Jennifer BrownADE Special Education Unit2012 - 2013

Writing SB-IEP Goals

What are SB-IEP Goals?

•Standards-Based IEP Goals are goals written based on two things:

• a student’s specific Present Level of Performance in a skill/knowledge area • a specific standard or functional skill area

Purpose•T

o provide students with disabilities access to the general education curriculum

•To provide consistent expectations for all students

•To ensure instructional accountability

•To lay out the plan for the student to “…be involved in and progress in the general education curriculum.”

34 CFR §300.320 (a)(2)(i)(A)

Old to New: A Comparison

•The standard was the goal.

•The Present Level was separate from the specific standards and goals, and…

•The Present Level was often incomplete or spotty, due to difficulty in aligning it to a whole group of standards.

•Since the standard was the goal, it was not very measurable or attainable.

•Goals did not inform instruction beyond the most basic level.

•The standard anchors the goal.

•The Present Level is specific to each standard and goal, and may be specific to only a portion of a standard.

•You may have more than one goal per standard, addressing different parts of the standard.

•Since the goal is tied to specific skills or knowledge to be mastered, it is both measurable and attainable.

•Goals (& objectives) do inform instruction.

Old Way of Developing Goals SB-IEP Goals:

Student Profile Page (SB IEP #101)

Parental Participation and Concerns

Student Profile Summary

What are we summarizing?

•A general statement on the student’s academic and functional needs, based on recent assessment data

•Address strengths and needs AND changes in functioning since last IEP

•Achievement of Annual Goals

•Performance in related service areas

•An description of any significant lack of progress

II. Transition Section

All areas of post-secondary life:

Include data from transition assessments:

Move from general to specific

SB IEP #103AGoal Page (No Objectives)

SB IEP #103 BGoal Page with Objectives

Which Standard?

•IEPs should discuss the intent of standards• What are the knowledge

and skills necessary for the student to achieve to a level that is expected in the standards?

• What are the prerequisite skills?

Selecting the Standard

•Determine which standards are most important for each student, based on progress in the general education curriculum

•Compare standards with student’s areas of need and the impact of the disability

•Use data to determine the areas the student will find difficult without additional supports

Impact Considerations

•Can be met with accommodations in the general classroom?

•Require specialized instruction?

•Accelerate the ability to progress in the general education curriculum?

•Result in educational benefit?

Which Standards/Functional Areas:

Which Standards/Functional Area are most essential to:

It is Important to prioritize, and to recognize the difference between “Need to

Know” and “Nice to Know”.

Writing Present Level Statements

•Describe performance in academic and non-academic areas

•Include the relationship between evaluation/assessment data and the Present Level statements

•Use objective, measurable terms

•Ensure data is self-explanatory (or provide an explanation of the data in the description)

•Data should give a description of what the student can do, and of the gaps in skills/knowledge related to the student’s disability

•Data and description should be very specific to the standard, or the portion of the standard, that has been identified as a critical area of need for the student (same for functional area)

Types of Data•A

cademic•S

ocial/Emotional•B

ehavioral•C

ommunication•R

ecreation/Leisure•V

ocational•H

ealth/Physical/Medical•H

ome/Independent Living•A

ssistive Technology•R

eports on Accommodations/Modifications

Which Comes First?Standard Present Level Statement

Present Level Language

•Greets peers appropriately

•Counts to 25

•Speaks in 1 to 2 word sentences

•Writes answers to double digit addition

•Names five careers and jobs associate with each

•Independently operates multiple models of microwave ovens

•Counts to 10 or finds a friend when angry or frustrated, per behavior plan

•Is friendly

•Received a math score of 90

•Can’t talk well

•Can add

•Knows different careers

•Can cook

•Monitors her own behavior

Examples Non-Examples

Impact Statement

•This is the “so-what” statement

•The grand finale of the Present Level Statement

•This is where you explain how the deficits described in the Present Level Statement impair the student’s ability to make progress in the general education curriculum.

•This statement is similar to the Adverse Affect Statement on the Evaluation Programming Conference form, except it is much more specific.

