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At Your Table – IEP Goals. Is it measurable? Yes – what makes it measurable? No - How could you make it measurable?. 1. January ESE Meeting. Chapter 5 – Special Education and Related Services ESE Reminders Reviewing Measurable Goals Services. 2. Don’t Be Distracted!.

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at your table iep goals
At Your Table – IEP Goals

Is it measurable?

Yes – what makes it measurable?

No - How could you make it measurable?


january ese meeting

January ESE Meeting

Chapter 5 – Special Education and Related Services

ESE Reminders

Reviewing Measurable Goals



upcoming events and reminders
Upcoming Events and Reminders
  • Transfer Packets are much better – THANKS!
    • But, don’t forget the Action Date (date the student started)
  • Medicaid Forms – get them done at meetings
    • Be sure to PRINT the form. You have to make the box when you print the IEP
  • The EFA box on the ACTION Form…
  • PWN date MUST be completed on the last page of the ACTION form


more practicing without a license
More Practicing Without A License
  • Teachers should not recommend or discuss medication, mental health treatment, or placement in a hospital or RTF
  • Teachers must only focus on things they can control: schedules, materials, accommodations, behavior plans, etc.
    • Don’t Diagnose or Speculate
    • Don’t “hand wring” in front of the parents
updating with re evals
Updating with Re-evals
  • Present levels MUST be updated with every re-eval (whether there is testing done or not)
    • Update with new individual testing, recent school assessments, and/or info from work samples, informal assessment and observation
  • Annual review –biggest overhaul
  • Special reviews
    • Read and edit existing info
    • ADD date and current functioning
recap present levels
Recap: Present Levels

Just Can’t Say It Enough!

  • ALL other items and services listed in the IEP must link to this section and descriptions here will support ALL remaining sections of the IEP
    • Global Statement and Present Levels
also in ch 4 measurable annual goals
Also in Ch. 4: Measurable Annual Goals

Measurable annual goals are descriptions of what a child can reasonably be expected to accomplish within a 12-month period with the provision of special education (specially designed instruction) and related services.

measurable goal musts
Measurable goal musts:
  • Be selected from the specific needs outlined in the PLAAFP
  • Be identified as those allowing students to participate in the general curriculum to the fullest extent possible
  • Be related to meeting the child’s needs that result from the child’s disability
what we know from the spring 2011 ese audit
What we know from the Spring 2011 ESE Audit
  • Some annual goals were not measurable.
  • Some annual goals were not directly related to weaknesses noted in the PLAAFP.
  • Some annual goals were not individualized for the student. The same goals were seen on multiple IEPs.
essential characteristics of an annual goal
Essential Characteristics of an Annual Goal
  • Must be measurable
  • Must be measured (schedule for reporting progress in IEP)

Does this really matter?

If an annual goal is not measurable OR measured it violates IDEA and may result in a denial of FAPE.

purpose of measurable goals
Purpose of Measurable goals
  • To estimate what a student may accomplish in a year’s time
  • To evaluate the success of the student’s special education program
  • To address academic and/or functional needs
  • To enable the student to be involved in and progress in the general curriculum (LRE)
simply put the iep annual goals
Simply put, the IEP annual goals:
  • are what we expect the student to learn or be able to do,


  • how we will know when they have learned it or can do it
how do i know if i have written measurable annual goal
How do I know if I have written measurable annual goal?
  • Allows a clear YES of NO determination of whether or not it has been achieved
  • Tells evaluators what to do to determine if the goal was achieved without adding anything to the goal
  • Passes the stranger test (different evaluators can agree if the goal has been achieved)
  • Passes the “Dead Person” test (avoids target behaviors written in negative terms)
three required components of a measurable annual goal
Three required components of a Measurable Annual Goal

Target Behavior – What we want to change.

