Writing IEP Goals: A New Focus on Measurability

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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

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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
• Read the IEP goals Worksheet
• Determine if the goal is Acceptable or Not
  Acceptable

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IDEA Section 300.320 The IEP

• 1. A statement of the childs present levels of
  academic achievement and functional performance,
  including--
• (i) How the childs disability affects the
  childs 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 childs needs that result from
  the childs 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 About

• All 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 wont relate to the students needs.
• Peter Wright and Pamela Wright

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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 Statements

• One 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 childs 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

• Measurable

• Demonstrate
• Improve
• Seek
• Feel
• Develop
• Appropriate
• Understand
• Distinguish
• Apply

• Read orally
• Say
• Retell
• List
• Label
• Draw
• Match
• Write
• State

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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

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Format for Goal Writing TIENET

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

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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.

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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

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Baseline Data Location

• Baseline 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).

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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
  time80 of what? A 24 hour day?
• Must state accountability.
• 80 of 15 minute period, 80 of writing
  assignments etc.
• Use of percentage doesnt 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.
• Alice will button 5 small buttons on a practice
  strip of fabric, 4/5 trials with minimal
  assistance.
• 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!

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You Make the Call

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

Acceptable
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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.

Not Acceptable
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You Make the Call
Acceptable Rewrite

• 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.

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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.

Acceptable
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You Make the Call

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

Not Acceptable
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You Make the Call
Acceptable Rewrite

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

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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.

Not Acceptable
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You Make the Call
Acceptable Rewrite

• 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.

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You Make the Call

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

Not Acceptable
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You Make the Call
Acceptable Rewrite

• 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.

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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.

Acceptable
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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.

Acceptable
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You Make the Call

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

Not Acceptable
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You Make the Call
Acceptable Rewrite

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

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You Make the Call

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

Not Acceptable
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You Make the Call
Acceptable Rewrite

• 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.

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You Make the Call

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

Acceptable
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You Make the Call

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

Not Acceptable
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You Make the Call
Acceptable Rewrite

• 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.

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• QUESTIONS?

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• Thank you to
• Catalina High School!!