Writing Measurable IEP Goals. Presented By: IEP Managers NYC DOE Integrated Service Centers December 2, 2009. 1. The IEP Managers. Staten Island ISC Janet Blit: email@example.com Brooklyn ISC Nick Chavarria: firstname.lastname@example.org
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Measurable IEP Goals
Integrated Service Centers
December 2, 2009
Staten Island ISC Janet Blit: email@example.com
Brooklyn ISC Nick Chavarria: firstname.lastname@example.org
Manhattan ISC Madeline Rochelle: email@example.com
Queens ISC Tanya Smith: firstname.lastname@example.org
Present levels of performance
Short term objectives (required only for Pre-K & Alternate Assessment Students)
THE IEP:DOES IT ALL CONNECT?
Is there a clear connection of the student’s transition needs throughout the IEP?
Summary of Educational Benefitreflects on the quality of IEP development to increase student access, participation, and progress in the general education curriculum
The intent of a “Free Appropriate Public Education” (FAPE) for students with disabilities is: to design individualized instruction with sufficient supports and services to enable the student to receive educational benefit.
What is Educational Benefit?
Determining if there is a clearrelationship between: the identified needs/present levels of performance, annual goals, accommodations/modifications & services/placement
(DOES IT ALL CONNECT?)
Have changes to annual goals, services/placement been made based on the results of the student’s progress?
(HAS THE IEP BEEN WRITTEN/MODIFIED TO MEET THE STUDENT’S CURRENT NEEDS?)
Information on the student’s IEP: strengths, needs, annual goals, accommodations & modifications, services/placement & progress compared – looking for patternsover the past 3 years
(DOES THE IEP GIVE A CLEAR PICTURE OF THE STUDENT’S PROGRESS THROUGH THE YEARS?)
The Purpose of the Educational Benefit Review Process is:
to determine whether the design of the IEP was *reasonably calculated for the student to receive educational benefit.
* Reasonable Calculationevaluates if the IEP reflects on the student’s present levels of performance, goals, supports & maximize access, participation & progress in the general
Staten Island Integrated Service Center (ISC)
IEP Pages 3, 4 and 5
All needs/concerns noted in the Present Levels of Performance for students who participate in Standardized assessment should be addressed in
b) The BIP
c) Annual Goals
d) Short Term Objectives
It cannot be overstated that the overall quality of an IEP rests
firmly on the foundation of the Present Levels of Performance.
Present Level of Performance (PLOP)
Plan and deliver instruction
Measure progress (on-going assessment)
Needs? Learning styles?
Progress in the past year?
Student Performance compared to standards?
Response to Intervention?
What has worked? What hasn’t?
Transition – Post high school plans? (age 14 and up)
Which of these items does NOT belong in the Present Levels of Performance?:
Holiday Wish List
List in writing
Grasp the meaning of
Write a paragraph
Be familiar with
CategorizeAnnual Goal Activity
Measurable & observable?.... Or Not?
Placenext to measurable & observable examples
andXnext to non measurable & non observable examples.
Will you know it when you see it?
James has difficulty with recognizing numbers/digits, operational signs, place value, fractions, squares, roots and the general language of math. He has some directional confusion, and he inappropriately inserts or omits digits, words and signs. He sometimes interchanges similar digits inappropriately. These difficulties interfere with his ability to solve word problems in math.
Goal: In one year, given VAKT (visual/auditory/tactile/kinesthetic) strategies to improve directional confusion and concept understanding, sequentially increasing language complexity, graphic organizers that sort a) known information, b) unneeded information, c) what the problem asks and d) strategies to solve the problem, rubrics for checking and rechecking, James will solve math word problems with two embedded operations with 90% accuracy on five consecutive weekly quizzes.
