Standards-Based IEPs
Module 4: Writing Measurable
Next Generation-Linked Individualized
Education Program Goals
IEP Development Process
Desired
Outcomes/
Instructional
Results
General
Curriculum
Expectations
Developing PLAAFP
Statements
Area of
Instructional
Need
Implement &
Monitor Progress
PLAAFP
Statements
on IEP Form
Current
Skills and
Knowledge
Select Instructional
Services & Program
Supports
Write
Measurable
Goals
Develop Present
Levels of Academic
Achievement and
Functional
Performance
•
•
•
•
Collect Data
Identify Strengths
Identify Needs
Develop Impact Statement
•
Choose content
standard and
objective(s)
•
What standard(s) and objective(s) best address the
gap?
What standard(s) and objective(s) are critical for
accelerating student learning?
Write measurable
goals and
objectives
•
•
•
•
•
•
Develop 4-Point Goal
In what length of time (Timeframe)
Under what context (Conditions)
The student (Who) - Will do what (Behavior)
Through what assessment (Evaluation) - To what
degree/level (Criterion)
Accommodations/Modifications/Specially Designed
Instruction
Step 5:Choose content standard(s) and
objective(s)
• Determine which NxGCSOs/NxGECEs are most
important for each student (based on progress in
the general education curriculum)
• Compare standard(s) with student’s areas of need
and the impact of the exceptionality
• Use data to determine the areas the student will
find difficult without additional supports
• Backward/forward map using learning
progressions
You Are on the Road to Developing
Standards-Based Annual Goals
• You have shown that you have knowledge of the general
curriculum standards and you have carefully considered
those standards
• You have spent an adequate amount of time gathering and
analyzing information used to outline the Present Levels of
Academic Achievement and Functional Performance
(PLAAFP)
• Now you have a strong foundation for developing
measurable goals
5
IDEA Requirements for Measurable
Annual Goals
(a)(2)(i) “ A statement of measurable annual goals, including academic
and functional goals designed to-(A) Meet the child's needs that result from the child's disability to
enable the child to be involved in and make progress in the general
education curriculum; and
(B) Meet each of the child's other educational needs that result
from the child's disability;
(ii) For children with disabilities who take alternate assessments aligned
to alternate achievement standards, a description of benchmarks or
short-term objectives;…”
§300.320
Measurable Annual Goals
Measurable annual goals are related to the student’s
needs as identified in the Present Levels of Academic
Achievement and Functional Performance (PLAAFP)
resulting from the student’s disability that directly
affects his or her access to and progress in the general
education curriculum.
When Developing Measurable Goals Aligned
with Grade Level Standards
• Goals and objectives should build on current strengths
or address specified needs of the student
• Goals and objectives are targeted WITHIN the general
education curriculum
o Not a restatement of the standard/element
o Do not take the place of the curriculum
o General and life skills may also be targeted
Characteristics of Measurable
Annual Goals
•
Based on state content standards for the child’s
grade level
•
Address the need stated in the PLAAFP
•
State measurable data
•
Describe skill attainment
•
Project student performance at the end of the
twelve month IEP period
Consideration of the Standards
• Intent of the standard
• Skills needed to meet standard
o Includes depth of knowledge
o New skills and extensions
• Knowledge and skills that should be in place in order
for student to meet standards
o Prerequisites
o Connections to previous learning
• Methods for showing what the student knows and can
do within the standard
Determining Areas for Goal Writing
1. Using the PLAAFP data, review area(s) of
instructional need:
•
•
•
•
•
•
English Language Arts
Mathematics
Additional Content
Behavior
Functional Skills
Access Skills
(Continued)
Determining Areas for Goal Writing
(continued)
2. Choose the state content standard(s) most essential
for
• Accelerating the student’s ability to progress in the
general education curriculum, and
• Result in educational benefit
o Difference between student’s performance and
grade-level standards (Where is the gap?)
3. Unwrap the standard
Determining Areas for Goal Writing
(continued)
4. Identify the critical skill(s) needed to demonstrate
mastery of general education curriculum expectations
at student’s enrolled grade level
Skills/knowledge that are:
•
Essential to desired outcomes
• Challenging, yet attainable
• Essential to participation in the general education
curriculum
Think about…Essential Knowledge
and Skills
 Leverage-standards in one subject that support
student’s success in other subjects
 Endurance-standards that help students across the
years rather than respond to the testing of a single
grade level
 Readiness-essential for the next grade/standards
that help students prepare for the next level of
learning
Prioritizing IEP Goals
The IEP Team must:
• Select the need(s) with the greatest impact on skill
acquisition for goal development
• Consider impact of goal on the student’s need for
future progress
• Determine the content standard that correlates with
each prioritized need
Identifying Priorities for the Student
• Evaluate how an author
uses words to create mental
imagery, suggest mood and
set tone
• Recognize stylistic elements
such as voice, tone and style
Target a particular hole and fix it – that’s leverage!
