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Measurable Annual Goals December 18, 2013 Fremont County School District #25 Riverton, Wyoming

Wyoming Department of Education Leslie Bechtel Van Orman. Measurable Annual Goals December 18, 2013 Fremont County School District #25 Riverton, Wyoming. Why Measurable Goals?. Allow the student, family and team to see progress.

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Measurable Annual Goals December 18, 2013 Fremont County School District #25 Riverton, Wyoming

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  1. Wyoming Department of Education Leslie Bechtel Van Orman Measurable Annual Goals December 18, 2013 Fremont County School District #25 Riverton, Wyoming

  2. Why Measurable Goals? • Allow the student, family and team to see progress. • Provides an effective foundation for communication with parents and other members of the educational team. • Demonstrates meaningful educational benefit. • Enables the team to know when something is not going right and make changes.

  3. Free Appropriate Public Education What is FAPE?

  4. 34 CFR § 300.17 Free appropriate public education • Free appropriate public education or FAPE means special education and related services that - • Are provided at public expense and public supervision and without charge • Meet the standards of the SEA including the requirements of this part • Include an appropriate preschool, elementary, or secondary school in the state involved; and • Are provided in conformity with an Individualized Education Program (IEP) that meets the requirements of §§300.320 – 300.324.

  5. Rowley Case Law The Supreme Court first interpreted the FAPE requirement in Board of Education of Hendrick Hudson Central School District of Westchester County v. Rowley. In what is commonly referred to as the Rowley two-prong test, the Supreme Court found that a school district satisfies the IDEA’s requirement to provide all qualifying students with FAPE when (a) the school meets the procedural requirements, in which the Court emphasized the importance of parental involvement, and (b) when the student’s IEP is substantively and reasonably calculated. The Court also reasoned that since the intent of the Act was to guarantee educational access and not to maximize a student’s potential, a student’s IEP is “appropriate” when it is “reasonably calculated to enable the student to receive educational benefits.” Furthermore, the Court stated that the Act provided a “basic floor of opportunity” for a student and does not guarantee a specific substantive level of educational achievement to be provided through special education and related services. The minimal educational standard is often referred to as entitling students with disabilities to a “serviceable Chevrolet as opposed to a luxury Cadillac.”

  6. What is Fape?

  7. IEP must include… 34 C.F.R §300.320(a)2(i) - A statement of measurable annual goals, including academic and functional goals designed to- (A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and (B) Meet each of the child’s other educational needs that result from the child’s disability;

  8. Goals…

  9. Weight Loss What would we need to know to write a PLAAFP?

  10. Peter Griffin • 44 years old • 6 feet tall • 298 pounds • Generally sedentary • Has never been successful in losing weight • Has been observed to have generally poor eating habits • Minimal understanding of good nutrition

  11. Determining Your Ideal Weight Male Height Ideal Weight 4’ 6” 63 - 77 lbs. 4’ 7” 68 - 84 lbs. 4’ 8” 74 - 90 lbs. 4’ 9” 79 - 97 lbs. 4’ 10” 85 - 103 lbs. 4’ 11” 90 - 110 lbs. 5’ 0” 95 - 117 lbs. 5’ 1” 101 - 123 lbs. 5’ 2” 106 - 130 lbs. 5’ 3” 112 - 136 lbs. 5’ 4” 117 - 143 lbs. 5’ 5” 122 - 150 lbs. 5’ 6” 128 - 156 lbs. 5’ 7” 133 - 163 lbs. 5’ 8” 139 - 169 lbs. 5’ 9” 144 - 176 lbs. 5’ 10” 149 - 183 lbs. 5’ 11” 155 - 189 lbs. 6’ 0” 160 - 196 lbs. 6’ 1” 166 - 202 lbs. 6’ 2” 171 - 209 lbs. 6’ 3” 176 - 216 lbs.

  12. What’s the Goal? • Does Peter need an annual goal? • What is the narrow focus of the goal? • Is it relevant? • What is attainable? • How will we measure it? • How will we progress monitor and adjust/change if necessary?

