Writing SB-IEP Goals

1. Writing SB-IEP Goals Jennifer Brown ADE Special Education Unit 2012 - 2013

2. What are SB-IEP Goals? • Standards-Based IEP Goals are goals written based on two things: • a student’s specific Present Level of Performance in a skill/knowledge area • a specific standard or functional skill area

3. Purpose • To provide students with disabilities access to the general education curriculum • To provide consistent expectations for all students • To ensure instructional accountability • To lay out the plan for the student to “…be involved in and progress in the general education curriculum.” 34 CFR §300.320 (a)(2)(i)(A)

4. Old to New: A Comparison Old Way of Developing Goals SB-IEP Goals: • The standard was the goal. • The Present Level was separate from the specific standards and goals, and… • The Present Level was often incomplete or spotty, due to difficulty in aligning it to a whole group of standards. • Since the standard was the goal, it was not very measurable or attainable. • Goals did not inform instruction beyond the most basic level. • The standard anchors the goal. • The Present Level is specific to each standard and goal, and may be specific to only a portion of a standard. • You may have more than one goal per standard, addressing different parts of the standard. • Since the goal is tied to specific skills or knowledge to be mastered, it is both measurable and attainable. • Goals (& objectives) do inform instruction.

5. Student Profile Page (SB IEP #101)

6. Parental Participation and Concerns

7. Student Profile Summary

8. What are we summarizing? • A general statement on the student’s academic and functional needs, based on recent assessment data • Address strengths and needs AND changes in functioning since last IEP • Achievement of Annual Goals • Performance in related service areas • An description of any significant lack of progress

9. II. Transition Section

10. All areas of post-secondary life:

11. Include data from transition assessments:

12. Move from general to specific

13. SB IEP #103A Goal Page (No Objectives)

14. SB IEP #103 B Goal Page with Objectives

15. Which Standard? • IEPs should discuss the intent of standards • What are the knowledge and skills necessary for the student to achieve to a level that is expected in the standards? • What are the prerequisite skills?

16. Selecting the Standard • Determine which standards are most important for each student, based on progress in the general education curriculum • Compare standards with student’s areas of need and the impact of the disability • Use data to determine the areas the student will find difficult without additional supports

17. Impact Considerations Which Standards/Functional Areas: Which Standards/Functional Area are most essential to: • Can be met with accommodations in the general classroom? • Require specialized instruction? • Accelerate the ability to progress in the general education curriculum? • Result in educational benefit? It is Important to prioritize, and to recognize the difference between “Need to Know” and “Nice to Know”.

18. Writing Present Level Statements • Describe performance in academic and non-academic areas • Include the relationship between evaluation/assessment data and the Present Level statements • Use objective, measurable terms • Ensure data is self-explanatory (or provide an explanation of the data in the description) • Data should give a description of what the student can do, and of the gaps in skills/knowledge related to the student’s disability • Data and description should be very specific to the standard, or the portion of the standard, that has been identified as a critical area of need for the student (same for functional area)

19. Types of Data • Academic • Social/Emotional • Behavioral • Communication • Recreation/Leisure • Vocational • Health/Physical/Medical • Home/Independent Living • Assistive Technology • Reports on Accommodations/Modifications

20. Which Comes First? Standard Present Level Statement

21. Present Level Language Examples Non-Examples • Greets peers appropriately • Counts to 25 • Speaks in 1 to 2 word sentences • Writes answers to double digit addition • Names five careers and jobs associate with each • Independently operates multiple models of microwave ovens • Counts to 10 or finds a friend when angry or frustrated, per behavior plan • Is friendly • Received a math score of 90 • Can’t talk well • Can add • Knows different careers • Can cook • Monitors her own behavior

22. Impact Statement • This is the “so-what” statement • The grand finale of the Present Level Statement • This is where you explain how the deficits described in the Present Level Statement impair the student’s ability to make progress in the general education curriculum. • This statement is similar to the Adverse Affect Statement on the Evaluation Programming Conference form, except it is much more specific.