For Assistance & SupportYour IEP Managers to the rescue….Staten Island ISCJanet Blit: email@example.comBrooklyn ISC Nick Chavarria: firstname.lastname@example.orgManhattan ISC Madeline Rochelle: email@example.comQueens ISC Tanya Smith: firstname.lastname@example.orgSOPM: http://schools.nyc.gov/NR/rdonlyres/5F3A5562-563C-4870-871F BB9156EEE60B/0/03062009SOPM.pdfSOPM Forms: http://intranet.nycboe.net/TeachingLearning/SpecialEducation/SOPMLetters/default.htm
IEP HELP SQUAD
READING COMPREHENSIONStudent does not comprehend written text.Attention-lacks sufficient mental energy to read lengthy paragraphs. He currently demonstrates comprehension of passages of no longer than one paragraph.Goal: In one year, given strategies such as previewing organizers, previewing passages, chunking of passages, frequent comprehension checks, “jumpstarting” by adult reading first part of text to student and use of motivational topic texts, student will correctly answer comprehension questions on passages of at least five paragraphs in length with 90% accuracy on five consecutive weekly assessments.Processing control: lacks ability to determine relevance in order to retain information that is central to comprehensionGoal: In one year, given strategies such as: outlines to help focus on important information, reading guided questions before reading the text, summarizing and paraphrasing during reading, previewing vocabulary and important concepts, prioritizing specific information student will correctly answer nine out of ten comprehension questions on reading passages on five consecutive weekly assessments.
READING COMPREHENSION , continuedProduction Control: lacks ability to preview, self-monitor and pace. Student is unable to make connections between text and prior knowledge. Short-term memory problems are also a factor.Goal: In one year, given strategies such as guiding questions, self-questioning techniques (i.e. “Does this make sense? This is similar to…. This reminds me of….”), post-it notes to record main idea, predict passage elements and evaluate predictions and graphic organizers student will correctly answer comprehension questions on five consecutive weekly assessments with 90% accuracy.Active working memory: Student lacks ability to hold what she has read in her mind e.g., she forgets the beginning of a passage by the time she gets to the end.Goal: In one year, given strategies such as creating semantic maps to organize and consolidate idea, drawing sequence pictures, highlighting/underlining as she reads, associating pictures with text, taking notes, verbal paraphrasing and summarizing, student will correctly answer comprehension questions on five consecutive weekly assessments with 90% accuracy.
Higher Order Cognition: Student is unable to make inferences, compare concepts and think critically and analyticallyGoal: In one year, given strategies such as modeling of thought processes, use of brainstorming and comparing and contrasting, and specific teaching of visualization and questioning techniques, student will respond to reading passages by answering inferential questions (i.e. compare/contrast, identify main ideas and supporting details, distinguish fact from opinion, predict, draw conlusions) with justification with 80% accuracy on five consecutive weekly assessments. Vocabulary Development: Student demonstrates poor vocabulary development which affects ability to understand reading passages.Goal: In one year, given strategies such as classifying activities, concept maps, Venn diagrams, explicit instruction in prefixes, suffixes, root words, synonyms, homonyms and antonyms to specifically teach vocabulary, student will demonstrate understanding of target vocabulary by achieving 90% correct on five consecutive weekly vocabulary quizzes.
Lexical Dyscalculia: Student has difficulty with recognizing numbers/digits, operational signs, place value, fractions, squares, roots and the general language of math. He has some directional confusion, and he inappropriately inserts or omits digits, words and signs. He sometimes interchanges similar digits inappropriately. These difficulties interfere with his ability to solve word problems in math.
Goal: In one year, given VAKT (visual/auditory/tactile/kinesthetic) strategies to improve directional confusion and concept understanding, sequentially increasing language complexity, graphic organizers that sort a) known information, b) unneeded information, c) what the problem asks and d) strategies to solve the problem, rubrics for checking and rechecking, student will solve math word problems with two embedded operations with 90% accuracy on five consecutive weekly quizzes.
Student often presents as withdrawn, especially in unstructured settings (lunch room, schoolyard). She rarely initiates conversations with peers. She tends to not seek out the company of others. Her ability to participate in classroom group activities is affected by her reluctance to initiate conversation.
Goal: In one year, in the lunch room, the schoolyard and during group activities in the classroom, given appropriate phrases for initiating conversation and a sequenced set of specific strategies for maintaining verbal exchange and reducing communicative stress, student will start conversations with two classmates per day, as measured by the guidance counselor and/or classroom teacher, during a two-week period.
Student demonstrates understanding of material presented in class, but he does not volunteer to participate in class, due to poor self-image and resulting lack of confidence. Additionally, he tends to respond, “I don’t know” when called upon to contribute to class discussions.
Goal: In one year, given a cueing system, frequent practice and a gradually diminishing system of supports, such as prior notification by teachers as to what he will respond to in class (a preparatory set, provided privately), student will verbally participate in class discussion by either answering a question or giving a personal view, as appropriate to the class focus or aim, in 3 out of 4 occurrences, as assessed by his ELA, Math, Science and Social Studies teachers over two consecutive weeks of targeted observation.