Writing Measurable IEP Goals AND Assessing and Reporting Student Progress

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Writing Measurable IEP Goals ANDAssessing and
Reporting Student Progress
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IEP Goal Guidelines

• Annual Goals should be
• Realistically attainable in one year.
• Aligned with AZ Standards.
• Measurable.
• Understandable by student and parents.

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Components of an Annual Goal

• Change in performance
• Examples Increase, Decrease, Improve
• Area of change
• Examples Reading comprehension,
• communication, motor skills, math computation,
• behavior, written language, etc.
• Condition
• Examples
• At the Essential level (4th grade)
• At the Functional level
• Criteria
• Examples
• As measured by Informal reading Inventory
• As measured by teacher checklist.

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Where to begin?
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Determine the Childs Present Level of
Performance

• Results from Stanford Nine
• Results from AIMS
• General Ed.Teacher Report
• Special Ed. Teacher Report
• Progress Toward Current Goals and Objectives

• Parent Input
• Student Input
• Informal Teacher Assessment Informal Reading
  Assessment (IRI), Brigance Inventory etc.
• Portfolio/Work Samples
• Grades/Report Card

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Writing Measurable Annual Goals
Choose students areas of Need (Goals) Readin
g Study Skills Writing Math Behavior
Social Skills Communication Etc.
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ReviewHow to Write a Goal

• Determine if appropriate to utilize the Grade
  Level for developing the Goal
• Must use the four components of a goal
• Identify the
• Area of change
• Change in performance
• Condition (to what level)
• Criteria

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Goals and Objectives Based on the AZ State
Standards (using the Copper Curriculum
Framework)

• Identify the Area of Need SUBJECT (i.e. Language
  Arts, Math, etc.)
• Choose the STANDARD (i.e. Reading, Writing,
  Listening and Speaking)
• Start at grade level at which the student is
  enrolled (if appropriate).

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Measurable annual goals can be written in two
ways

• FIRST WAY
• Choose a Standard (i.e. Reading)
• Students learn and effectively apply a variety of
  reading strategies for comprehending,
  interpreting and evaluating a wide range of texts
  including fiction, nonfiction, classic and
  contemporary works.
• Modify the standard to meet the needs of the
  student and add the condition and the criteria.
• Example
• Sam will effectively apply a variety of reading
  strategies for comprehending, interpreting and
  evaluating a wide range of texts at the 4th grade
  level as measured by an informal inventory.
• Use the accompanying standards as bench
  marks/short term objectives by adding the
  criteria to make them measurable.

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Second way to write a measurable Annual Goal

• Choose a Standard
• Example
• R-E2 Use reading strategies such as making
  inferences and predictions, summarizing...
• Modify the standard to meet the needs of the
  student and add the condition and the criteria
• Example
• Shane will use reading strategies such as making
  inferences, predictions, and summarizing to the
  4th grade level as measured by informal
  inventory.
• Use the accompanying Performance Objectives as
  bench marks/short term objectives by adding the
  criteria to make them measurable.

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Tips on Decision Making

• Think of the Goal and Objective Writing as a
  continuum.
• Start with the highest expectation.
• Modify the wording in light of the students PLP
  until appropriate.
• Move to a lower grade level if needed.
• Modify the wording of the lower grade level if
  needed.
• Draft your own objective if not in the AZ State
  Standards. (i.e.articulation)

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• Assessing IEP
• Progress

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Reading assessment

• Informal reading inventory
• Brigance
• Qualitative Reading Inventory-II
• Authors Lauren Leslie and Joanne Caldwell
• Publisher Addison Wesley

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How to do a weekly reading assessment

• Conduct as part of class
• Copy 1-2 pages from reading passage used in class.

• As student reads, mark teacher copy with Miscue
  notations.
• Ask reading comprehension questions.
• Results are recorded.

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Weekly Reading Assessment

• Students chart own progress
• Benefits
• Instruction can be adjusted on ongoing basis.
• Students gain knowledge about his/her reading
  skills.
• The teacher has ongoing IEP data to report on
  students quarterly progress reports.

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What to do with results?

• Share results with student.
• Student charts results.
• Identify target skills with student.
• File assessment in student portfolio/folder.
• USE DATA FOR QUARTERLY IEP PROGRESS REPORTS.

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Examples of charting

• See handouts!
• Design your own!

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Writing Assessment

• Use of Rubric
• Six Trait Six Point Rubric
• Weekly assessments
• Journal writing
• Response to reading materials
• Homework assignments

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Spelling

• Integrated into writing
• Assessment chart see handouts

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Math Assessment

• Brigance
• Curriculum Based Assessment

• Computation
• Problem Solving

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Math Progress Charts

• See handouts
• Design your own!

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And the cycle continues