Writing Measurable Goals and Measuring Progress Indiana IEP Resource Center .

Writing Measurable Goals and Measuring Progress

Indiana IEP Resource Centerwww.indianaieprc.org

http://www.indianaieprc.org/

INDIANA IEP RESOURCE CENTER

1. Present Levels of Academic Achievement and Functional Performance (PLAAFP) require meaningful student specific data.

2. Goal writing is a process connected to the rest of the IEP.

3. There are three key components of a measurable goal.

4. Writing Measurable Goals and Progress Monitoring are a part of the same process, not separate events.

5. If a goal is not effective, according to the collected data, a change is required.

Learning Outcomes


The Goal Writing Process

Expected Outcomes

PLAAFP

Educational Needs

Annual Goals

Services

ProgressMonitoring


• Long term, shared vision for the student— Post Secondary Goal— High School Graduation— Passing a Test or Course

• Events that happen once or infrequently

• Drive the thinking about what to do now

The Goal Writing Process: Expected Outcomes


The PLAAFP is…

• An objective descriptor of the student’s unique needs. (Bateman, 2006)

• The starting point for all IEP decisions. (Yell, 2012)

The Goal Writing Process: PLAAFP


• Statewide assessment results• District assessment results• Behavioral data (i.e. checklists, rating scales,

discipline referrals)• Classroom performance information from all teachers• Intervention results• Observational data• Academic & behavioral comparison data for non-

disabled students

What information does it give us?

The Goal Writing Process: What data should be included in the PLAAFP?


Keeping in mind the expected outcomes for this student, what three or four things that he doesn’t do now, would we like for Kelly to be able to do or to do better in a year?

• To have better self-control• To have better functional reading skills• To talk or do things with peers more • To put on and take off coat

When a student needs to learn “to do” or “to do better” a Present Level of Academic Achievement and Functional Performance must be stated.

The Goal Writing Process: Which Needs?

Found the PLAAFP!

What Kelly needs to learn or learn to do better…

• Better Self Control

• Functional Reading Skills

• Talk or do something with peers

• Put on and take off coat

Kelly’s Present Skill Level

• Averages 2-5 disruptive outbursts daily

• Sight word vocabulary of 14 words, no decoding skills

• When approached by a peer always runs away

• Helps in dressing self by pulling pants up and shirt down


Jeremy is a fourth grade student with a severe reading problem. He currently reads at an average rate of 24 words per minute out of his grade level reading textbook. His peers read at an average rate of 62 words per minute in the same book. Jeremy’s reading problems make it difficult for him to work successfully in general education classes that require him to learn by reading.

PLAAFP Statement


• Writing vague descriptions of academic or functional needs

• Writing statements that are not related to student’s disability

• Writing statements based solely on standardized battery of tests

• Writing PLAAFP statements that are not individualized

• Using a student’s disability as the PLAAFP statement

PLAAFP Cautions!


“There should be a direct relationship between the present levels of performance and the other components of the IEP.

Thus, if the statement describes a problem with the child’s reading level and points to a deficiency in reading skills, the problem should be addressed under both (1) goals and (2) specific special education and related services provided to the child.”

APPENDIX C IDEA REGULATIONS (1997)


PLAAFP tells us where the student is in the learning progression of a skill.

The Educational Need

• identifies what the student should learn next in this skill progression.

• includes academic and functional performance.

• is based on student data.

The Goal Writing Process: Educational Needs


Annual Goals tell us:

• What we expect a student to learn or be able to do in 1 year

• How we will know when the student has learned or can do it

(Yell, 2012)

The Goal Writing Process: Goal Development


The essential characteristics of IEP goals are that they must be measurable and be measured.

