eup summer educators’ conference connie cullip august 29,2012
TRANSCRIPT
Writing Standards Based IEP goals and Objectives
and IEP AccountabilityEUP Summer Educators’ Conference
Connie CullipAugust 29,2012
R 340.1721e (a) A statement of measurable annual goals, including measurable short-term objectives.
2011 Revisions to the Michigan Administrative Rules for Special Education
SMART Goals Specific Measurable Achievable Relevant Time Limited
Goal Writing
Key Question: What should the child be doing? ◦ What areas of the general curriculum is the child having difficulty with because of his/her
disability? ◦ What are the most important areas of the general curriculum for the child to master? ◦ What other areas are difficult for the child? Consider behavior, motor, social-emotional,
communication, self-help.
Purpose: To describe what a child can reasonably be expected to accomplish within 12 months with specially designed instruction and related services. Annual goals enable the child to be involved in and progress in the general curriculum. They are also intended to meet other educational needs that result from the child's disability. Definition: An annual goal:
◦ is directly related to the present level of performance which provides baseline information about the child
◦ sets the direction for working with the child ◦ is written for specially designed instruction, not all aspects of the child's educational program,
unless the total program is special education ◦ provides a way of determining whether anticipated outcomes are being met, and whether
placements and services are appropriate for the child's special needs. ◦ has three parts:
the child . . . does what. . . to what level/degree
Key Characteristics: ◦ describes what the child will do ◦ measurable ◦ functional ◦ observable ◦ meaningful ◦ comprehensive
Writing Strategy: Describe the behavior the child will be doing when the goal is reached.
ANNUAL GOALS
A well-written goal has four critical elements:
• Target date for achieving the goal. • Identification of what the student will demonstrate. • Under what conditions or to what level/degree the student will perform. • How progress will be assessed/evaluated.
MDE says…
Objectives (or in other cases, benchmarks) are smaller steps. They break the annual goal down into smaller pieces.
Short Term Objectives
Lets review some IEP goals and objectives. Using the 4 critical elements of a goal, determine if the following goals are measureable goals.
• Target date for achieving the goal.• Identification of what the student will• demonstrate.• Under what conditions or to what level/degree the student will perform.• How progress will be assessed/evaluated.
IEP Review
Annual Goal
The student will develop/increase geometry skills
Short-Term Objectives Evaluation Criterion Schedule
G.GS.00.03 Create, describe, and extend
simple geometric patterns.
D - Documented Observation
60% Grading Period
Know that angles on a straight line add up to 180° and angles surrounding a point
add up to 360°; justify informally by
“surrounding” a point with angles.
D - Documented Observation
60% Grading Period
Annual Goal
To improve reading skills.
Short-Term Objectives Evaluation Criterion Schedule
***** will retell orally what he reads at his
level.
S - Student's Daily Work
75% Grading Period
*** will summarize what he reads in written form
with a beginning, middle and end.
S - Student's Daily Work
75% Grading Period
***** will meet the requirements of the 6th grade Michigan Grade Level Content Expectations for Reading and Spelling as measured by general education classroom performance.
Short-Term Objectives Evaluation Criterion Schedule
*** will apply the skills of 3rd grade Word
Recognition when reading text that leads toward meeting the 6th grade Reading requirements.
O - Other - Classroom grades; teacher
consultation with studen
70% or better on quarterly assessments
Grading Period
*** will apply the skills of 3rd grade Vocabulary
when reading text that leads toward meeting the
6th grade Reading requirements.
O - Other - Classroom grades; teacher
consultation with studen
70% or better on quarterly assessments
Grading Period
***will apply the skills of 3rd grade Spelling to exhibit skills that lead
toward meeting the 6th grade Writing requirements.
O - Other - Classroom grades; teacher
consultation with studen
70% or better on quarterly assessments
Grading Period
Student will improve social skills for interacting with peers and adults as measured by improved self-reporting on BASC2.
Short-Term Objectives Evaluation Criterion Schedule
Student will identify appropriate social strategies when
dealing with frustration and disappointment
O - Other - SSW Observation
3 out 4 times Grading Period
When prompted will be able to use one or more positive peer interaction skills
during sessions and as observed in the
classroom.
O - Other - SSw observation
3/4 times Grading Period
Annual Goal
*** will demonstrate and increase his basic reading skills to a 3rd grade level based on the Leveled Literacy Intervention Program.
Short-Term Objectives Evaluation Criterion Schedule
*** will decode unknown words at a
3rd grade level through phoneme
segmentation.
S - Student's Daily Work
90% Grading Period
*** will identify characters, plot, and theme in a narrative
story.
D - Documented Observation
85% Grading Period
When asked specific questions regarding grade level texts, ***
will answer comprehension
questions correctly 4/5 times.
D - Documented Observation
85% Grading Period
Annual Goal
*** will increase his legibility in writing 1st/2nd grade level texts through SIMS writing strategy and the Leveled Literacy Intervention Program.
