Writing Measurable IEP Goals - Azpromisingpractices
WRITING MEASURABLE IEP GOALS
AT THIS SESSION, YOU WILL LEARN The four components of a measurable goal. Terms to use that are measurable. How to write clear goal descriptions. How to match target criteria to the goal. Use of appropriate measurement tools.
ACTIVITY“You Make the Call” WorksheetDecide if each annual goal is measurable ornot measurable.
YOU MAKE THE CALLLabel each goal “Measurable” or “Not Measurable.”1. Given 100 high frequency spelling words, Student willcorrectly spell a minimum of 75/100 on four of five times tested on weeklyquizzes by December 15, 2011. Baseline: 20/100 words spelled correctly.2. Student will use proper conventions addressing themechanics of writing, including capitalization, punctuation, spelling,grammar and usage, paragraph breaks, and legibility with one or two verbalcues. Baseline: Student applies conventions incorrectly in most writing.3. Student will ask appropriate “wh-” questions (who, what,when, and where) after reading a passage with 100% accuracy. Baseline:Two out of four questions correctly.4. Student will cut out a circle correctly on three out of fiveopportunities. Baseline: Student cannot correctly cut out any circles.5. Given a penny, nickel, dime, and a quarter Student willmatch coins to their corresponding value on eight out of ten attempts asmeasured by teacher data sheet. Baseline: Student can match coins to valuein three out of ten attempts.6. Student will use correct regular and irregular past tense80% of the time. Baseline: 20% of the time.7. Student will transition from standing with a walker tositting in the cafeteria chair/bench independently five out of five times byFebruary 11, 2012, according to therapy notes and charts. Student can dothis only with full assistance.8. Student will put on and take off the FM receiver and takethe microphone to teachers daily without prompting on four out of fiveopportunities as measured by teacher data sheet. Baseline: Two out of fiveopportunities.9. Student will decode words using knowledge of phonics,syllabication, and word parts. Baseline: 60% accuracy. Criteria: 80%accuracy.10. Student will improve positive social interactions using ageappropriate behavior with 100% accuracy. Baseline: Four out of five classes.Criteria: Five outbursts over four weeks.
HOW DOES THE MET REPORT LEAD TOMEASURABLE GOALS? It documents the effect that the disability hason the student’s education, including progressin the general curriculum. It identifies the educational needs to access thegeneral curriculum. It leads to PLAAFP development for the IEP. Whereis the student currently performing inthe general curriculum?
PLAAFP FOUNDATIONContains a description of: Academic Achievement Functional Performance Progress in General Curriculum
THE PLAAFPProvides: Information about present levels that leads togoals. Information related to the most recentevaluation data as well as current classroomdata. Baseline data for measurable IEP goals.(optional in the PLAAFP—the baseline may be inthe PLAAFP or with the goal)
THINGS TO THINK ABOUT All areas pertinent to the student’s needs mustbe addressed in the PLAAFP. Documentation must be more extensive than atest score or grade-level equivalency. The PLAAFP includes qualitative as well asquantitative data. Remember to consider the previous IEP.
MEASURABLE GOALS Have skills that can be counted or observed. Have baseline data (if not in the PLAAFP). Are skill based rather than curriculumbased. Are NOT standards. Have data that can be used for progressreporting that measures specific progress.
PREREQUISITES OF A MEASURABLE GOAL Must be a correlation between the goal and thePLAAFP. Must describe the SKILL and level ofperformance that will be achieved in the year. Must meet the child’s needs that result fromthe disability to enable the child to be involvedin and make progress in the generalcurriculum.
A WELL WRITTEN ANNUAL IEP GOALSHOULD CONTAIN A specific skill/behavior to be achieved (do). A measurement tool or assessment strategy(how measured). Level of attainment to show mastery (extent orcriteria). Baseline (if not in the PLAAFP).
MEASURABLE GOAL WORKSHEETBASELINES CAN BE CONTAINED IN THE PLAAFP AND/OR THE GOALDo(What is thespecificskill/behaviorto be achievedin this goal?)To WhatExtent orCriteria(How will thestudent showthat he/shehas masteredthe goal?)AsEvaluated(Identify thespecificmeasurementtool orassessmentstrategy.)Baseline(What is thepresent level ofthe studentrelated to thisskill?)Does this Is this goalmeasurable?goalmakesense?
