IEP Goals & Accommodations - Texas Education Agency

IEP Development Guidebook:Goals, Accommodations &ModificationsOctober 2020

ObjectivesIdentifyIdentify data used in goal development.DetermineDetermine the purpose and components of annualgoals.DistinguishDistinguish the difference betweenaccommodations and modifications.

IEP Development GuidebookLINK:bit.ly/2ZVPAXRTEA Recent Guidance site:bit.ly/TEARecentGuidance

KEY ACRONYMSIDEAESSAPLAAFPARDIndividuals with Disabilities Education ActEvery Student Succeeds ActPresent Level of Academic Achievement and FunctionalPerformanceAdmission, Review and DismissalEP- Individualized Education Program

Legal RequirementIDEAIDEA - Requires that all students who are eligible for special education serviceshave measurable annual goal(s) included in their IEP. These goals may consist ofacademic (standards based) and/or functional (non-standards based) goals whichare based on the student’s PLAAFP.ESSAESSA- ESSA and IDEA require that all students, including those with disabilities, beincluded in the statewide assessment system. They must have access to the generaleducation curriculum with or without accommodations.

A Goal . indicates what to do to measure accomplishment of the goal yields the same conclusion if measured by several people is observable allows a calculation of how much progress it represents can be measured without additional informationp. 9

WHAT ARE MEASURABLE ANNUAL GOALS?Meet the student’s needs resulting fromthe disabilityEnsure the student is involved andprogressing in the general curriculumMeets the student’s other educational needsthat result from the disabilityp. 12

Goal Development-Requirements Statements that describe what a student with a disabilitycan reasonably be expected to accomplish within a periodof time (not to exceed twelve months) in the student’sspecial education program. Includes skills and/or knowledge that will be mastered,not activities.p. 12

Goal Development-RequirementsIdentify specific areas where a student with a disability needsassistance from special education professionals:Related Services PersonnelOccupational TherapistPhysical TherapistOther StaffSpecial Education TeacherSpeech Language PathologistAddress critical needs identified in a student’s PLAAFP statementthat are keeping the student from accessing and/or progressing inthe general curriculum.p. 12

Information for Goals Comes From Data To accurately describe the students' academic and functional strengthsand needs, meaningful data should be DESCRIBEDREVIEWEDCOLLECTEDp. 5

Data from the PLAAFP Drives Goal DevelopmentTeacher Observationsand dsEvaluations orRe-EvaluationsStudent WorkSamplesStatewide Assessments

Where Information Comes From? PLAAFP DATAp. 10

Types of Goals: Academic and FunctionalTYPESThere are two types ofmeasurable annual goals. AStudent may have measurableacademic and/or functionalgoals.Academic Goalsbased on TEKSand/orp. 12Functional GoalsNOT based on TEKSPURPOSEThe two different types ofgoals have different purposes.Academic- Focus onstudent learning/progressing in thegeneral curriculumFunctional- Focus onstudent accessing thegeneral curriculum

Focus Areas of Academic GoalsAcademic Achievement: Reading, spelling, and writing Math calculation and mathproblem solving Listening comprehension Vocabulary development Science Social Studiesp. 10

Functional Goals Focus AreasFunctional Performance: Daily living or self-help skills- dressing,eating, using the restroom Social skills- turn-taking, participation, play Behavior- attention, focus, inhibition, selfcontrol, executive function Sensory skills- hearing, seeing Communication skills- talking, listening,participating in conversation Mobility- getting around in school and thecommunityp. 10

Annual Goals- 4 Critical ComponentsThese four components must be present in order toscore a successful GOAL!!TIMEFRAMECONDITIONSBEHAVIORCRITERIONp. 13

TIMEFRAMEIdentifies amount of time in the goalperiod- specifies the number of weeksor a date of completionEXAMPLEBy the endof thefourth nineweeksgradingperiodp. 13

ConditionsSpecifies how progress toward thegoal occurs. Describes the specificresources that must be present.p. 13EXAMPLEGiven a 100’schart ornumber lineand a set ofmixed coinstotaling up toone dollar

BehaviorIdentifies the performance that isbeing monitored- An action that canbe directly observed and measuredEXAMPLEp. 13Claudia, a2nd graderwillcorrectlycount thetotal value

CriterionIdentifies how much, how often or towhat level the behavior must occur todemonstrate that the goal has beenachieved.EXAMPLEIn 4 of 5trials formastery.p. 13

COMPLETE GOALBy the end of the fourth nine weeks gradingperiod, given a 100’S chart or number line and aset of mixed coins totaling up to one dollar,Claudia, a 2ND grade student will correctly countthe total value 4 of 5 trials for mastery.GOAL!!!!

Examplep. 13

Measuring ProgressThe student’s IEP mustdescribe the method usedto measure progresstoward goal mastery.Some examples includebut are not limited to thefollowing:Anecdotal RecordsRubricsObservationsCurriculum-Based AssessmentsWork Samplesp. 17

Accommodations vs. ModificationsAccommodations intend to reduceor even eliminate the effects ofstudents’ disabilities on academictasks but do not lower expectations.Modifications change what thestudent is expected to master.Decision to modify should bedata driven and individualized forthe student.p. 20

Accommodations:PresentationAllows student to access instructional materials when visual,physical or learning difficulties impede decoding andcomprehension of text.ResponseAllows student to record their work in alternate ways or tosolve or organize their work using some material or device orassistive technology.SettingTimeA change in location in which the instruction isgiven or the conditions of the setting.Adjusts time or scheduling requirements forassignments, homework, and assessments. Mayinclude increased used of breaks or reminders.p. 20

Two Forms of Accommodations1. Instructional Accommodationsare changes to the delivery of classroom instruction or theaccompanying materials. Instructional accommodationschange how students learn but do not change what they learnEXAMPLES: Large Print,Repeated Instructions,Pencil GripThe IRIS Center. (2010, Rev. 2018). Accommodations: Instructional and testingsupports for students with disabilities. Retrievedfrom https://iris.peabody.vanderbilt.edu/acc/

Two Forms of Accommodations2. Testing Accommodationsare changes to the format of a test (e.g., providing a test in large print)or its administration procedures (e.g., permitting extended time tocomplete the test). Testing accommodations change how students aretested but do not change what a test measures.EXAMPLES: ExtendedTime, Small Group, ReadAloudThe IRIS Center. (2010, Rev. 2018). Accommodations: Instructional and testingsupports for students with disabilities. Retrievedfrom https://iris.peabody.vanderbilt.edu/acc/

ModificationsModifications change what the student is expected to master. Theyshould be:Data DrivenIndividualizedp. 20

Accommodation vs. Modificationp. 21

ResourcesTechnical Assistance: IndividualizedEducation Program (IEP)Developmentbit.ly/2ZVPAXRSpecial Education OperatingProceduresbit.ly/3iXc1UmQuestion and Answer:Individual EducationProgram (IEP) Annual GoalDevelopmentbit.ly/2ZYBfdoAccommodations: Instructionaland Testing Supports for Studentswith Disabilitiesbit.ly/3hN8GFW

For More Information:Special Education Special Projects and Strategy DivisionWebsite: www.tea.gov/TexasSpedEmail: sped@tea.Texas.govPhone: 512-463-9414www.SPEDTex.orgTEA Recent Guidance: bit.ly/TEARecentGuidance

have measurable annual goal(s) included in their IEP. These goals may consist of academic (standards based) and/or functional (non -standards based) goals which are based on the student's PLAAFP. ESSA-ESSA and IDEA require that all students, including those with disabilities, be included in the statewide assessment system.