IEP Annual Goal Development Question & Answer Document

IEP Annual Goal DevelopmentQuestion & Answer DocumentFormatNotice the title IEP Annual Goal DevelopmentThree sectionsSection 1: Measurable Annual GoalsSection 2: Academic/Standards-Based GoalsSection 3: Functional GoalsFocus of the document is access and progress in the general education curriculum

On 23 pages of content the word access is found 27 times21.2 What is the purpose of an annual goal?Identify the specific area in which a student needs assistance for special education personnelAddress critical needs that are keeping the student from accessing and/or progressing in the general curriculum31.5 Does the goal criterion relate to passing an assignment/course?NoThe criterion is not the score required for passing the course or assignment (ex. 70, 70%, 7 out of 10 trials) The criterion should specify the amount of growth expected

1.9 What is the role of the PLAAFP in developing measurable annual goals?A goal is included in the IEP only after examining the PLAAFPA goal should be based on an area of need that is keeping the student from accessing and/or progressing in the general curriculumThe PLAAFP should provide information on where the student is currently performing1.12 What is the difference between an academic and a functional goal?

1.14 Does a students IEP need to include both functional and academic goals?All students must have annual measurable goalsBased on the PLAAFP, some may have academic only, functional only or both1.16 In which subject areas do students need enrolled grade-level measurable annual goals?Two situations in which a student must have an annual goal:When content is modified (goal must specify how the content is modified)When student is removed from a general education setting for any period of time (goal must be specific to content area, but may or may not modify the content)1.17 Can one annual goal cover multiple subject areas?Functional goals can Academic goals can if the content standards cross multiple subject areasAll annual goals should be specific to subject area curriculum standards and cannot be generalized. For example, if a reading goal was implemented in a Social Studies course, implementation of this reading goal does not constitute modification of the SS TEKS. If a students reading deficits are so severe that the SS content needs to be modified, then the ARDC must include a goal that is specific to SS that identifies how the SS content is modified.1.18 For a student who receives special education services in a general education (mainstream) setting and does not have modified content in any subject area, must the ARD committee still develop measurable annual goals?YesThe goal must be developed from an area of need addressed in the PLAAFP that affects the students ability to make progress and/or access the general education curriculumThe goal must clearly define the specially designed instruction that the child will receiveIf the ARD committee is unable to determine a need to include in the annual goals, reconsider if the students disability creates a need for special education servicesLeads into question 1.19101.19 For a student who receives special education services in a general education mainstream setting and does not have modified content in any subject area, can the ARD committee write a mainstream or an inclusion goal for the student to master the TEKS for his enrolled grade-level?No70% mastery of TEKS does not inform the specially designed instruction from a special education professional1.24 Can attainment of a grade level standard be a students annual goal?NoMust designate the specially designed instructionRelates to 1.19

121.25 Can mastery of the benchmarks/short-term objectives be the criterion for mastery of an annual goal?No131.28 -1.31Questions pertaining to transitionIf you have questions, submit to us in writing and we will forward to Region 20.141.32 How does mastery of annual goals relate to grading and promotion?Grades must reflect the students relative mastery of an assignmentMastery of IEP goal does not automatically mean the student passed a course and passing a course does not mean IEP goals have been masteredIf a goal is not mastered, the ARDC looks at:Was goal appropriateWas goal implemented correctlyWhat adjustments need to be made to meet the student needs2.3 What is the difference between an enrolled grade-level standards-based goal and the enrolled-grade level standards?Goal is not a restatement of the TEKSGoals should designate the specially designed instruction the student needs to attain the standard

2.8 Does having a standards-based/academic goal automatically mean a student has modified content?NoContent is modified when the nature of the task is different than it is for the general student population2.10 For a student who takes an alternate assessment (TAKS-M, STAAR Modified, or STAAR Alternate), does he need an academic standards-based IEP goal that corresponds with the tested content area?YesGoals must link to content areasExample: Laundry doesnt link to a TEK3.3 For what groups of students are functional goals appropriate?PLAAFP indicates a critical need that is preventing the student from accessing the general education curriculum3.4 Must measurable annual functional goals be standards-based?NoMust still be written in measurable terms identifying the timeframe, condition, behavior, and criterionContact InformationAmy Doolan at adoolan@esc4.netKirsten Omelan at komelan@esc4.net