ACTIVITY“Measurable Term or Not”Review the list of words and determine ifthe terms alone are measurable or notmeasurable.
Measurable or Not Measurable?DrawUnderstandTurn ad belParticipateSeekAppropriate
Measurable or Not Measurable?DrawUnderstandTurn ad belParticipateSeekAppropriate
THE BASELINEDo describesTo What It(What is theAsBaselineDoesthisIs this goalhowoftentheskillorbehavior(What is theExtent orEvaluatedgoal make haviorof the studentspecific(How will theto be achievedrelated to thismeasurementstudent showin this goal?)skill?)2/5 attemptstool orthat he/sheassessmenthas masteredstrategy.)goal?)50% oftheproblemssolved correctly Can be in the PLAAFP or the goal. The baseline tool must match the tool usedto evaluate progress.
BE CAREFULDois the (WhatIfyouspecificTo WhatExtent orCriteriaAsEvaluatedthat he/shehas masteredthe goal?)tool orassessmentstrategy.)BaselineDoes this Is this goalgoal make measurable?sense?(What is thesay a studentwilldosomething“80%presentlevel(Identify theskill/behaviorof the studentspecific of what? 24-hr. day?(How will theofthetime”—80%to be achievedrelated to thismeasurementstudent showin this goal?)skill?) Must state parameters: 80% of 60-min. timeperiod, 80% of writing assignments, 80% ofproblems solved correctly. Use of percentage doesn’t automaticallymake a goal measurable; it has to makesense!
HOW WILL YOU MEASURE?DoTo WhatExtent orCriteriaAsEvaluatedBaselineDoes this Is this goalgoal make measurable?sense?is theTeacher-made charts (Whatpresent level(Identify theof the studentspecific(How willteststheEnd of unitrelated to thismeasurementstudent showskill?)tool orthat he/sheDIBELS has mastered assessmentstrategy.)the goal?)Weekly paragraph assignmentsWork samplesSix Trait RubricInformal Reading Inventory(Not an exhaustive list.)(What is thespecificskill/behaviorto be achievedin this goal?)
LET’S CONSIDER “Teacher observation” by itself is not ameasurement tool. “Formal/informal assessments” are notspecific descriptions of the tool being used.
ACTIVITYNeed: Worksheet from opening activity Grid sheetUsing your worksheet and grid sheet,decide if the goal is measurable.If the goal is not measurable, rewrite itto make it measurable.
GOAL #1Given 100 high frequency spelling words,Student will correctly spell a minimum of75/100 on four out of five times tested onweekly quizzes by December 15, 2011. Baseline: 20/100 words spelled correctly. MEASURABLE
GOAL #2 Student will use proper conventions addressing themechanics of writing, including capitalization,punctuation, spelling, grammar and usage,paragraph breaks, and legibility with one or twoverbal cues. Baseline: Student applies conventionsincorrectly in most writing.NOT MEASURABLE Student will write a sentence that begins with acapital letter and ends with the correct punctuationmark on four out of five attempts. Student can dothis skill on one out of five attempts at this time.This will be measured by daily board workassignments.
GOAL #3Student will ask appropriate “wh-”questions(who, what, when, and where) after reading apassage with 100% accuracy. Baseline: Two out of four questions correctly. NOT MEASURABLEAfter reading a passage, Student will ask 4related “wh-” questions (one of each--who,what, when, where) as measured by teacherdata sheet. Baseline: Student asks only “who” questions. Criteria: One of each “wh-” question (4 total).
GOAL #4Student will cut out a circle correctly on threeout of five opportunities. Baseline: Student cannot correctly cut out anycircles. NOT MEASURABLEStudent will cut out a circle within ¼ inch of theoutline on four out of five attempts asmeasured by therapy notes and work samples. Baseline: Student can cut out a circle withinone inch of the outline .
