STANDARDS BASED GOALS and OBJECTIVES

Developing Student Focused Goals, Objectives and

Benchmarks

ByCathy Sartain

Student Focused Goals Aligned to State Content

Standards

PURPOSE

The training will enable IEP Teams to: Identify useful data Analyze formal and informal measures to determine PLAAFPS

Use PLAAFPs to write measurable goals and objectives

Collaborate with IEP team members to develop goals and objectives

Write compliant goals and objectives

WHERE DO WE START?

WHY DATA?

The IEP is a written statement that must include (300.320):

• Statement of child’s present levels of academic achievement and functional performance (PLAAFP)

• Statement of measurable annual goals and short term objectives (if taking alternate assessments)

• Description of how and when progress will be monitored

WHAT ABOUT DATA? Data must :

• Be evidenced-based• Indicate progress toward grade level content• Provide baseline of academic achievement

and functional performance• Describe observable and measurable behavior

Be from variety of sources:• Formal• Informal

Be relevant:• Formative• Useful/non-useful• Meets needs of whole child

NOW WHAT?

The IEP Team must determine data based and standards centered Present Levels of Academic Achievement and Functional Performance.

Did she say Aflack?

WHY PLAAFP? Describes student’s strengths and

challenges Enables IEP team to develop

student focused goals, objectives and benchmarks

Establishes the relationship between where the student is presently functioning and the expectation of the age/grade level

Data driven and standards based

WHAT ABOUT PLAAFP?

Statement of child’s present level of academic achievement and functional performance

Includes how the child’s disability affects his/her involvement and progress in the general education curriculum

Establishes a measurable baseline for data driven development of annual goals and short term objectives

DEVELOPING THE VISION

Begin with the end in mind

Future planning

Include all the appropriate stakeholders

LET’S MEET SAM! VCAMSS

STRENGTHS/CHALLENGES

PLAAFP STATEMENT

WHY GOALS?

Help form and guide instructional plan

Lead the IEP team to determine appropriate special education and related services

Guide discussions about curriculum accommodations or modifications

WHAT ABOUT GOALS?

Statement of student behavior Observable Measurable Understood by anyone Aligned to state standards Achievable over the course of

the IEP

Access to the General Curriculum Statewide

Network Criteria

Behavior (action that can be observed and measured)

Timeframe (time in the goal period for completion)

Criterion (amount of growth expected)

Conditions (resources that must be present to reach the goal)

SAMPLE GOAL STATEMENT

By the end of the 2008-2009 school year, Cathy will determine a text’s main idea and how those ideas are supported with detail in selected reading passages using fifth grade Reading content standard [5(10)(F)] as measured by accomplishment of the following objectives.

SAMPLE GOAL STATEMENT

By the end of the 2008-2009 school year, Ginger will use symbols to represent unknowns and variables based on grade level Algebra content standard as measured by accomplishment of the following objectives.

SAMPLE GOAL STATEMENT

By the end of the 2008-2009 school year, Susie will use strategies to identify words and confirm word meaning, based on the essence of third grade Reading curriculum, as measured by accomplishment of the following objectives.

GETTING BACK TO SAM VCAMSS

STRENGTHS/CHALLENGES

PLAAFP STATEMENT

GOAL STATEMENT

OBJECTIVES: ONE STEP BEYOND GOALS

For children with disabilities who take alternate assessments aligned to alternate achievement standards, the IEP must include a description of benchmarks or short-term objectives.

IDEA 2004 allows states to decide

WHY OBJECTIVES? Break down the goal into

actionable and measurable steps

Follow a logical sequence

Are the task analysis of the goal

WHAT ABOUT OBJECTIVES?

They tell us: Who? Does What? (Behavior: read, write, list, hop, etc) How Presented? (Conditions: with verbal prompt,

within 10 minutes, in small group, etc.) How Much? (Mastery Criteria: 3 of 4 times, 70%

accuracy, etc.) By When? (Target Date: by May 27, 2008, by end

of first semester, etc.) How Evaluated? (Measurement: observation,

teacher made tests, student checklist, etc)

Access to the General Curriculum Statewide

Network Criteria Behavior (action that can be observed and

measured)

Timeframe (time in the goal period for completion)

Criterion (amount of growth expected, how measured)

Conditions (resources that must be present to reach the goal)

There should be at least 2 objectives for each goal

SAMPLE OBJECTIVE STATEMENT

By the end of the first semester, Cathy will identify the main idea from selected grade level reading passages, with guided practice, 7 of 10 times as measured by teacher observation.

SAMPLE OBJECTIVE STATEMENT

By the end of the second semester, Cathy will identify the main idea from selected grade level reading passages, independently, 7 of 10 times as measured by teacher observation.

SAMPLE OBJECTIVE STATEMENT

By the end of the 2008-2009 school year, Ginger will use diagrams and equations to represent meaningful problem situations (y = 5+3), working independently, with 70% mastery as measured by teacher made tests.

SAMPLE OBJECTIVE STATEMENT

By the end of the first semester, Susie will identify 25 high frequency words from a reading passage of one to four sentences, with 5 or fewer errors, as measured by teacher observations.

PUTTING IT ALL TOGETHER FOR SAM

VCAMSS

STRENGTHS/CHALLENGES

PLAAFP STATEMENT

GOAL STATEMENT

OBJECTIVES

HOW DOES THIS IMPACT…