Alignment Check: How can IEP goals
be written to celebrate the common
core standards?
Sara Jozwik & Alice Cahill
Illinois State University
Targets for Today
• View Needs Assessment Results
• Examine goals written to
students’ areas of identified need
• Craft goals to align to the
common core
• Ensure goals are sensitive to Ells'
language acquisition needs
IEP Goal Writing Needs Assessment
Feelings About Writing IEP Goals
100
90
80
70
60
50
40
30
20
10
0
Panicked
Slightly Panicked
Neutral
Secure
Confident
Training Needs
Training Topics Ranked in Order of Most Frequently Selected:
• Aligning goal statements to the common core standards for
students with high incidence disabilities.
• Writing data-driven PLAAFP statements
• Aligning goal statements to the common core standards for
students with low incidence disabilities.
• Figuring out how to set up data collection tools to capture
the kinds of data I want to collect.
• Deciding on IEP goals that align to the student’s areas of
need (e.g. self management goals for students with ED,
attention goals for students with OHI).
Training Needs, Continued
• Using the SMART goal format to write goals.
• Choosing how to collect data on the student’s
goals.
• Writing goals that are sensitive to ELLs’
language acquisition needs.
• Figuring out how to word the goal statement
so anyone who reads it will be able to monitor
progress in a way that I intended.
Current concerns about IEP goals
• Special education team members identified the
following concerns, in order of most frequently
selected:
– current goals are too vague, too general, and skills are
not measurable,
– goals are not aligned to content standards and do not
show utility for implementing meaningful instruction
– goals are not written to reflect a push-in model of
support
– goals lack individualization and are all alike.
How many students’ goals have we
re-written this year?
100
90
80
70
60
50
40
30
20
10
0
None
Just One
A Few
About Half
More than Half
Other concerns related to IEP goals
• The main theme identified was need for support
with the process of aligning goals to the common
core state standards.
• Most responses reflected anxiety with how to
individualize goals to meet the explicit needs of
the learner, especially when the needs are below
grade level expectations, with specific common
core standards.
• Many of us wonder what the implications will be
on instruction, data collection, and co-teaching.
PLAAFP
• Present levels of academic achievement and functional
performance statements should…
• Provide information that specifically relates to the
goals and objects and should allow for direct
comparison of progress through the year.
• Measurable PLAAFPs permit the IEP team to fulfill
progress monitoring requirements and provide FAPE.
• Hint: While crafting measurable statements, check the
student strengths section of the IEP to be sure
meaningful, data-driven statements appear.
Example PLAAFP reading
• Chris has a reading comprehension deficit; here is his PLAAFP
• Chris is a strong decoder, and can read most any grade level text with 97%
accuracy. Chris does stumble over multi-syllabic words and will make
visual substitutions (e.g., carnival for carnivore). In small groups. Where
Chris feels comfortable, he will volunteer to read aloud often. Chris does
not understand material that he has read or that has been read aloud to
him. Text must be simplified, read in chunks, and visual mapping strategies
must be used for simple comprehension. Chris has difficulty with
inferential comprehension. Strategies that have been shown to increase
his comprehension include making connections to his life, accessing his
background knowledge, coding the text, and using graphic organizers.
Chris lacks the skills to use these strategies independently.
• NWEA MAP: Spring 196 (12th percentile), Fall 200 (8th percentile)
• ISAT Reading: Below standards
• Easy CBM passage comprehension: 5th grade passage 65% accuracy, 6th
grade passage 50% (goal is 80%)
Example PLAAFP writing
• Suzy has been working on written expression; here is her PLAAFP
• With verbal prompting at each step, and using a graphic organizer, Suzy
can follow a writing process to compose a five paragraph expository,
narrative, or persuasive essay. Each paragraph has a topic sentence,
relates to the theme of the piece, and is supported by three detail
sentences. Suzy rarely uses transition words. Her use of beginning
capitalization and ending marks is consistent, but no other forms of
punctuation are used. With prompting Suzy will vary word choice, but
generally her vocabulary is consistent with a third grade level of writing.
Sentences rarely contain more than one idea or detail. Spelling is mainly
phonetic. Over the last three samples, twenty-five percent of non-sight
words were spelled incorrectly.
• NWEA Language: Spring 2012 at 16th percentile, Fall 2012 at 11th
percentile
• Aimsweb total written words: Suzy averages 29 written words in 3 minutes
(target is 43) and shows a steady rate of improvement.
SMART Goals
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•
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Specific
Measureable
Attainable
Realistic
Timely
Example: By May 2014, Jon will write a focused five sentence
paragraph that includes a topic sentence, supporting details and a
conclusion in 6 of 8 opportunities.
• This sample connects to CCSS.ELA-Literacy.W.3.2 Write
informative/explanatory texts to examine a topic and convey ideas
and information clearly
• Once written, examine the goal and see whether it promotes
principles of self-determination.
Challenges with goal writing
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•
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•
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Measurability
Individualization
Wording
Data collection
Decision making
(assessments)
Measurability
Problems
• A goal is written to increase
skills in a specific area as
measured by a percentage
accuracy, but a baseline
percentage is omitted from
the PLAAFP.
• Goals fail to provide a
measureable standard.
• Terms like “with minimal
prompting” and “with some
support” are NOT
measureable.
Solution
• Be sure to include a
baseline percentage if you
are using percentage
accuracy.
• Are you always using 80%
percent accuracy as a
target? Is this realistic?
Reasonable? Justifiable?
• Include criteria; ensure the
skill is being measured in a
meaningful way.
Individualization
Problem
• All the students on my
caseload have the same
goal.
• It is hard to write goals that
are centered around the
students needs, for
example, when inattention
is interfering with
academics.