Need to Know
Nice to Know
Remember
• Annual goals are related to needs resulting from
the student’s disability that directly affect
involvement and progress in the general
education curriculum.
• (Preschool: As needed to participate in ageappropriate activities)
Changes in the Process of Instructional
Planning
In standards-based instruction, the teacher
must plan backward and forward from the
required content standards to the assessments
and then to the lessons that will be needed for
students to achieve at that level.
18
Backward Mapping for Goal Development
Using Learning Progressions
Step
Task
1
Select an objective that is considered an anchor or essential objective for the grade level of the
student and is a deficit area based on the present levels of performance.
2
Unwrap the objective to determine the essential skills for knowledge, reasoning, skills, and/or
products contained in the standard.
3
Backward/forward map or back track down the objectives of the learning progression to reach
the objective where the student is presently performing successfully.
4
Notice and identify the essential constructs and skills that are evident in each grade level for that
objective.
5
Write the IEP goal targeting the essential skill(s) beginning with the grade level one year in
advance of where the student is presently performing. That is the annual goal target.
6
Identify and write IEP goals for any additional skills related to the successful completion of the
mapped objective – e.g. executive functioning skills, problem solving skills, social skills, etc.
Adapted From: Figure 6.12: Checklist for Standards Backward Mapping for Goal
Development, Common Core and the Special Education Student, LRP, 2014.
Activity 4.1 Karen Shaw
Develop Present
Levels of Academic
Achievement and
Functional
Performance
•
•
•
•
Collect Data
Identify Strengths
Identify Needs
Develop Impact Statement
•
Choose content
standard and
objective(s)
•
What standard(s) and objective(s) best address the
gap?
What standard(s) and objective(s) are critical for
accelerating student learning?
Write measurable
goals and
objectives
•
•
•
•
•
•
Develop 4-Point Goal
In what length of time (Timeframe)
Under what context (Conditions)
The student (Who) - Will do what (Behavior)
Through what assessment (Evaluation) - To what
degree/level (Criterion)
Accommodations/Modifications/Specially Designed
Instruction
Step 6:Write measurable goals and
objectives
Annual goals describe what a student can reasonably expect to accomplish in one
school year.
Components of Annual Goals:
 Timeframe
 Conditions
 Who/Behavior
 Evaluation/Criterion
If a large number of needs are identified, the IEP Team must consider how each
need impacts the student’s progress in the general education curriculum. Select
the needs that have the greatest impact on progress and develop goals to address
those needs.
Utilize Support for Standards-Based Individualized Education Programs: English
Language Arts K-12, Mathematics K-8, Math 9 to provide:
 Accommodations/Modifications/Specially Designed Instruction
 Scaffolding
IEP Annual Goals
The characteristics of effective IEP goals
can be captured in the SMART acronym
•
•
•
•
•
Specific
Measurable
Action Oriented
Realistic and Relevant
Time Bound (within one year)
23
Parts of a SMART Goal
Specific, Realistic and Relevant (Conditions)
• The student (who)
• Description of relevant instruction (under what
conditions or context)
Measurable
• Performance level
• Number of demonstrations
• Evaluation schedule
• To what level or degree (criterion)
24
Parts of a SMART Goal
(continued)
Action Oriented - Clearly Defined Behavior
• Observable action verb (student will do what?)
Relevant and Realistic
• Address the child’s unique needs which are a result
of the child’s exceptionality (learner characteristics)
Time Bound
• Monitor student progress at regular intervals
• In what length of time (time frame)
25
SMART Measurable Annual Goals
• In what amount of time (by annual review date)
• Under what conditions (a variety of reading passages)
• The student (Sean) will do what (answer literal and
informational comprehension questions)
• To what level or degree (80% accuracy on 15-20
questions per reading)
solve
extend
SMART IEP Goals
use action words.
“The student will…”
find
identify
translate
Remember
Some action words require specific descriptors to tell
exactly how the student will perform the action.
Identify by:
pointing
writing
stating
telling
touching
Demonstrate by:
writing
responding verbally
pointing
following directions
touching
The Structure: Annual Goals
Timeframe
Condition
Who/Behavior
Evaluation/Criterion
Activity 4.2 Karen Shaw
Kim’s Needs and Annual Goal
Need
Kim needs to learn how to apply phonics and word analysis
to decode words. (ELA.4.R.C7.1)
Measurable Annual Goal
By the annual review date Given a list of 25 unfamiliar multisyllable words out of context, Kim will correctly decode the
words with an average of 90% accuracy on classroom
assessments.