Short-Term Objectives Evaluation Criterion Schedule*** will utilize the writing process characteristics
observed in the 1st grade writing GLCE's.
S - Student's Daily Work
85% Grading Period
*** will apply correct grammar and
punctuation 3 out of 4 times in the context of
writing.
S - Student's Daily Work
85% Grading Period
*** will identify and write High Frequency Words correctly 3/4 times as described
through the LLI system.
S - Student's Daily Work
85% Grading Period
Using the goals we just looked at, pick one and create a new goal.
New goal-Share
By ____ the student date will___________________ demonstrate skill when/at___________________ Condition/Criteria on _______________________________ assessment/evaluation.
You may want to write the goal like this…..
Pair up with someone for this exercise. Assume you have a great PLAAFP with
current data.. Using the Common Core Standards, write
measurable goals and objectives. Use the 4 critical elements of a goal to write
your goals. Share
Writing compliant Goals and Objectives
Target date for achieving the goal. Identification of what the student will demonstrate. Under what conditions or to what level/degree the student will perform. How progress will be assessed/ evaluated.
Lets write some IEP goals and objectives, using MDE’s 4 critical
elements…
CCSS.LA.5.RI.CCR.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.◦ CCSS.LA.5.RI.5.1 - Quote accurately from a text when
explaining what the text says explicitly and when drawing inferences from the text.
CCSS.LA.5.RI.CCR.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.◦ CCSS.LA.5.RI.5.2 - Determine two or more main ideas
of a text and explain how they are supported by key details; summarize the text.
Common Core State Standards
CCSS.LA.5.RI.CCR.3 - Analyze how and why individuals, events, and ideas develop and interact over the course of a text.◦ CCSS.LA.5.RI.5.3 - Explain the relationships or
interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Common Core State Standards
Eup.illuminateed.com
What would it look like in Illuminate?
Demonstrated Need: DRA score is 60, 85 is passing
Goal: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Modified Goal Description: Copy and paste the
standard into the Modified goal description and make it measurable.
Who has to attend an IEP? Who is responsible for the goals in an IEP? How do staff get a copy of a students IEP? What needs to be documented in an IEP/post
IEP? When does documentation need to be done? Can a parent opt a student out of a Statewide
Assessment? What is PRN? When does it need to happen?
IEP Accountability
Regular Education Teacher on IEP Team Is Required by IDEA '97.The final Part B regulations incorporate the requirements of IDEA '97 regarding regular education teachers in the IEP process, including specifying that --
The IEP team for each child with a disability must include at least one regular education teacher of the child (if the child is, or may be, participating in the regular education environment) (see §300.344(a)(2)); and
The teacher must, to the extent appropriate, participate in the development, review, and revision of the child's IEP, including –
◦ the determination of appropriate positive behavioral interventions and strategies for the child, and
◦ the determination of supplementary aids and services, program modifications, and supports for school personnel that will be provided for the child consistent with the IEP content requirements in §300.347(a)(3). (See §300.346(e))
Child's Teachers Must Have Access to IEP and Be Informed of their Responsibilities.§300.342(b)(2) (entitled "Implementation of IEPs") has been added to the regulations to specify that each public agency must ensure that --
THE IEP OF EACH CHILD WITH A DISABILITY IS ACCESSIBLE to each regular education teacher (as well as each special education teacher, related service provider, and other service provider) who is responsible for implementing the IEP; and
EACH TEACHER AND PROVIDER IS INFORMED OF -- (A) his or her specific responsibilities related to implementing the IEP, and (B) the specific accommodations, modifications, and supports that must be provided to the child in accordance with the IEP.
Mechanism for Informing Staff at Discretion of Agency.The above requirement is necessary to ensure proper implementation of the child's IEP and the provision of FAPE to the child. However, the mechanism that the public agency uses to inform each teacher or provider of his or her responsibilities is left to the discretion of the agency.
Public agencies are required to maintain records to show compliance with program requirements, pursuant to § 76.731 of the Education Department General Administrative Regulations (EDGAR) and the MARSE. Documentation must include sufficient written detail to demonstrate compliance. http://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html
Can a parent opt a student out of a Statewide Assessment?
What is Prior Written Notice? When does it need to happen?
1. IEPT 2. LRE 3. MET 4. CCSS 5. SLD 6. DIBELS 7. SSW 8. START 9. MARSE 10.IDEA
Special Education Acronyms
1. IEPT-Individualized Education Plan Team 2. LRE-Least Restrictive Environment 3. MET- Multi-Disciplinary Evaluation Team 4. CCSS-Common Core State Standards 5. SLD-Specific Learning Disability 6. DIBELS-Dynamic Indicators of Basic Early Literacy Skills 7. SSW-School Social Worker 8. START-Statewide Autism Resources and Training 9. MARSE-Michigan Administrative Rules for Special Education10.IDEA-Individuals with Disabilities Education Act
The Answers…
