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Annual Goals
Aligned to the
CCLS
February 6th 2013
Presented By: Rhonda Sorger-CFN 211 –
Special Education Instructional Specialist
Jean McKeon
Network Leader-CFN 211
2
The Individualized Education Program (IEP)
drives the instruction for every child who
receives special education services.
The Individualized Education Program (IEP) is the
Cornerstone of the Special Education Process
3
Identifies how the student
will be prepared for adult
living
Identifies how the resources of the
school need to be configured to
support the student’s needs
Provides an
accountability tool
Guides the provision of
instruction designed to
meet a student’s needs
Ensures a strategic and
coordinated approach to
address a student’s needs
Supports participation in the
general education curriculum
and learning standards
IEP
Child
Centered
Special
Education is a
Service,
Not a Place Least Restrictive
Environment
(LRE)
Based on
Individual
Strengths & Needs
IEP Development
Guiding Principles for IEP
Development
4
NYC Summary - Student Information
5 1) Present Level Of Performance
9) Participation in State Assessments, and
with Students without Disabilities
8) Coordinated Set of Transition Activities
2) Measurable Post Secondary Goals and Transition Needs
7) Testing Accommodations
6) 12 month Services (if needed)
5) Programs and Services–Modifications & Supports
4) Reporting progress to parents
3) Annual Goals, Objectives / Benchmarks (if needed)
10) Special Transportation
11) Placement Sections
of the
IEP
New York City Department of Education | Special Education Student Information System
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Addresses 4 need areas: Academic & Functional Performance, Social, Physical, Management
Uses data from multiple sources to describe current functioning
Includes progress on prior year’s IEP goals, if applicable
Includes student strengths
Includes parent concerns and student preferences & interests
Includes how the disability impacts involvement and progress in general curriculum
Identifies supports and accommodations that have been used successfully
Includes impact of behavior on learning and social development, if applicable
Addresses communication needs, Braille instruction, limited English proficiency, or assistive technology, if applicable
Beginning at age 15, includes transition needs in consideration of student’s strengths, preferences and interests
Uses clear, specific language that can be understood by parents and school staff
Establishes a thorough foundation for development of goals and services
PLP Quality Indicators 6
IEP-Annual Goals
Day 4 7
When Educational
Components Align
Common Core Learning Standard-Curriculum
Instruction Assessment
(Skills Taught) (City & State Tests)
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When IEPs Promote Alignment
General Curriculum
(Common Core Learning Standards)
IEP Instruction Assessment
(Skills Taught)
Alignment 9
When IEP’s Really Promote
Alignment
Common
Core Learning
Standards
CCLS
(Curriculum)
Assessment
PLP
Annual Goals
Instruction
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Measurable Annual Goals
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The IEP must list measurable annual goals, consistent
with the student’s needs and abilities, to be
followed during the period in which the IEP will be in
effect.
For each annual goal, the IEP must indicate
evaluative criteria (the measure used to
determine if the goal has been achieved),
evaluation procedures (how progress will be
measured)
schedules (when progress will be measured) to
be used to measure progress toward meeting the
annual goal.
Non-example: Joe will improve math skills with 80% accuracy.
Annual Goals Annual Goals need to be SMART!
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S - Specific
M - Measurable
A - Achievable
R - Relevant
T – Time related
Annual Goals
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Address specific skill needs identified in Present Level of Performance
Are observable and measurable
Should include a strategy that will be used
Are written in measurable terms that focus on one year of instruction
Are understandable for all (No jargon)
Annual goals must be measurable, clearly defined, observable outcomes written to:
Meet the needs that result from the student’s disability to enable the student to be involved and progress in the general education curriculum to the greatest extent appropriate
Meet the student’s other educational needs that result
from the disability
Identify the instructional level at which the student will be working
Be related to the educational standards or skills appropriate for the student given his/her current level of performance
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Standard Operating Procedures Manual (SOPM)
The IEP must include measurable annual goals consistent with the student’s needs and abilities.
