IEP Goals and Objectives Presentation May 28, 2014

8/27/2014
Developing IEP Goals & Objectives
Middletown Department of Student
Services Parent Partnership
Robert Dunn, Amanda Lamoglia
& Heather Mills-Pevonis
Overview & Objectives
Welcome & Introductions
Objective: To increase the attendees
awareness of the development of IEP goals
and objectives based on student’s individual
needs.
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8/27/2014
“Individualized Education Program" (IEP)
Means a written plan which sets forth
present levels of academic achievement and
functional performance,
measurable annual goals and short-term objectives
or benchmarks and
describes an integrated, sequential program of
individually designed instructional activities and
related services necessary to achieve the stated
goals and objectives.
N.J.A.C. 6A:14-1.3
“Access to the General Education Curriculum”
IDEA 1997 - The IEP must address involvement and
progress in the general curriculum in the following
sections:
Present levels of educational performance,
Annual goals,
Special education and related services and supplementary
aids and services to be provided
Extent, if any, to which the child will not participate in the
general education class
Participation in state and district-wide assessments
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“Access to the General Education Curriculum”
Special education has been defined as adapting, as
appropriate, to the needs of an eligible child...
the content,
delivery of instruction to address the unique needs of
the child
that result from the child’s disability, and,
to ensure access of the child to the general curriculum.
“Access to the General Education Curriculum”
Based on strengths, present levels, disability and needs,
determine “what would it take” for the student to have
meaningful interaction with the curriculum.
http://www.state.nj.us/education/cccs/
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Measurable Annual Goals &
Benchmarks/Short-term Objectives
… a statement of detailed measurable annual academic and
functional goals that shall, as appropriate, be related to:
to the core curriculum content standards through the general education
curriculum unless otherwise required according to the student's
educational needs, or appropriate, student specific, functional needs.
For all students, the annual academic and functional goals shall be
measurable and apprise parents and educational personnel providing
special education and related services to the student of the expected level
of achievement attendant to each goal.
Such measurable annual goals shall include benchmarks or
short-term objectives related to:
i. Meeting the student's needs that result from the student's disability to
enable the student to be involved in and progress in the general education
curriculum; and
ii. Meeting each of the student's other educational needs that result from
the student's disability;
N.J.A.C. 6A:14-3.7(e)2,3
Tell the Right Story
Strengths,
interests and
preferences
Goals &
monitoring
Plan
PPLAAFP
Student
Affects of
Disability
Accommodations
Baseline
Needs
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Decision Making for Goals & Objectives
What specific areas of difficulty (academic and/or functional)
including how the student's disability affects his or her
involvement and progress in the general education curriculum
are identified in the PLAAFP?
N.J.A.C. 6A:14-3.7(e)1
What are the students specific areas of strengths and needs
(academic and/or functional)
Does the content of the general education curriculum need to
be modified?
Are there other educational needs that need to be
addressed?
Benchmarks or Short-term Objectives
Make the direct connection to “Why” we are
working on specific goals and instructional
direction.
Start with the needs and continued growth
identified in the PLAAFP; with discussion of
what the student needs to access the
curriculum.
Needs become specific and measurable
short-term objectives; short term objectives
have criteria and evaluation procedures
Series of short term objectives align to annual
measurable academic and/or functional goal;
the content area highlighted
The annual measurable goal, aligns with the
standard based on the students actual grade
level.
Annual Goal
Objectives
PLAAFP
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Problematic Goals & Objectives
Not measurable
Do not align with the student’s unique needs that are
identified in the PLAAFP
Insufficient progress or unrealistic progress projected
Examples from Tienet:
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Birth Date:
Goals and Objectives
ACADEMIC AND/OR FUNCTIONAL AREA:
English Language Arts-Kindergarten
STRAND:
Reading
Foundational Skills
Phonological Awareness
STANDARD:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ANNUAL MEASURABLE ACADEMIC AND/OR
School Year: 2013-14
FUNCTIONAL GOAL:
Student Name will increase skills in the area of word analysis.
BENCHMARKS OR SHORT TERM OBJECTIVES:
CRITERIA
Objective:
--- will identify all letter sounds in isolation.
Objective:
---- will identify initial consonants in spoken words.
Objective:
---- will recognize and produce rhyming words.
Objective:
---- will distinguish if two words sound alike or different.
With 90% accuracy.
With 85% accuracy.
With 85% accuracy.
With 85% accuracy.
EVALUATION
PROCEDURES
Report cards.
Daily
assignments.
Progress
reports.
Classroom
participation.
Informal
Measures.
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Measurable Goals:
Goal addresses skills identified CC.
Goal describes the method for monitoring
progress.
IEP demonstrates a coordinated approach
between goals and across disciplines.
Goal includes targeted skill/behavior, the
condition under which it will be demonstrated
and the performance criteria expected.
Performance Criterion/Condition
Criterion
Example
Speed
- Completes daily journal assignment within a 40
minute period
- Writes numerals in random order at 50 npm
Accuracy
- Achieves a score of 4 or better on the NJ 11th grade
written holistic scoring rubric
Quantity
-Initiates 5 or more peer interactions per day
Quality
- Uses personal reflections
- Maintains focus
Level of Independence
- With assistance
- Independently
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Evaluation Criteria for G & O’s
Collect evidence (data) that reflects student
performance
Make data collection part of ongoing instruction
and assessment
Consider
What information (data) is needed?
How will the information (data) be collected?
Who will collect it?
How often will be it analyzed?
Recap of Key Points
Measureable Annual Goals &
Benchmarks/Short-term Objectives
By when
Under what conditions
Skill and/or behavior the student will
accomplish
Performance criteria
Evaluation criteria
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Evaluating & Reporting Student Progress
A statement of how the student’s progress
toward the annual goals …will be measured
A statement of how the student’s parents will
be regularly informed of their student’s
progress toward the annuals goals and to the
extent to which that progress is sufficient to
enable the student to achieve the goals by the
end of the year
6A:14-3.7(e)16
Progress Report Example:
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Progress Reports Example Cont.
Data Collection
Provides an objective measurement of
student progress
Helps gauge the student’s response to
instruction
Produces objective information to share with
parents and professionals
Informs development of future IEP goals
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Recap of Key Points
Student progress should be monitored and
evaluated on a ongoing basis
Adjustments to the instructional program
and/or measureable annual goals and related
objectives should be made as needed
Progress reports should reflect student progress
in a way that is clear and meaningful to parents
Stop asking me if we’re almost there.
For crying out loud, we’re nomads
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Tell the Right Story
Are we there yet?!
Thank you very much for joining
us this evening
Middletown Board of Education Department of Student Services
Special thanks to the New Jersey Department of Education, LRC
and
Carol Kosnitsky on behalf of the
Monmouth County Association of Directors for Special Education
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