  13. Present Levels of Academic and Functional Performance • Should be data rich • Include statements of the student’s current performance in academic and non-academic areas. • Identifies gaps in learning which will need to be addressed through specialized instruction. • Information should be directly tied to evaluation/assessment data. • Use objective, measurable terms. • Organizing information by domain area may better allow the team to ensure all areas of need are addressed.

  14. Goals • Should address all areas of learning need identified in the PLAAFP. • Must include baseline data – critical for setting a meaningful and measurable target.

  15. Developing SMART IEP Goals S Specific—based on the student’s Present Level of Academic Achievement/Functional Performance. M Measurable—progress is objectively determined at frequent data points. A Achievable—realistic, related to the most critical needs. R Results-oriented—developed with a standards outcome in mind. T Time-bound-has clearly defined beginning and ending dates.

  16. Goal Writing Process • From the PLAAFP, identify areas where there is a skill deficit. • Be certain that the goal area is specific (a narrow skill deficit). • Identify how progress in the skill deficit area can be objectively measured. • Ensure that the measurement can be taken at least as frequently as you report grade progress for all students. • Determine the current baseline. • Set an achievable target.

  17. Objectives • Objectives must be included for each goal written for a student who is working toward extended standards. • Can be used for with a goal or goals for other students as appropriate. • The goal must include a baseline, target and method of measurement, even when objectives are used.

  18. Goal Writing Takes Time • Consider progress and future goals as you review progress in the quarter prior to the IEP. • Will the current goal be reached? • Should the goal be continued? • Should the target be changed? • What are the next logical steps in learning for this student? • Give yourself time to collect current baseline data. • Explore measurement tools.

  19. Methods of Measurement • Program/curriculum specific tools • Aims web • Rubrics – create your own or use on line sources • http://rubistar.4teachers.org/ • easycbm.com • Behavior recording • Event recording • Duration • Time samples • www.interventioncentral.org • http://www.specialconnections.ku.edu/~kucrl/cgi-bin/drupal/?q=assessment/data_based_decision_making/teacher_tools

  20. Common Measurable Goal Pitfalls

  21. Goal does not target a narrow skill deficit John currently has Ds in all his core classes, he will get Cs in all core classes. Sue handed in 20% of her assignments in core classes last quarter, she will hand in 60% of her assignments. Mary failed all of her math quizzes last year, Mary will get 80% on math quizzes.

  22. Unable to Attain Quarterly Progress Brandy scored below basic on the reading portion of the PAWS, she will score basic on PAWS reading.

  23. No Baseline Data When given weekly worksheets, Andrea will correctly complete 7 out of 10 single digit multiplication facts.

  24. Goal is too multi-faceted to be manageable/measurable Scott will use correct punctuation, sentence structure, capitalization, noun-verb agreement, spelling, penmanship and posture when completing 80% of writing assignments, based on classroom rubric. Baseline: 50%

  25. Baseline and target are not aligned Mandy had 14 office referrals last quarter, she will use appropriate language when interacting with peers and teachers on 9 out of 10 days as tracked using the behavior rubric.

  26. Progress reporting does not align with the goals method of measurement. Baseline: Sara currently is able to answer 40% of comprehension questions accurately, after reading passages in her 5th grade text. Target: When reading passages from the 5th grade text, Sara will be able to answer comprehension questions with 75% accuracy. ___________________________________________ Progress: 1st Quarter – Sara is able to read 65 wpm. 2nd Quarter - Sara is really working hard to meet this goal. She is a pleasure to have in class.

  27. What do we do if a student is not making expected progress? 34 C.F.R § 300.324 (ii) (A-E) states that the IEP team must review the child’s IEP periodically, not less than annually and to revise the IEP, as appropriate to address: (A) Any lack of expected progress toward the annual goals described in § 300.320 (a) (2), and in the general education curriculum, if appropriate; (B) The results of any reevaluation conducted under § 300.303; (C) Information about the child provided to, or by, the parents, as described under § 300.305 (a) (2); (D) The child’s anticipated needs; or (E) Other matters.

  28. Got FAPE?

  29. Questions?

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