DRAFT 7/25/06
A Reflective Process for
IEP Goals & Objectives
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SERC
DRAFT 7-25-06
Assessments Aligned with General Education Curriculum
Purpose: The intent of an IEP is to provide students with access to a free and appropriate public education (FAPE) and IEP goals &
objectives should support the student’s participation and progress in general education curriculum. The assessment process can assist
by providing a clear understanding of how the student currently performs in the general education curriculum. IDEA, 2004


For the same domain selected in the previous activity, locate the assessments listed in the IEP used to assess the student’s present
level of performance.
Select one assessment tool to examine more closely. Identify the concepts and application of skills measured by this assessment
tool that relate to the selected domain. Locate the concepts and skills in the general education curriculum that align with those
specified in the assessment tool.
o What general education concepts does this tool assess?
 Concepts are the ideas and knowledge the student must be able to understand
o What skills expected to be applied in the general education curriculum does this tool assess?
 Skills are the applications the student are able to perform
o What is the expected level of performance according to the general education curriculum?
This tool assesses…
The general education curriculum expects
all students to know and be able to do…
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How does this assessment align with
general education curriculum?
SERC
DRAFT 7-25-06
Effective Baseline
Purpose: To establish a goal, it is important to determine the specific gap between the student’s present level of performance and the
expected performance in general education. Baseline data will determine the student’s starting point and later assist in measuring
student growth/progress.

For the same domain in the previous activities, locate the student’s present level of performance.
o What does the student know about the general education content?
o What general education skills can the student apply?
o What concepts and skills are expected of all students in the general education curriculum? What is the expected level of
performance according to the general education curriculum?
o What is the gap between what the student currently knows and is able to do and the general education expectations?
o How does this gap affect the student’s ability to participate or progress in general education curriculum?
What is the student’s current level of
knowledge and/or skills?
What is the specific that indicates a need
for specialized instruction?
List the specific assessment data
List the specific assessment data
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How does the concern specifically impact
the student’s participation or progress in
general education curriculum?
SERC
DRAFT 7-25-06
GOALS & OBJECTIVES AND THEIR ALIGNMENT TO GENERAL EDUCATION CURRICULUM
The Anatomy
Purpose: A well constructed goal/objective has three main components: the conditions for learning (the context, task, or setting
demands); the demonstration of learning (what the student will do as a result of learning); and the performance criteria (how the
student’s growth or mastery will be measured).

For the same IEP goals & objectives used in the previous activities, highlight each of the three components.
 Yellow – the condition for the learning (e.g. Given a third grade level reading passage)
 Green – the demonstration of learning (e.g. The student will state the main idea and two details)
 Pink – the performance criteria (e.g. To a score of 2 out 5 on a retelling rubric each time)
Conditions for Learning
Purpose: The goals & objectives should specify the conditions for the learning. The conditions define the instructional methods, tasks
or materials used or the environmental conditions/setting demands for the learning.

For each goal and objective, list the condition stated.
o Are the materials or tasks the same as those that non-disabled, age-appropriate peers are using?
o Are the setting demands or the instructional methods the same as for non-disabled, age-appropriate peers?
What is the same as non-disabled peers?
(Check all that apply)
Setting
Instructional
Materials Task
demands
Methods
List the condition(s)
Goal:
Objective(s):
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SERC
DRAFT 7-25-06
Demonstration of Learning
Purpose: Goals & objectives should clearly define what the student will do in order to demonstrate new learning. The concepts and
skills should be defined in observable and measurable terms that directly align with the general education content and performance
standards.

For the same IEP goals & objectives used in the previous activities, identify what the student will know and be able to do by:
 Circling the verbs/verb phrases (skills)
 Underlining the nouns/noun phrases (concepts) Center for Performance Assessment
For Example: The student will state the main idea and two details

Identify the general education content and performance standard(s) that align with the IEP goals & objectives

Content standards are the broad curriculum goals or big ideas. Nolet & McLaughlin, 2000


Performance standards are defined levels of mastery that must be met at each grade level Nolet & McLaughlin, 2000


E.g. Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary,
informational and persuasive texts in multimedia formats.
E.g. Students will identify and discuss the underlying theme or main idea in texts.
Determine if each goal/objective…
 Is observable (able to be seen or heard) and measurable (able to be counted by frequency or duration)
 Aligns with general education content and performance standards
 Is a critical life skill (must be performed by another person if the student cannot do it for him/herself) Hunt, et. al, 1994
 Represents a holistic approach to learning (essential understandings, concepts, and/or skill vs. discrete and distinct
subskills)
 Generalizes across environments and content areas
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SERC
DRAFT 7-25-06
Demonstration of Learning
List the general education content
and performance standard(s)
List what the student will
know or be able to do
according to the IEP
goal/objective
Circle the verbs/skills
Underline the
nouns/concepts
Are these objectives…
Observable
(seen/heard)
and
measurable
(able to be
counted)?
Content Standard:
Performance Standard(s):
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Aligned with
the general
education
content and
performance
standards?
A
critical
life
skill?
Representative
of a holistic
approach to
learning?
Able to be
generalized
across
environments
and content
areas?
SERC
DRAFT 7-25-06
Performance Criteria for Mastery
Purpose: In order to determine whether the student has mastered the goals & objectives, specific criteria for measurement should be
set. This allows for close monitoring of student learning and growth.

For the same IEP goals & objectives used in the previous activities, identify how student growth will be measured.
o What is the level of accuracy expected?
o How frequently or for what length of time will the student demonstrate the learning accurately?
o What assessment process will be used to prove the student has achieved mastery?

Determine how this performance criterion compares to the expected performance standard in the general education curriculum?
o Is the level of mastery the same as non-disabled peers?
o Is the assessment process the same as non-disabled peers?
To what degree will the student perform
this learning?
List the general education performance
standard/criteria
Accuracy:
Frequency or duration:
How will we prove the student achieved
mastery?
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Are the performance criteria…
The same standard
Assessed the same
as non-disabled
way as non-disabled
peers?
peers?
SERC
DRAFT 7-25-06
Summary of Reflection
Using Data to Drive Goals & Objectives
Area
Strengths
Needs for Improvement
Alignment between assessment
and goals & objectives
Assessments aligned with
general education curriculum
Effective baseline
Goals & Objectives and their Alignment to General Education Curriculum
Area
Strengths
Conditions for learning
Demonstration of learning
Performance criteria
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Needs for Improvement