Solution
• Amend or accept…Do all the
students on your caseload
have the same needs and the
same present levels of
performance?
• Once you have pinned down
the areas of need, remember
to be clear, be specific, and be
measurable with stating
realistic expectations for
where the student will be one
year from now.
Wording
Problem
• When goals are written in
inexact terms, such as, “to
increase participation” the
team cannot make an
objective analysis of
whether the student is
making progress toward the
goal.
Solution
• To ensure that any staff
member knows how to
implement the goal from
the face of it, check your
wording. Does it pass the
stranger test?
• Have you checked the
format? Is it SMART?
“If there’s no meaning in it, that saves a world of trouble, you know, as we
needn’t try to find any” –King of Hearts, Lewis Carroll
Data Collection Challenges
Problem
• The goal is not being
addressed during my direct
service minutes.
• The curriculum only
addresses the objective for
one week instead of all
quarter.
• The goal is not measurable.
• The data I am collecting is
not meaningful.
Solution
• Does the goal need to be
amended to better suit the
students’ needs? How can the
schedule be adjusted to make
direct service minutes “count”?
Collaborate; get input from other
implementers.
• Is the curriculum being
implemented with fidelity, with
great enough depth? What will
the outcome be if you spend
more time with instruction
tailored to the students’ need?
What will the outcome be if you
don’t?
Assessment
Problem
• The only information I have
is the classroom teachers’
qualitative input and test
scores from MAP .
• I am not sure what
assessments we use
diagnostically, to monitor
progress, or to measure
achievement.
Solution
• Collaborate with the social
worker (who is skilled at doing
on-task/off-task observations)
• Collaborate with the school
psychologist who will know which
measures are used (KTEA, WISC)
• Collaborate with reading
specialists, math specialists, and
the ELL/Bilingual team to gather
information about authentic
assessment approaches, Fountas
and Pinnell, DIBELS, Aimsweb,
early numeracy screeners.
Alignment
• Common core key points:
• Although CCS replace ILS the foundational pieces
remain consistent –students will be given
opportunities for instruction in general education
curriculum aligned to standards and students’
individualized needs will be considered when
designing and implementing instructional
activities.
• How does this happen? Prioritize skills for each
student.
Steps toward IEP Goal Alignment
1. Use the student’s present level statement to inform the
process of crafting the IEP goal.
2. Choose the grade level standard.
3. “Unpack” the grade level standard (Or, reference
someone else’s version, e.g., the Ohio Extended
Standards) to analyze the sub-skills of the strand.
4. Prioritize student needs to develop the Goal.
5.Write the goal in consideration of the student’s rate of
learning.
6. Read and evaluate the goal to be sure all terms are
measureable.
Example Goal Statements
You can take it to the bank…
Goal for student with OHI
• A student’s inattention is impacting academic
achievement:
• The ILS Social Emotional Standards can be still
be referenced, or…
• Consider the CCS, for example:
1C.2b. Monitor progress on achieving a shortterm personal goal.
Goal for student with ED
• Self management goals can reflect the IL Social
Emotional Standards or can incorporate some CCS
elements.
• CCSS.ELA-Literacy.SL.1.4 Describe people, places,
things, and events with relevant details, expressing
ideas and feelings clearly.
• CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for
discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
• 2C.2b. Analyze ways to work effectively in groups.
• 1A.2b. Describe and demonstrate ways to express
emotions in a socially acceptable manner.
Goal for student with LD
• If a 4th grade student’s needs have been prioritized and a focus on
place value is identified, then…
• Math CCS Math 4NBT5. Use place value understanding and
properties of operations to perform multi-digit arithmetic. Multiply
a whole number of up to four digits by a one-digit whole number,
and multiply 2 two-digit numbers, using strategies based on place
value and the properties of operations. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area
models.
• Example: By December 2013, Student will make progress toward
understanding the place value system by recognizing the value of a
digit, comparing and ordering numbers, and explaining the patterns
within a base ten number system and computing to solve problems
using numbers (0 through 1,000,000) in order achieve 75% accuracy
on 6 independent practice trials (quizzes, curriculum based
assessments) per quarter.
SLPs.. Consider these ELA standards
• CCSS.ELA-Literacy.SL.3.1c Ask questions to check
understanding of information presented, stay on
topic, and link their comments to the remarks of
others.
• CCSS.ELA-Literacy.SL.5.1 Engage effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.
Stuck?
• To gain more sample ideas, visit our WIKI
• https://iepgoalbank.wikispaces.com/
Data Tools and Techniques
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•
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Kinds of data we usually collect for behavior: frequency, latency, duration
Kinds of data we usually collect for academics: percentage accuracy, words read
aloud correctly, correct written word sequences
Approaches to data collection
– Task analysis
– Dichotomous rating (mark with a plus or minus; one or zero each time the target is or is not
observed)
•
Online progress monitoring
– Aimsweb
– Easy CBM
•
Rubrics and rating scales
– comprehension rubrics for each skill can measure comprehension performance
– Other rubrics can be created or may already exist to measure writing skills
•
Apps
– Super duper data tracker
– Class dojo
Crafting goals for ELLs
• Points to consider…
• Legally, when writing the IEP, we are required to
“consider the language needs of the ELL.” What does
this really mean?
• IEPs should reflect language and cultural needs of ELLs
• Include input (collaborate) from knowledgeable team
members
• Decide on services, instructional strategies based on
peer-reviewed research
• Use authentic assessment approaches to ensure the
team has sufficient information to craft a goal
statement
In Conclusion…
• Champ out your goals by…
Collaborating and asking for
Help to
Align goals to standards so we can
Measure our students’
Progress and celebrate their successes!