Creating Measurable Annual IEP Goals

1. Creating Measurable Annual IEP Goals

2. Self-Assessment: • Using the rating scale below, how would you rate your current use of measurable annual goals? • 1= My objectives are measurable, but I didn't think my annual goals had to be. • 2= I don't always write measurable annual goals because I don't have a way to get baseline information. • 3= I am consistently writing measurable annual goals. • 4= I have mastered the skills of writing measurable goals and use various tools to measure student growth.

3. Our Measurable Goal: • Upon return to their districts, all participants will further develop their skills of writing measurable annual goals by increasing their self-assessment score to a 3 or 4.

4. Agenda • Compliance requirements • What is a measurable goal? • Short-term objectives • Skills vs. expectations • Progress monitoring

5. The Measurable Goals Requirement • As of October 1, 2011, the Michigan Department of Education requires measurable annual goals. • The Michigan Compliance Standards for Special Education define compliance with IDEA for measurable annual goals.

6. What does a measurable goal do? • Predicts what a student will know or be able to do by the end of the IEP year. • Explains how progress will be measured throughout the course of the year. • Takes the focus away from individual objectives and places it on the overall goal.

7. The Old Way: • Chris will lose weight.

8. The New Way: By April 2013, Chris will weigh 155 pounds as measured by weekly WW visits.

9. Measurable Goal Template (One Example!) • By March 2014, the student will improve his/her ___________ skills by increasing his/her ____________ score from ______ to _______.

10. What About Objectives? • Previously, the MDE allowed for two measurable objectives to equal a measurable goal. This is no longer the case! • Short-term objectives (at least 2) are still required, but will now be used to build capacity towards the overall measurable goal.

11. Short-Term Objectives • Objectives are referred to as SHORT-TERM for a reason. They are not meant to be focused on or measured throughout the entire IEP year! • STO's are designed to incrementally build capacity towards the measurable goal through specific smaller skills or benchmarks.

12. EXAMPLE • By April 2013, Chris will weigh 155 pounds as measured by weekly WW visits. • 1. By September 2012, Chris will weigh 175 pounds. • 2. By January 2013, Chris will weigh 165 pounds.

13. Skills vs. Expectations • Skill Development: • Supported by IEP goals and objectives Expectations: Supported by classroom rules, policies, and procedures

14. Breaking Down Expectations Into Skills • What barrier(s) does the student have in order to meet the expectation? • What SKILLS does the student need to acquire that would assist them in meeting the expectation?

15. The Key to Writing Measurable Goals... • ...is having a tool to measure skill development and provide baseline data before you start!

16. Creating Your Own Measurement Tool • Rating scales and rubrics are ways to develop measurement tools when one isn't readily available for the skill you want to improve.

17. Progress Monitoring • The schedule of how frequently measurable goals and STO's are monitored should be AT LEAST monthly. • This is different from how often progress is reported to parents, which is quarterly or by trimester.

18. Contact Information • Mindy Miller • HI/VI Administrator • Kalamazoo RESA • mmiller@kresa.org • (269)250-9701 • Micah Bormann • TCVI/ O&M Specialist • Kalamazoo RESA • mbormann@kresa.org • (269) 250-9707