• If a goal is not measurable it violates the IDEA and may result in the denial of FAPE (Bateman & Herr, 2006)

• If a goal is not measured that violates the IDEA and may result in the denial of FAPE (Bateman & Herr, 2006)

The Goal Writing Process: Goal Characteristics


Every Measurable Goal Must:

• Allow a clear yes or no determination of whether or not it has been achieved

• Tell evaluators what to do to determine if the goal was achieved without adding anything to the goal

• Pass the stranger test (different evaluators can agree if the goal has been achieved)

The Goal Writing Process: Goal Requirements


Three components of a measurable goal:

I. Target behavior What do we want to change?

II. Stimulus material or conditions How will we measure change?

III.Criterion for acceptable performanceHow we will know if the goal has been achieved?

The Goal Writing Process: Goal Components (Yell, 2012)


Target Behavior

Observable, measurable, verifiable, & repeatable

To write, to read aloud, to initiate interactions

NOT invisible or open to many interpretations To understand, enjoy, improve, develop



Stimulus Materials or Condition

How will you MEASURE the target behavior? The context, materials, or environment



Criterion for Acceptable Performance

How will you know when the child has achieved the goal?

• May be stated in terms of accuracy, speed, quality, fluency

• Collect data NOT subjective opinion



In 32 weeks, when presented with a passage from the 2nd grade reading text (Condition), Jeremy will read aloud (Target) 48 words per minute with less than 2 errors (Criterion).

The Goal Writing Process: Example


In 32 weeks, when presented with a passage from the 2nd grade reading text (Condition), Jeremy will read aloud (Target) 48 words per minute with less than 2 errors (Criterion).



Using the public transportation system , Jillian will get to and from her job placement during the work week, independently arriving at work on time for any five consecutive days.



Using the public transportation system, Jillian will get to and from her job placement during the work week, independently arriving at work on time for any five consecutive days.



When presented with 20, 1 to 5 digit numbers, Jenny will correctly identify the place value of each number independently in at least 4 of 5 trials over 2 consecutive weeks.



When presented with 20, 1 to 5 digit numbers, Jenny will correctly identify the place value of each number independently in at least 4 of 5 trials over 2 consecutive weeks.



When provided with an agenda book, Jose will record his homework assignments in English, Math, Social Studies and Science daily.



When provided with an agenda book, Jose will record his homework assignments in English, Math, Social Studies and Science daily.



Given a picture of interest, Mark will be able to independently write 2 sentences (no dictation or adult prompting) using correct punctuation and capitalization in at least 3 out of 4 trials in a two week period.



Given a picture of interest, Mark will be able to independently write 2 sentences (no dictation or adult prompting) using correct punctuation and capitalization in at least 3 out of 4 trials in a two week period.



In 36 weeks Jeremy will successfully complete 90% of the homework assigned in his social studies and science classes. To be successfully completed, assignments must be 90% correct.

The Goal Writing Process:Example


• Annual goals that contain percentage of accuracy are not helpful where the IEP fails to define a starting point, an ending point, or the curriculum in which student will achieve 80 to 85% accuracy (Rio Rancho Public Schools, 2003, p. 563).

• In other words, percentages, by themselves, are meaningless.

Use of Percentages


• Are the goals measurable (3 components)?

• Are the goals too broad or vague?

• Do the goals misuse percentages?

• Are the goals ambitious, but realistic?

• Do the goals align with the PLAAFPs/Services?

Goal Cautions


• Is a scientifically-based practice

• Assesses a student’s academic and functional performance

• Evaluates the effectiveness of instruction

Progress Monitoring


• Measures a student’s progress toward his or her goal

• Reports progress to parents regularly

• Provides evidence to revise a student’s IEP if progress is not being made

Progress Monitoring: Requirements


• Can’t• Rely on• Any• Part of it

C.R.A.P. Data

“Qualitative narratives and teacher impressions fall in the C.R.A.P. data category.” (Johnston, 2010)


According to Johnston (2010) there are only two acceptable data collection models for evaluating instruction and intervention effectiveness:

• Reviewing and evaluating permanent products that sample a student’s knowledge or achievement

• Conducting quantified observations of behaviors

Progress Monitoring: Data Collection Methods


Permanent Products are tangible results of any academic, functional, or social activity: Grades

Checklists Curriculum Based Measurements Self-reports Worksheets Tests or Quizzes Tangible evidence of a student’s performance

Permanent Products


Quantitative vs. Qualitative Data

Consider this goal: Steve will write the correct time to the nearest 5 minutes when given a clock face with the hands in any position in 9 out of 10 opportunities.

