptable


You Make the Call

4. Herman will cut out a circle correctly 3/5 opportunities.

Service Provider




Herman can cut out 5 circles.

3/5 times. Teacher observation and data collection

Quarterly

Not Acceptable


You Make the Call

Given a pre-drawn circle, Herman will cut out the circle staying within 1/4 inch of the line 4/5 times.

Service Provider




Herman can cut out a circle staying within ½ inch 1/5 times.

¼ inch 4/5 times

Teacher observation and data collection

Quarterly

Acceptable Rewrite


You Make the Call

5. Given 10 coins of different values, Elaine will be able to match coins to their corresponding value 8/10 coins.

Service Provider




Elaine is inconsistent with matching money values

8/10 coins Teacher Test

Quarterly

Not Acceptable


You Make the Call

Given a set of coins that are a random mix of pennies, nickels, dimes and quarters, Elaine will be able to match coins to their corresponding value 8/10 opportunities.

Service Provider




Elaine can match coins to their corresponding value 2/10 opportunities

8/10 opportunities

Teacher Test

Quarterly

Acceptable Rewrite


You Make the Call

6. Jacqueline will use correct regular and irregular past tense verbs.

Service Provider




1 out of 5 times.

70% of the time

Teacher Test

Quarterly

Not Acceptable


You Make the Call

Given a list of 20 verbs, Jacqueline will produce orally the regular or irregular past tense form of the word 18 out of 20 words.

Service Provider




5/20 words 18/20 words

Teacher Test

Quarterly

Acceptable Rewrite


You Make the Call

7. Dan will transition from standing with a walker to sitting in the cafeteria chair/bench independently 5 out of 5 times.

Service Provider

Baseline Data




5 out of 5 times with full assistance

5 out of 5 times independently

Teacher observation and charting

Quarterly

Acceptable


You Make the Call

8. Stanley will put on and take off his FM receiver and take the microphone to his teachers daily without prompting 4/5 opportunities.

Service Provider




2 out of 5 opportunities



Quarterly

Acceptable


You Make the Call

9. Julie will decode words, using knowledge of phonics, syllabication, and word parts.

Service Provider




60% accuracy 80% accuracy

Teacher Test

Quarterly

Not Acceptable


You Make the Call

Given a weekly list of 10 CVC pattern words, Julie will correctly read 8/10 words weekly.

Service Provider




3/10 words weekly

8/10 words weekly

Teacher Test

Quarterly

Acceptable Rewrite


You Make the Call

10. Brenda will reduce inappropriate behavior in the classroom 5 outbursts over a period of 4 weeks.

Service Provider




Brenda expresses her anger inappropriately in class.

5 outbursts over 4 weeks.

Data charting

Quarterly

Not Acceptable


You Make the Call

Given a stress-inducing situation, Brenda will orally describe one strategy she can use to calm herself (count to 10, take a walk, write in journal, three deep breaths, talk to adult) 4 out of 5 opportunities.

Service Provider




2/5 opportunities


Data charting

Quarterly

Acceptable Rewrite


You Make the Call

11. Olga will correctly follow a set of 4 step directions in sequence with one verbal cue 8/10 opportunities.

Service Provider




When given four steps to follow, Olga can follow 2 out of 4 steps with one cue 5/10 opportunities

Olga will correctly follow a set of 4 step directions in sequence with one verbal cue 8/10 opportunities


Quarterly

Acceptable


You Make the Call

12. Scott will apply gross motor movements, motor planning, and healthy interactive skills into purposeful games and physical activities.

Service Provider




Scott can use healthy interactive skills 45% with moderate assistance.

75% with moderate assistance

Teacher Test

Quarterly

Not Acceptable


You Make the Call

Given a game situation, Scott will take turns with no less than 3 prompts 4 out of 5 game situations as measured by observation and charting.

Service Provider




Scott can take turns 2/5 games with at least 5 prompts

Scott will take turns 4 out of 5 games with

3 prompts

Teacher observe and chart

Quarterly

Acceptable Rewrite

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QUESTIONS?


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Thank you to

Catalina High School!!

Writing IEP Goals: A New Focus on Measurability Tucson Unified School District Exceptional Education...

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