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Developing IEP Goals & Objectives

Middletown Department of Student

Services Parent Partnership

Robert Dunn, Amanda Lamoglia

& Heather Mills-Pevonis

Overview & Objectives

Welcome & Introductions

Objective: To increase the attendees

awareness of the development of IEP goals

and objectives based on student’s individual

needs.

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“Individualized Education Program" (IEP)

Means a written plan which sets forth

� present levels of academic achievement and functional performance,

� measurable annual goals and short-term objectives or benchmarks and

� describes an integrated, sequential program of individually designed instructional activities and related services necessary to achieve the stated goals and objectives.

N.J.A.C. 6A:14-1.3

“Access to the General Education Curriculum”

� IDEA 1997 - The IEP must address involvement and progress in the general curriculum in the following sections:

� Present levels of educational performance,

� Annual goals,

� Special education and related services and supplementary aids and services to be provided

� Extent, if any, to which the child will not participate in the general education class

� Participation in state and district-wide assessments

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“Access to the General Education Curriculum”

Special education has been defined as adapting, as appropriate, to the needs of an eligible child...

� the content,

� delivery of instruction to address the unique needs of the child

that result from the child’s disability, and,

to ensure access of the child to the general curriculum.

“Access to the General Education Curriculum”

Based on strengths, present levels, disability and needs, determine “what would it take” for the student to have meaningful interaction with the curriculum.

http://www.state.nj.us/education/cccs/

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Measurable Annual Goals &

Benchmarks/Short-term Objectives

… a statement of detailed measurable annual academic and functional goals that shall, as appropriate, be related to:

� to the core curriculum content standards through the general education curriculum unless otherwise required according to the student's educational needs, or appropriate, student specific, functional needs.

� For all students, the annual academic and functional goals shall be measurable and apprise parents and educational personnel providing special education and related services to the student of the expected level of achievement attendant to each goal.

Such measurable annual goals shall include benchmarks or short-term objectives related to:

� i. Meeting the student's needs that result from the student's disability to enable the student to be involved in and progress in the general education curriculum; and

� ii. Meeting each of the student's other educational needs that result from the student's disability;

N.J.A.C. 6A:14-3.7(e)2,3

Tell the Right Story

Strengths, interests and preferences

PPLAAFP

Affects of Disability

NeedsBaseline

Accommodations

Goals & monitoring

Plan

Student

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Decision Making for Goals & Objectives

� What specific areas of difficulty (academic and/or functional) including how the student's disability affects his or her involvement and progress in the general education curriculum are identified in the PLAAFP? N.J.A.C. 6A:14-3.7(e)1

� What are the students specific areas of strengths and needs (academic and/or functional)

� Does the content of the general education curriculum need to be modified?

� Are there other educational needs that need to be addressed?

Benchmarks or Short-term Objectives

Annual Goal

PLAAFP

Objectives

� Make the direct connection to “Why” we are working on specific goals and instructional direction.

� Start with the needs and continued growth identified in the PLAAFP; with discussion of what the student needs to access the curriculum.

� Needs become specific and measurable short-term objectives; short term objectives have criteria and evaluation procedures

� Series of short term objectives align to annual measurable academic and/or functional goal; the content area highlighted

� The annual measurable goal, aligns with the standard based on the students actual grade level.

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� Not measurable

� Do not align with the student’s unique needs that are identified in the PLAAFP

� Insufficient progress or unrealistic progress projected

Problematic Goals & Objectives

Examples from Tienet:

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Birth Date:

Goals and Objectives

ACADEMIC AND/OR FUNCTIONAL AREA: English Language Arts-Kindergarten

STRAND: Reading

Foundational Skills

Phonological Awareness

STANDARD: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ANNUAL MEASURABLE ACADEMIC AND/OR

FUNCTIONAL GOAL: School Year: 2013-14

Student Name will increase skills in the area of word analysis.

BENCHMARKS OR SHORT TERM OBJECTIVES: CRITERIA EVALUATION

PROCEDURES

Objective: --- will identify all letter sounds in isolation.

With 90% accuracy. Report cards.

Daily

assignments.

Progress

reports.

Classroom

participation.

Informal

Measures.

Objective: ---- will identify initial consonants in spoken words.

With 85% accuracy.

Objective: ---- will recognize and produce rhyming words.

With 85% accuracy.

Objective: ---- will distinguish if two words sound alike or different.

With 85% accuracy.

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Measurable Goals:

Goal addresses skills identified CC.

Goal describes the method for monitoring

progress.

IEP demonstrates a coordinated approach

between goals and across disciplines.

Goal includes targeted skill/behavior, the

condition under which it will be demonstrated

and the performance criteria expected.

Criterion Example

Speed - Completes daily journal assignment within a 40 minute period-Writes numerals in random order at 50 npm

Accuracy - Achieves a score of 4 or better on the NJ 11th grade written holistic scoring rubric

Quantity -Initiates 5 or more peer interactions per day

Quality - Uses personal reflections- Maintains focus

Level of Independence - With assistance- Independently

Performance Criterion/Condition

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� Collect evidence (data) that reflects student performance

� Make data collection part of ongoing instruction and assessment

Consider

� What information (data) is needed?

� How will the information (data) be collected?

� Who will collect it?

� How often will be it analyzed?

Evaluation Criteria for G & O’s

Recap of Key Points

Measureable Annual Goals &

Benchmarks/Short-term Objectives

� By when

� Under what conditions

� Skill and/or behavior the student will

accomplish

� Performance criteria

� Evaluation criteria

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Evaluating & Reporting Student Progress

� A statement of how the student’s progress toward the annual goals …will be measured

� A statement of how the student’s parents will be regularly informed of their student’s progress toward the annuals goals and to the extent to which that progress is sufficient to enable the student to achieve the goals by the end of the year

6A:14-3.7(e)16

Progress Report Example:

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Progress Reports Example Cont.

� Provides an objective measurement of

student progress

� Helps gauge the student’s response to

instruction

� Produces objective information to share with

parents and professionals

� Informs development of future IEP goals

Data Collection

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� Student progress should be monitored and

evaluated on a ongoing basis

� Adjustments to the instructional program

and/or measureable annual goals and related

objectives should be made as needed

� Progress reports should reflect student progress

in a way that is clear and meaningful to parents

Recap of Key Points

Stop asking me if we’re almost there.

For crying out loud, we’re nomads

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Tell the Right Story

Are we there yet?!

Thank you very much for joining

us this evening

Middletown Board of Education Department of Student Services

Special thanks to the New Jersey Department of Education, LRC

and

Carol Kosnitsky on behalf of the

Monmouth County Association of Directors for Special Education