23. Developing Goal Statements

24. Annual Goals • Are related to needs resulting from the student’s disability that directly affect involvement and progress in the general education curriculum (or age-appropriate activities) • Give specific information about knowledge or a skill that the student should be able to demonstrate at a mastery level • Are relevant, reasonable and attainable, and challenging

25. Two Ways to Organize Goal Writing: SMART Goals 5-Point Goals • Specific • Measurable • Achievable • Results-oriented • Time-bound • The student (who) • Will do what (behavior) • To what degree/level (criterion) • Under what conditions (Context) • In what length of time (Timeframe)

26. Sample Goal Statements • Given a informational text written at the 7th grade level, Todd will read 170 words per minute with 90% word accuracy by the end of the 2012-2013 school year. • Given a one-minute addition drill, Jana will complete a minimum of 25 single-digit addition problems correctly before time runs out, by the end of the third nine weeks grading period. • When asked to brush her teeth, Brittany will follow a task-analysis guide with picture cues to complete the 10-step process in order,in 4 of 5 attempts by the end of 4th grade. • Given a daily planner, Henry will record his assignments in each of his classes for all seven periods daily, with 95% completion over the course of the month, by the end of the semester.

27. What’s missing? • 1. Hannah will score 85% or above on her weekly spelling tests with a list of 10 words. • Make a grade of “B” or higher on all chapter tests in Geometry for the 2012-2013 school year. • Given a task analysis for making microwave popcorn, Javier will successfully complete the task by the end of the school year. • Tony will not be aggressive towards staff at all in the 2012-2013 school year. • Michael will master NS.1.3.2 by the end of the third grade.

28. Objectives • Short-term objectives and benchmarks are steps that measure the student’s progress toward the annual goal. • These should provide the teachers of the student with a roadmap and clear mechanism to evaluate the child’s progress. • They are a logical breakdown of the major components of the goal. • They are not a detailed instructional plan. • They are written in measurable terms. • They may be sequential (scoot, crawl, walk). • They may be parallel skills (decode accurately, read at 90 wpm).

29. An example: • Goal: • Given a reading passage at the 5th grade level, Jen will demonstrate comprehension of the text by answering “wh” questions with 90% accuracy, by the end of the 2012-2013 school year. • Objectives: • Jen will answer “who” questions with 90% accuracy. • Jen will answer “what” questions with 90% accuracy. • Jen will answer “where” questions with 90% accuracy. • Jen will answer “why” questions with 90% accuracy.

30. Another example: • Goal: • Given a cookbook with pictures supporting the written directions, Hank will follow the recipe and successfully make the food item without verbal prompting, in 4 of 5 attempts by the end of the school year. • Objectives: • Hank will read the recipe/directions before beginning to cook, in 5 of 5 attempts by the end of the first 9 weeks. • Hank will collect all needed cookware and tools in 4 of 5 attempts by the end of the second nine weeks. • Hank will collect all needed ingredients by in 4 of 5 attempts by the end of the third nine weeks. • Hank will follow all the steps in the directions in order in 4 of 5 attempts by the end of the fourth nine weeks.

31. Goal Development Progression

32. LET’S PUT IT ALL TOGETHER…

34. Identify Areas of Need and Prioritize List Johnny’s needs: 1. 2. 3. Prioritize the needs: 1. 2. 3.

35. Standard, Present Level, Goal • There may be more than one standard that is applicable: pick the best match to the skills. • Make sure the Present Level Statement is specific to the skills and knowledge of the standard. • Make sure your goals are written to address an area of deficit identified in the Present Level statement. • The mastery level should be based on the data given in the Present Level Statement.

38. Identify Areas of Need and Prioritize List Tina’s needs: 1. 2. 3. 4. Prioritize the needs: 1. 2. 3. 4.

39. Functional Area, Present Level, Goal • There may be more than one functional area that is applicable: pick the most important, or have multiple goals. • Make sure the Present Level Statement is specific to the skills and knowledge required to perform in the functional area. • Make sure your goals are written to address an area of deficit identified in the Present Level Statement. • The mastery level should be based on the data given in the Present Level Statement.

41. Wrapping Up • SMART GOAL • Specific • Measurable • Achievable • Results-oriented • Time-bound • OR • 5-Point Goal • The student (who) • Will do what (behavior) • To what degree/level (criterion) • Under what conditions (Context) • In what length of time (Timeframe)

42. Questions? Check out the full training materials at the ADE Special Education website: arksped.k12.ar.us/ Contact Jennifer Brown at: jennifer.brown@arkansas.gov