Developing IEP Goals & Objectives

8/27/2014Developing IEP Goals & ObjectivesMiddletown Department of StudentServices Parent PartnershipRobert Dunn, Amanda Lamoglia& Heather Mills-PevonisOverview & ObjectivesWelcome & IntroductionsObjective: To increase the attendeesawareness of the development of IEP goalsand objectives based on student’s individualneeds.1

8/27/2014“Individualized Education Program" (IEP)Means a written plan which sets forth present levels of academic achievement andfunctional performance, measurable annual goals and short-term objectivesor benchmarks and describes an integrated, sequential program ofindividually designed instructional activities andrelated services necessary to achieve the statedgoals and objectives.N.J.A.C. 6A:14-1.3“Access to the General Education Curriculum” IDEA 1997 - The IEP must address involvement andprogress in the general curriculum in the followingsections:Present levels of educational performance,Annual goals,Special education and related services and supplementaryaids and services to be providedExtent, if any, to which the child will not participate in thegeneral education classParticipation in state and district-wide assessments2

8/27/2014“Access to the General Education Curriculum”Special education has been defined as adapting, asappropriate, to the needs of an eligible child. the content,delivery of instruction to address the unique needs ofthe childthat result from the child’s disability, and,to ensure access of the child to the general curriculum.“Access to the General Education Curriculum”Based on strengths, present levels, disability and needs,determine “what would it take” for the student to havemeaningful interaction with the curriculum.http://www.state.nj.us/education/cccs/3

8/27/2014Measurable Annual Goals &Benchmarks/Short-term Objectives a statement of detailed measurable annual academic andfunctional goals that shall, as appropriate, be related to: to the core curriculum content standards through the general educationcurriculum unless otherwise required according to the student'seducational needs, or appropriate, student specific, functional needs.For all students, the annual academic and functional goals shall bemeasurable and apprise parents and educational personnel providingspecial education and related services to the student of the expected levelof achievement attendant to each goal.Such measurable annual goals shall include benchmarks orshort-term objectives related to: i. Meeting the student's needs that result from the student's disability toenable the student to be involved in and progress in the general educationcurriculum; andii. Meeting each of the student's other educational needs that result fromthe student's disability;N.J.A.C. 6A:14-3.7(e)2,3Tell the Right StoryStrengths,interests andpreferencesGoals &monitoringPlanPPLAAFPStudentAffects ofDisabilityAccommodationsBaselineNeeds4

8/27/2014Decision Making for Goals & Objectives What specific areas of difficulty (academic and/or functional)including how the student's disability affects his or herinvolvement and progress in the general education curriculumare identified in the PLAAFP?N.J.A.C. 6A:14-3.7(e)1 What are the students specific areas of strengths and needs(academic and/or functional) Does the content of the general education curriculum need tobe modified? Are there other educational needs that need to beaddressed?Benchmarks or Short-term Objectives Make the direct connection to “Why” we areworking on specific goals and instructionaldirection. Start with the needs and continued growthidentified in the PLAAFP; with discussion ofwhat the student needs to access thecurriculum. Needs become specific and measurableshort-term objectives; short term objectiveshave criteria and evaluation procedures Series of short term objectives align to annualmeasurable academic and/or functional goal;the content area highlighted The annual measurable goal, aligns with thestandard based on the students actual gradelevel.Annual GoalObjectivesPLAAFP5

8/27/2014Problematic Goals & Objectives Not measurable Do not align with the student’s unique needs that areidentified in the PLAAFP Insufficient progress or unrealistic progress projectedExamples from Tienet:6

8/27/2014Birth Date:Goals and ObjectivesACADEMIC AND/OR FUNCTIONAL AREA:English Language Arts-KindergartenSTRAND:ReadingFoundational SkillsPhonological AwarenessSTANDARD:Demonstrate understanding of spoken words, syllables, and sounds (phonemes).ANNUAL MEASURABLE ACADEMIC AND/ORSchool Year: 2013-14FUNCTIONAL GOAL:Student Name will increase skills in the area of word analysis.BENCHMARKS OR SHORT TERM OBJECTIVES:CRITERIAObjective:--- will identify all letter sounds in isolation.Objective:---- will identify initial consonants in spoken words.Objective:---- will recognize and produce rhyming words.Objective:---- will distinguish if two words sound alike or different.With 90% accuracy.With 85% accuracy.With 85% accuracy.With 85% accuracy.EVALUATIONPROCEDURESReport rticipation.InformalMeasures.7

8/27/2014Measurable Goals:Goal addresses skills identified CC.Goal describes the method for monitoringprogress.IEP demonstrates a coordinated approachbetween goals and across disciplines.Goal includes targeted skill/behavior, thecondition under which it will be demonstratedand the performance criteria expected.Performance Criterion/ConditionCriterionExampleSpeed- Completes daily journal assignment within a 40minute period- Writes numerals in random order at 50 npmAccuracy- Achieves a score of 4 or better on the NJ 11th gradewritten holistic scoring rubricQuantity-Initiates 5 or more peer interactions per dayQuality- Uses personal reflections- Maintains focusLevel of Independence- With assistance- Independently8

8/27/2014Evaluation Criteria for G & O’s Collect evidence (data) that reflects studentperformanceMake data collection part of ongoing instructionand assessmentConsider What information (data) is needed? How will the information (data) be collected? Who will collect it? How often will be it analyzed?Recap of Key PointsMeasureable Annual Goals &Benchmarks/Short-term Objectives By when Under what conditions Skill and/or behavior the student willaccomplish Performance criteria Evaluation criteria9

8/27/2014Evaluating & Reporting Student Progress A statement of how the student’s progresstoward the annual goals will be measured A statement of how the student’s parents willbe regularly informed of their student’sprogress toward the annuals goals and to theextent to which that progress is sufficient toenable the student to achieve the goals by theend of the year6A:14-3.7(e)16Progress Report Example:10

8/27/2014Progress Reports Example Cont.Data Collection Provides an objective measurement ofstudent progress Helps gauge the student’s response toinstruction Produces objective information to share withparents and professionals Informs development of future IEP goals11

8/27/2014Recap of Key Points Student progress should be monitored andevaluated on a ongoing basis Adjustments to the instructional programand/or measureable annual goals and relatedobjectives should be made as needed Progress reports should reflect student progressin a way that is clear and meaningful to parentsStop asking me if we’re almost there.For crying out loud, we’re nomads12

8/27/2014Tell the Right StoryAre we there yet?!Thank you very much for joiningus this eveningMiddletown Board of Education Department of Student ServicesSpecial thanks to the New Jersey Department of Education, LRCandCarol Kosnitsky on behalf of theMonmouth County Association of Directors for Special Education13

measurable annual goals and short-term objectives or benchmarks and describes an integrated, sequential program of individually designed instructional activities and related services necessary to achieve the stated goals and objectives. N.J.A.C. 6A:14-1.3 “Access to the General