GOAL #5Given a penny, nickel, dime, and a quarterStudent will match coins to their correspondingvalue on eight out of ten attempts as measuredby teacher data sheet. Baseline: Student can match coins to value inthree out of ten attempts. MEASURABLE
GOAL # 6Student will use correct regular and irregularpast tense 80% of the time. Baseline: 20% of the time. NOT MEASURABLE Given a list of ten verbs, Student will write orsay the regular or irregular past tense form ofthe verb with 80% accuracy, measured byweekly teacher-made quizzes. Student currentlycan do this with 50% accuracy.
GOAL #7 Student will transition from standing with awalker to sitting in the cafeteria chair/benchindependently five out of five times by February11, 2012, according to therapy notes andcharts. Student can do this only with fullassistance.MEASURABLE
GOAL # 8Student will put on and take off the FM receiverand take the microphone to teachers dailywithout prompting on four out of fiveopportunities as measured by teacher datasheet. Baseline: Two out of five opportunities. MEASURABLE
GOAL #9Student will decode words using knowledge ofphonics, syllabication, and word parts. Baseline: 60% accuracy. Criteria: 80% accuracy. NOT MEASURABLE Student will read at least forty out of fifty sightwords as measured by weekly tests; Studentcan only read ten out of fifty presently.
GOAL # 10Student will improve positive social interactionsusing age appropriate behavior with 100%accuracy. Baseline: Four out of five classes. Criteria: Five outbursts over four weeks. NOT MEASURABLE Student will reduce the number of officereferrals from five times per week to one timeper week for four consecutive weeks, accordingto behavior records.
CONTACT INFORMATION Exceptional Student Services (ESS)Arizona Department of EducationPhoenix: 602-542-4013Tucson: 520-628-6330Flagstaff: 928-679-8100
MEASURABLE GOALS? It documents the effect that the disability has on the student’s education, including progress in the general curriculum. It identifies the educational needs to access the general curriculum. It leads to PLAAFP development for the IEP. Where is the student currently performing in the general curriculum?
IEP CONTENT (Required): Date of IEP Meeting: / / Initiation Date of IEP: / / Projected Date of Annual IEP Review: / / Parent(s)/Legal Guardian(s) provided copy of this IEP: / / PARTICIPANTS IN IEP MEETING AND ROLE(S) The names and roles of individuals participating in developing the IEP meeting must be documented.
Do you provide the IEP Report of Progress and Achievement from Current IEP to parents in alignment with the dates to be achieved for Objective #1 and Objective #2 on the goal page? No. Provide the IEP Report of Progress and Achievement from Current IEP concurrent with the issuance of Progress Reports (elementary) or Report Cards (secondary).
Sample: Measurable English Standards Based IEP Goals for K Kindergarten Goals Strand/Standard Current (2003) Strand/Standard New (2010) Strategies/Ideas for Instruction By the annual review of the IEP, the student will be able to use words to describe or name people, places, feelings, and things during group activities and teacher-directed
appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs." 6
An IEP meeting shall be held at least annually, and more frequently if requested by the parents or a member of the IEP team. The IEP review meeting must be held within 30 days of the request for the meeting. The purpose of a review IEP shall be to discuss additions and/or revisions to the
Using the Chart of Accommodations, Modifications, and IEP Goals below, list 504 plan/IEP/IFSP accommodations and modifications. Identify if the student has an IEP, 504 plan, or IFSP in the first column. Also list IEP or IFSP goals for all students with IEPs or IFSPs making note of if/how these will be addressed within your upcoming unit. If
Writing IEP Goals and Objectives: Goals must be measurable, but do not have to be measured in a testing format. It is often more appropriate to write the goal as measured over natural contexts throughout the day. For example, the child will _ more than _ number of times within the natur
15th AMC ! 8 1999 5 Problems 17, 18, and 19 refer to the following: Cookies For a Crowd At Central Middle School the 108 students who take the AMC! 8 meet in the evening to talk about prob-lems and eat an average of two cookies apiece. Walter and Gretel are baking Bonnie’s Best Bar Cookies this year. Their recipe, which makes a pan of 15 cookies, list these items: 11 2 cups of our, 2 eggs .