• Quantitative Data: The number of times Steve writes the correct time given the opportunity

• Qualitative Data: Why does he continue to make mistakes? Will this just take time or is there something else?

Quantified Observation of Behavior

Quantitative Observation: TypesType Description When to Use Pros/Cons Examples

Event Recording

A tally of frequency of a target behavior

When target behavior can be easily counted

Easy to do, but not helpful if frequency or duration are too high

• Unassisted self-care• Leaves seat• Raises hand

Duration Recording

Length of time engaged in a target behavior

To determine how long behavior occurs, unless rate of behavior is too high for event recording

Can provide duration and frequency of behavior, but usually needs an outside observer

• On task• Length of tantrum• Sustained eye contact

Latency Recording

Length of time from request to performance of target behavior

When behavior has a clear beginning

Tells how long it takes for a behavior to begin, but requires a means of recording time and outside observer

• Beginning or ending a task• Returning to classroom after lunch

Interval Recording

Records when a target behavior occurs in a given time interval

Useful for estimating the number of occurrences, or for high frequency behaviors

Helps identify patterns of behavior, but only provides an estimate of occurrences; Requires close observation

• Working on an assignment• Swearing

Scatter PlotInterval recoding that reveals patterns of behavior and specific time periods

Useful for looking for patterns across a period of time

Creates a visual display of data, but may need an outside observer

• Appropriate responses across learning tasks

• Appropriate behavior on playground

ABC chartsTarget behavior is recorded along with antecedents and consequences

Useful for identifying stimuli for targeted behavior, or for non-occurrence of behavior

Provides descriptive information about behavior and environment, but may require multiple observations to collect enough data

• Following directions • Argumentative responses• Work completion


What is your largest obstacle to collecting data?

Data is a scary word!


According to the National Center for Response to Intervention (2012), Progress Monitoring should occur at least monthly.

The effects of measurement error are reduced as the number of data points recorded increases.

Frequency of Collection


What to do with all of this data?• The best option is to chart data to make trends and changes easily visible.

Is this student progressing at an acceptable rate?• If the data trend is not approaching the student’s goal, then the student may not

be progressing acceptably. This is a judgment call for the TOR.

Should instruction/methodology be adjusted?• This is one option. The level of service and support can also be considered.

Is the instructional change effective?• Data should indicate effectiveness of the change. Note when change was made.

Should the student’s goal be raised?• Data should indicate a trend for student progress. If the data indicate that the student has

met or will meet the goal prematurely, the target can be raised.

Progress Monitoring Questions


• Bateman, B.D.; From Gobbledygook to Clearly Written Annual IEP Goals; Verona, WI; Attainment Company; 2007.

• Bateman, B.D., & Linden, M.A.; Better IEPs; Verona, WI; Attainment Company; 2006.

• Johnston, T.C.; Data Without Tears; Champaign, IL; Research Press; 2010.

• Yell, M.; Developing Educationally Meaningful & Legally Sound IEPs: Measurable Annual Goals; Video; D. Thomas, Producer; Indianapolis; 2012.

Resources


• http://www.Interventioncentral.org • http://www.4teachers.org • http://www.easycbm.org • http://www.rti4success.org

Progress Monitoring Resources

http://www.interventioncentral.org/

http://www.4teachers.org/

http://www.easycbm.org/

http://www.rti4success.org/

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Writing Measurable Goals and Measuring Progress Indiana IEP Resource Center .

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