Measurable Goal for Sara
Within a school year, given a passage in the fifth
grade literature book, Sara will read 130-150 wpm
with fewer than 5 errors in one minute in three
consecutive trials over a three week period of
time.
Components of an Annual Goal
• In what length of time? (Timeframe)
• Under what context? (Conditions)
• The student will do what? (Who/Behavior)
• Through what assessment? (Evaluation)- To what
level or degree? (Criterion)
Let’s Review this Annual Goal
When tested, Sara will read at the fifth grade
level.
Does this goal meet our SMART acronym?
Writing Goal Statements
 Focus on what the student will do:
“Janice will read and analyze a short story for the
literary elements of main idea, point of view, plot,
setting, and characterization.”
 Not the process:
“Janice will use a graphic organizer to analyze a
short story.”
Writing Goal Statements
 Use behavioral terminology:
“Janice will read and analyze a short story for
literary elements.”
 Not the process:
“Janice will review short stories.”
Writing Goal Statements
• Add the criterion:
“Janice will read and analyze a short story for literary
elements of main idea, point of view, setting and
characterization with 90% accuracy using a literature
passage from the sixth grade classroom.”
Writing Goal Statements
• Include the condition/timeframe:
“By the end of the school year, Janice will read and
analyze a short story for literary elements of main
idea, point of view, setting, and characterization
with 90% accuracy using a literature passage from
the sixth grade classroom.”
Let’s Review
 The student (Janice)
 Will do what (read and analyze a short story)
 To what level or degree (90% accuracy)
 Under what conditions (sixth grade literature passage)
 In what time frame (end of school year)
Choosing a Measure (criterion)
Refer to Present Level data:
Ask what:
 Are the performance expectations in the
general classroom?
 Has been the rate of growth?
 Will it take to be successful in the general
classroom?
 Is the gap in current and desired skill?
Choosing a Measure
• What:

Are the criteria/expectations of the
general curriculum for demonstrating
mastery?

Is necessary to ensure the skill is at a
mastery level?

Are the expected gains over a year’s
period of time?
Activity 4.3
Putting it All Together Activity
A Present Level Example:
“Karen is in the sixth grade; she has
challenges with reading fluency which
impact her ability to comprehend longer
passages and summarize central themes in a
text.”
Activity 4.3
Activity
 Reviewing What We Know:
 Area of need
 Past instruction and progress
 Experience with similar
students/situations
 Expectations for the next year
Activity 4.3
Give it a Try
Make it better:
When tested, Sara will read at the
fifth grade level.
Give it a Try
 Make it better:
When tested, Sara will read at the fifth grade
level.
• New and improved:
By June 2014 given a passage in the fifth
grade literature book, Sara will read 130-150
wpm with fewer than 5 errors in one minute
in three consecutive trials and will maintain
with 85% accuracy on all teacher tests.
Give it a Try
Make it better:
June will turn in homework on time, complete
in-class assignments, and complete tests given
in class.
Give it a Try
 Make it better:
June will turn in homework on time, complete in-class
assignments, and complete tests given in class.
 New and improved:
June will meet all required classroom activities (including
submitting homework on time, completion of in-class
assignments, and completing tests) in accordance with
classroom standards for maintaining a “C” or better letter
grade for the class consistently for a time period of six months.
Give it a Try
Make it better:
Randy will have basic needs met by
making appropriate requests to a variety
of adults.
Give it a Try
 Make it better:
Randy will have basic needs met by making appropriate
requests to a variety of adults.
 New and improved:
Across all settings, Randy will use his communication
system to indicate all needs (e.g., bathroom, drink or eat,
go outside) throughout the school day for five consecutive
days.
Review and Reflect
• Annual goals are related to needs resulting from the
student’s exceptionality that directly impact
involvement and progress in the general education
curriculum.
• The IEP is not meant to restate the state content
standards, but should specify the skills the student
needs to acquire in order to make progress in
achieving the standards, thereby accessing the
general education curriculum.
Activity 4.4
Let’s Review
IEP Goals
Reminders Checklist
Developing Next Generation-Linked IEP Goals
1
2
3
4
5
6
7
8
9
10
Become familiar and comfortable with the Next Generation Content Standards and Objectives
for content and levels you are teaching:
• English Language Art
• History/Social Studies
• Mathematics
Assess students in all areas of suspected disabilities:
• Include “Next Generation specific” skills such as digital literacy, academic vocabulary, public
speaking and project-based learning.
Consider the principles of Universal Design for Learning and student learning strengths when
determining the representation and expression modalities for the goals.
Match individual deficits with NxGCSOs by using the Present Levels of Performance and the
learning progressions as a guide.
Write rigorous goals meeting student needs. Include the essential concepts and skills of the
NxGCSOs as identified through unwrapping of the standards.