Annual goals are statements, which emanate from the present levels of performance
Annual goals, in measurable terms, describe a skill, knowledge or behavior that the student can reasonably be expected to accomplish within a twelve-month period.
Annual goals may be academic, address social or behavioral needs, relate to physical needs or address other educational needs resulting from the student’s disability.
Annual goals must be specific to and reflect the students’ needs as identified by the IEP Team.
There must be a direct relationship between the annual goals and the present levels of performance!
Annual Goals: 15
Annual Goals and Short Term
Objectives Annual Goals are required for all IEP students
Short Term Objectives are only required for
pre-school students and for school aged
students participating in New York State
Alternate Assessment (NYSAA).
(SOPM Page 106 – 107)
(For detailed information, please refer to the Special Education -Standard
Operating Procedure Manual (SOPM)-2008: Section-6)
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Goals Do NOT Equal Curriculum
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Annual Goals enable the child to be involved in and progress within the general curriculum working towards the CCLS
Identify skills crucial for learning the curriculum
Identify skills that meet other educational and developmental needs; e.g. Related Service goals
If goals = curriculum, the list would be endless
ANNUAL GOALS: Measurable & Observable
Tips to make annual goals measurable
Align goal with Present Levels of Performance
Criterion for success should be objective
Multiple evaluators will reach the same conclusion
Success can be assessed reliably
Evaluations will be the same over multiple trials
Observable measurable behavior
What can the student be reasonably expected to
accomplish within one year
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Annual Goal Stem
By __________ the student ______________
(date) (name)
will_______________________________
(demonstrate skill)
when/at____________________________
(Condition/Criteria)
on _______________________________
(assessment/evaluation.)
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Annual Goal Activity
Point to
Label
Write a paragraph
Remember
Identify
Circle
Demonstrate
Tell a narrative story
Categorize
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Measurable & Observable?... Or Not?
Place next to measurable & observable examples
And next to non measurable & non observable examples
Enjoy
Spell orally
List in writing
Know
Name
Understand
Match
Increase (ability to)
Will you know it when you see it?
Annual Goal Activity
Point to
Label
Write a paragraph
Remember
Identify
Circle
Demonstrate
Tell a narrative story
Categorize
21
Measurable & Observable?... Or Not?
Place next to measurable & observable examples
And next to non measurable & non observable examples
Enjoy
Spell orally
List in writing
Know
Name
Understand
Match
Increase (ability to)
Will you know it when you see it?
When IEPs Promote Alignment
General Curriculum
(Common Core Learning Standards)
IEP Instruction Assessment
(Skills Taught)
Alignment 22
Your Turn with…
Steven’s IEP 1) Reread the Present Levels of Performance section of
Steven’s IEP
2) Using the PLP Quality Indicators ask your self: Does the profile meet the criteria for a quality PLP?
Discuss your findings as a group explaining your thoughts (Why? Why not?)
How can you make the PLP stronger?
List all of Stevens needs on graphic organizer by subject.
3) List all of Stevens needs on graphic organizer by subject
4) Read Steven’s Annual Goals Section
Is each goal tied to a need identified in the PLP?
Is each goal tied to a Common Core Learning Standard?
5) Share Out
23 Activity :
Common Core IEP Goal Bank https://bank.goalbookapp.com/ VocabAhead
http://www.vocabahead.com/Home/tabid/37/Default.aspx Share My Lesson http://www.sharemylesson.com/TaxonomySearchResults.aspx?keywords=
high+school+social+studies¶metrics=90012
EngageNY http://engageny.org/ NYS Common Core K-8 Social Studies Framework (DRAFT) http://engageny.org/sites/default/files/resource/attachments/ss-
framework-k-8.pdf SOPM https://portal.nycenet.edu/NR/rdonlyres/1CDE9480-4A60-4EEC-AC72-9E2139D8B571/0/SOPM03062009.pdf
24 Resources
Q & A
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See you next week… Thank you…
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