(Described in terms that are observable, measurable, verifiable, and repeatable)

Stimulus material or condition – How we will measure change. (The materials that the teacher will use or the environment where the behavior will be observed)

Criterion for acceptable performance - How we will know if the goal has been achieved (Stated in terms of accuracy, speed, or quality)

May also include Timeframe (1 year is maximum length)

am i required to include short term objectives
Am I required to include short term objectives?
  • Measurable annual goals (3 components) are required for all students
  • Short term objectives are required only for students who take Alternate Assessment
  • Short term objectives can be added to IEP of any student if IEP team determines that it is appropriate
measurable goal no nos
Measurable Goal “No Nos”
  • Use of subjective words such as will improve, will show, will increase, will develop, etc. to describe target behavior
  • Use of an increase in test scores, such as PASS, HSAP, MAPs, etc. as criterion for performance
  • Use of classroom grades or passing a course as criterion for performance
  • Use of moving from one level in F& P to another as

criterion for performance

  • Separate transition goal is no longer required. All goals of transition IEP should address transition.
annual goal checklist
Annual Goal Checklist
  • Are goals linked to the assessment and the PLAAFP statements?
  • Are goals specific clear, and measurable?
  • Do goals provide a focus for the student’s IEP?
  • Does the goal section of the IEP contain information on how the student’s progress will be measured?
  • Does the IEP include how progress will be communicated to the parent?
  • Can the goal be used to evaluate the effectiveness of the program?
  • Is the student’s progress toward achieving the goals actually measured?
also in ch 5 special ed and related services
Also in Ch. 5: Special Ed. and Related Services
  • All services and supports to enable the child
    • To advance appropriately toward attaining the annual goals
    • To be involved in and make progress in the general ed. curriculum
    • To participate in and other nonacademic activities, and
    • To be educated and participate with nondisabled peers to the maximum extend appropriate
special ed services sec v
Special Ed. Services – Sec. V
  • Specially-designed instruction to meet unique needs of a child with a disability
  • IEP teams decide – in this order!!!
    • What SERVICES are needed
    • What AMOUNT OF SERVICES are needed
    • What SETTING is necessary
related services sec v
Related Services – Sec. V
  • Developmental, corrective, and supportive services required to assist a child with a disability to benefit from SPECIAL EDUCATION services.
  • They are in addition to special ed. instruction
    • Q&A 2 – Can’t just have Related Services
related services process guide
Related Services – Process Guide
  • Surgically Implanted Devices
    • Do not include the optimization of it’s functioning
  • Medical Services
    • Provided by a doctor
    • We are only required to provide medical services for diagnostic or evaluation purposes
  • School Health Services
    • Provided by school nurse or other qualified person
related services process guide1
Related Services – Process Guide
  • Transportation
  • Interpreting Services

They Failed to Mention…

  • Speech/Language
  • Occupational Therapy
  • Physical Therapy
it says here
It Says Here…
  • The IDEA has clarified that parents cannot be required to obtain a prescription for medication for a child as a condition of attending school, receiving an evaluation or receiving special ed. or related services.
  • Don’t practice without a license (last month’s meeting)
frequency location and duration of special education services
Frequency, Location, and Duration of Special Education Services

…of Special Ed. and Related Services

  • There should be a Present Level for each area of service
  • Make your descriptions and locations clear and specific
  • Length/frequency can be words
    • Daily, weekly, periods, blocks,
iep section iii supplemental services
IEP Section III – Supplemental Services

Aids, services and other supports to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

    • Provided to the child, or
    • On behalf of the child
  • Assistive Technology Devices and Services
  • Non-academic or Extracurricular Services
  • Access to Instructional Materials
  • Program Modifications and Supports for Personnel
iep section iii supplemental services1
IEP Section III – Supplemental Services

Where We Put Them here in Rock Hill Schools!!!

  • Assistant Support (for the student)
    • Specify assistance or support – WHAT, WHERE, and WHEN
  • ABA Therapy
  • Training for regular education teachers or other staff
    • Even yourself or next ESE teacher
extended school year services
Extended School Year Services
  • IEP Section VIII
    • If the team DEFERS, the team MUST revisit ESY question by the end of the school year
      • ESY Student Eligibility Review and ESY Addendum
  • If the team determines the student is eligible, but the parents decline the opportunity, THE PAPERWORK MUST STILL BE DONE
to finish up
To Finish Up

Next Month

Feb – Discipline (Ch. 8)

March – Re-evals (Ch. 7) and Discontinuing Services (Ch. 10)

April – Educational Placement and LRE (Ch. 6)