Develop data collection systems to monitor progress toward the goals. Data charting tools
should reference the objective addressed by the goal.
Next Generation requires students to look at the ”why” and “how” so goals need to incorporate
that instead of rote learning.
Always be looking ahead – where should students be in relation to the Next Generation
expectations?
Don’t forget to address the executive functioning, problem-solving, and social skills necessary for
students to be able to access the learning community of Next Generation classes.
Ensure that all goals, including those for designated services such as speech/language,
occupational therapy, physical therapy etc., are aligned to the NxGCSOs
Adapted From: Figure 6.37: Developing Common Core-Linked IEP Goals, Common Core and
the Special Education Student, LRP, 2014.
Activity 4.5
Review and Reflection
3
2
1
Things I learned today …
Things I found interesting …
Question I still have …
Scaffolding – Teaching Practice
Scaffolding is defined as an instructional practice in which the
teacher:
• Provides models of the desired strategy or skill
• Provides supports as a student learns to do a task which
might include breaking a complex task into a cumulative
progression of sub-tasks
• Gradually shifts responsibility to the students
Scaffolding is removed to the greatest extent possible in
response to individual student progress.
Application to Students with Disabilities
by Common Core State Standards Initiative
Instruction for SWD must incorporate
supports and accommodations,
including:
• Scaffolds and related services
• IEP annual goals aligned with grade-level
academic standards
• Personnel delivering high-quality,
evidence-based, individualized
instruction
Application to Students with Disabilities
by Common Core State Standards Initiative
Participation in the GE curriculum for
SWD, may be provided:
• Universal Design for Learning (UDL)
• Instructional accommodations
• Assistive technology (along with
accessible instructional materials) to
ensure access
Accommodation vs. Modification
Accommodation:
An effort to alter the representation or presentation
to alter the student’s engagement with the curriculum
to enhance access and progress.
– Changes in the assessment or curriculum that do
not alter the validity, reliability, or security of the
test or curriculum.
Modification: Substantive changes in an assessment
or academic curriculum that change the rigor or
expectation.
Various Accommodations
• Presentation Accommodations— change how an assignment or
assessment is given to a student. These include alternate modes of access
which may be auditory, multisensory, tactile, or visual.
• Response Accommodations— allow students to complete assignments,
assessments, and activities in different ways (alternate format or
procedure) or to solve or organize problems using some type of assistive
device or organizer.
• Setting Accommodations— change the location in which an assignment or
assessment is given or the conditions of the setting.
• Timing/Scheduling Accommodations—increase the allowable length of
time to complete an assignment or assessment, or change the way the
time is organized for an assignment or assessment.
• Equipment and Material Accommodations— allow students to use
additional equipment and/or materials such as calculator, amplification
equipment and manipulative, assistive and instructional technology.
(Minnesota Manual of Accommodations 2009, 12)
Accommodations
The individual supports each student needs to
successfully participate in key learning
experiences varies.
Some SWDs may need only limited support
while others may need more extensive
accommodations or modifications.
Accommodation Examples
• Teaching students to use mnemonic strategies
• Providing audio-recorded, highlighted or large-print
textbooks and materials
• Presenting material in smaller, more discrete steps (a
type of scaffolding)
• Using supplemental aids, such as vocabulary or
multiplication cards or charts
• Designing guided notes that include the most salient
information
• Providing instructions in multiple ways (differentiated
instruction)
Accommodation Examples
• Shortening assignments, tests or other learning
activities
• Teaching self-management strategies
• Giving additional time to complete assignments or
tests
• Arranging classroom seating to reduce distractions
• Providing assistance with note taking from a teacher,
peer or someone else
• Allowing the use of a word processor, spell checker or
calculator
Accommodation Examples
•
•
•
•
Establishing peer support arrangements
Providing additional reviews or drills
Providing tutoring or one-to-one assistance
Assisting students with organizational and
planning strategies
• Offering breaks as needed
Reasonable Accommodation
• Survey teachers about accommodation
requests.
• Be prepared to offer alternative
accommodations.
• Promptly provide alternatives for students.
• Keep track of requests for accommodations
and responses.
Summary
• Curriculum and instructional accommodations
and modifications allow students to access
interesting and exciting general education
activities that are challenging but not frustrating
and overwhelming.
• An accommodation provides a student with
access to information in order to create an equal
opportunity for that student to demonstrate
knowledge and skills.
• A modification is an actual change in what a
student is expected to learn and/or demonstrate.
Credits
Standards-Based IEPs
Arkansas Department of Education
Special Education
June 2012
Standards-Based Individualized Education Programs (IEPs)
Council of Chief State School Officers
Assessing Special Education Standards (ASES)
State Collaborative on Assessment and Student Standards
(SCASS), 2012