1 Annual Goals Make Them Measurable! Copyright State of Florida Department of State 2005

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Annual Goals

Make Them Make Them Measurable!Measurable!

CopyrightCopyrightState of FloridaState of Florida

Department of StateDepartment of State20052005

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Workshop Objective

Participants will write measurable annual goals using structured formats so that they are compliant with the requirements of IDEA and Rule 6A-6.03028, FAC.

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Making Connections–KWL Worksheet

• What do you already Know?

• What do you Want to know?

• Later… What did you Learn?

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IEP FocusIEP Focus

Annual Goals

Post-School Outcomes

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Make It Measurable!

• Specific - Tells what to measure and how to measure it

• Objective - Yields same result no matter who measures it

• Quantifiable - Numerical or descriptive information to compare to baseline

• Clear - Understandable by all involved

Bateman & Herr, 2003

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Is It Measurable?

Examples/Non-Examples

1. States phone number on 5 of 5 trials for 3 consecutive days

2. Refrains from threatening peers3. Dresses appropriately for work settings4. Writes name, address, and phone

number using capitalization and punctuation rules

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Determining the Focus of an Annual Goal

• Annual goal is not written in isolation.

• Annual goal is based on analysis of information about student’s performance and needs.

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Student Information to Consider

• Specific evaluation results, observations, work samples

• Student strengths• Effect of disability on student performance

or progress• Needs, skills, or behaviors critical for

student to learn• Remediation needed to pass FCAT

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Link Between Goal and Student’s Present Levels

• There should be a direct link between what is known about the student’s needs and the goals set for the student in the next 12 months.

• Student need is documented in the present levels statement(s) on the IEP.

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Measurable Annual Goal

Individualized statement to

• communicate clearly what the student will learn in the next 12 months

• identify the criterion that must be met to achieve the goal.

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Three Components

1. Observable behavior–an explicit, observable statement of what the student will do

2. Conditions–the specific circumstances or assistance that will affect performance of the behavior

3. Criterion–what will be measured and how well the student must perform

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Pair/Share Verb Activity Instructions

1. Locate a partner at your table.2. With your partner, list five action

verbs that describe an observable behavior.

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Conditions Activity Instructions

PART 1:1. Read the examples in Part 1 of Conditions

Practice Worksheet (HO-5).2. Underline the conditions in the examples.3. Pair with a partner and share your work.PART 2:1. As a small group, read #1 in Part 2 of HO-5.2. Add a condition that will clarify how the

behavior should be performed.3. Stand and share as directed.

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Types of Criteria

Grade or age level: numerical description of established (name source) grade or age progression

• use with established content or developmental sequence

ExampleChristina will demonstrate reading comprehension at a 4th grade level as measured by the Boone’s Farm Reading Comprehension Test.

Non-exampleChristina will read at 3.2 grade level.

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Types of Criteria

Rate: compares number of correct responses to total number of possible responses• use when the skill must be demonstrated multiple times to ensure mastery

ExampleCurtis will complete all assignments in 4 of 5 classes for one grading period.

Non-exampleCurtis will complete most of his assignments.

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Types of Criteria

Time: pace or time limits within which the behavior must be performed• use when time parameters are important to skill performance

ExampleDarius will write correct answers to the 1-12 multiplication facts in 10 minutes.

Non-exampleDarius will write answers to the 1-12 multiplication facts quickly.

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Types of Criteria

Percentage: describes a part of a quantified (measurable) set or “whole”• use to compare number of items or occurrences relative to the measurable whole amount

ExampleJames will express his needs in 80% of the opportunities during 10 randomly scheduled 15 minute observations in classroom situations during a week.

Non-exampleJames will express his needs with 80% accuracy.

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Types of Criteria

Descriptive statement: states expected quality of results in clear, objective language• use to provide explicit information about the nature of the expected performance

ExampleCarl will initiate his own leisure activities at school and in the community at least two times each week by inviting a friend to participate with him in an activity or by asking the friend to attend an event.

Non-exampleCarl will be involved in school and community leisure activities.

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Criterion Activity Instructions

PART 1:1. With a partner, complete Part 1 of

Criterion Practice Worksheet (HO-6).2. Read the item, underline the criterion, and

check the appropriate column.3. Partners share work at table.PART 2:1. Read the stem and select the best

criterion.2. Share and explain selection with a partner.

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Format

• Behavior–observable action– “…the student will….”

• Conditions–circumstances or assistance to perform behavior– “Given….”

• Criterion–expected level of proficiency– “at (level)” or “with (level).”

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Example

Given story starters, Jessica will write five-sentence paragraphs with clear structure, including a topic sentence and supporting details, on four consecutive essay writing assignments.

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Non-Example

Jaime will perform tasks needed for post-school living with 80% accuracy.

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A Better Example for Jaime

Given work scenarios that involve changes to his routine or setting, Jaime will complete the assigned task during one observation each week for one month.

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Non-Example

Julian will use self-advocacy skills to receive accommodations.

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A Better Example for Julian

Given work assignments similar to those encountered in postsecondary and job settings, Julian will independently state his needs and request accommodations in three different consecutive scenarios.

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Instructions for Goal Component Worksheet

1. In triads, read items on worksheet (HO-10) and mark the columns as per instructions at top of page.

2. Use Quick Check (HO-4) to guide work.

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Instructions for Pair/Share Writing Activity

1. Write a measurable annual goal using the Jason Data Form (HO-11).

2. Record your writing on the MAG Structured Format (HO-12).

3. Use your notes and the Quick-Check (HO-4) to help you work.

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Jason will independently share materials and toys with peers 80% of the possible opportunities during a 30-minute observation in four different structured classroom activities each week for six consecutive weeks.

Pair/Share Writing Activity ModelJason–Age 8

Domain: Social and Emotional Behavior

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Issues

• Sunshine State Standards- Too broad to use verbatim

• IEP Software- Caution for use of databases of goal statements- Need flexibility

• Content Disagreements- Proactive- Goals too high or too easy- Conflict resolution strategies

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“Next Steps” Activity Instructions

1. Decide what you are willing to do to implement what you have learned.

2. Write the steps you will take on Next Steps Plan (HO-14).

3. Find a colleague to serve as your partner. Ask him or her to sign your form and give you his or her contact information.

4. After the workshop, set a time with your partner to review your progress on your plan.