Developing Goal Statements

Annual Goals

•Are related to needs resulting from the student’s disability that directly affect involvement and progress in the general education curriculum (or age-appropriate activities)

•Give specific information about knowledge or a skill that the student should be able to demonstrate at a mastery level

•Are relevant, reasonable and attainable, and challenging

Two Ways to Organize Goal Writing:

•Specific

•Measurable

•Achievable

•Results-oriented

•Time-bound

•The student (who)

•Will do what (behavior)

•To what degree/level (criterion)

•Under what conditions (Context)

•In what length of time (Timeframe)

SMART Goals 5-Point Goals

Sample Goal Statements

•Given a informational text written at the 7th grade level, Todd will read 170 words per minute with 90% word accuracy by the end of the 2012-2013 school year.

•Given a one-minute addition drill, Jana will complete a minimum of 25 single-digit addition problems correctly before time runs out, by the end of the third nine weeks grading period.

•When asked to brush her teeth, Brittany will follow a task-analysis guide with picture cues to complete the 10-step process in order, in 4 of 5 attempts by the end of 4th grade.

•Given a daily planner, Henry will record his assignments in each of his classes for all seven periods daily, with 95% completion over the course of the month, by the end of the semester.

What’s missing?•1

. Hannah will score 85% or above on her weekly spelling tests with a list of 10 words.

•Make a grade of “B” or higher on all chapter tests in Geometry for the 2012-2013 school year.

•Given a task analysis for making microwave popcorn, Javier will successfully complete the task by the end of the school year.

•Tony will not be aggressive towards staff at all in the 2012-2013 school year.

•Michael will master NS.1.3.2 by the end of the third grade.

Objectives

•Short-term objectives and benchmarks are steps that measure the student’s progress toward the annual goal.

•These should provide the teachers of the student with a roadmap and clear mechanism to evaluate the child’s progress.

•They are a logical breakdown of the major components of the goal.

•They are not a detailed instructional plan.

•They are written in measurable terms.

•They may be sequential (scoot, crawl, walk).

•They may be parallel skills (decode accurately, read at 90 wpm).

An example:•G

oal:

•Given a reading passage at the 5th grade level, Jen will demonstrate comprehension of the text by answering “wh” questions with 90% accuracy, by the end of the 2012-2013 school year.

•Objectives:

•Jen will answer “who” questions with 90% accuracy.

•Jen will answer “what” questions with 90% accuracy.

•Jen will answer “where” questions with 90% accuracy.

•Jen will answer “why” questions with 90% accuracy.

Another example:•G

oal:

•Given a cookbook with pictures supporting the written directions, Hank will follow the recipe and successfully make the food item without verbal prompting, in 4 of 5 attempts by the end of the school year.

•Objectives:

•Hank will read the recipe/directions before beginning to cook, in 5 of 5 attempts by the end of the first 9 weeks.

•Hank will collect all needed cookware and tools in 4 of 5 attempts by the end of the second nine weeks.

•Hank will collect all needed ingredients by in 4 of 5 attempts by the end of the third nine weeks.

•Hank will follow all the steps in the directions in order in 4 of 5 attempts by the end of the fourth nine weeks.

Goal Development Progression

LET’S PUT IT ALL TOGETHER…

Identify Areas of Need and Prioritize

List Johnny’s needs:

1.

2.

3.

Prioritize the needs:

1.

2.

3.

Standard, Present Level, Goal

•There may be more than one standard that is applicable: pick the best match to the skills.

•Make sure the Present Level Statement is specific to the skills and knowledge of the standard.

•Make sure your goals are written to address an area of deficit identified in the Present Level statement.

•The mastery level should be based on the data given in the Present Level Statement.

Identify Areas of Need and Prioritize

List Tina’s needs:1.2.3.4.

Prioritize the needs:1.2.3.4.

Functional Area, Present Level, Goal

•There may be more than one functional area that is applicable: pick the most important, or have multiple goals.

•Make sure the Present Level Statement is specific to the skills and knowledge required to perform in the functional area.

•Make sure your goals are written to address an area of deficit identified in the Present Level Statement.

•The mastery level should be based on the data given in the Present Level Statement.

Wrapping Up•S

MART GOAL•S

pecific•M

easurable•A

chievable•R

esults-oriented•T

ime-bound

•OR

•5-Point Goal

•The student (who)

•Will do what (behavior)

•To what degree/level (criterion)

•Under what conditions (Context)

•In what length of time (Timeframe)

Check out the full training materials at the ADE Special Education website: arksped.k12.ar.us/

Contact Jennifer Brown at:jennifer.brown@arkansas.gov

Questions?