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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