Transcript Measurable Annual Goals - Rock Hill School District

At Your Table – IEP Goals
Is it measurable?
 Yes – what makes it measurable?
 No - How could you make it
measurable?
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January ESE Meeting
5 – Special Education and
Related Services
Chapter
–ESE
Reminders
–Reviewing Measurable Goals
–Services
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Don’t Be Distracted!
Upcoming Events and Reminders
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Transfer Packets are much better – THANKS!
– But, don’t forget the Action Date (date the
student started)
Medicaid Forms – get them done at meetings
– Be sure to PRINT the form. You have to
make the box when you print the IEP
The EFA box on the ACTION Form…
PWN date MUST be completed on the last
page of the ACTION form
More Practicing Without A License
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Teachers should not recommend or discuss
medication, mental health treatment, or
placement in a hospital or RTF
Teachers must only focus on things they can
control: schedules, materials, accommodations,
behavior plans, etc.
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Don’t Diagnose or Speculate
Don’t “hand wring” in front of the parents
Updating with Re-evals
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Present levels MUST be updated with every
re-eval (whether there is testing done or not)
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Annual review –biggest overhaul
Special reviews
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Update with new individual testing, recent school
assessments, and/or info from work samples,
informal assessment and observation
Read and edit existing info
ADD date and current functioning
Recap: Present Levels
Just Can’t Say It Enough!
 ALL other items and services listed in the IEP
must link to this section and descriptions
here will support ALL remaining sections of
the IEP
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Global Statement and Present Levels
Also in Ch. 4:
Measurable Annual Goals
Measurable annual goals are descriptions of
what a child can reasonably be expected to
accomplish within a 12-month period with the
provision of special education (specially
designed instruction) and related services.
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Measurable goal musts:
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Be selected from the specific needs outlined
in the PLAAFP
Be identified as those allowing students to
participate in the general curriculum to the
fullest extent possible
Be related to meeting the child’s needs that
result from the child’s disability
What we know from the Spring 2011
ESE Audit
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Some annual goals were not measurable.
Some annual goals were not directly related
to weaknesses noted in the PLAAFP.
Some annual goals were not individualized
for the student. The same goals were seen
on multiple IEPs.
Essential Characteristics of an Annual
Goal
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Must be measurable
Must be measured (schedule for reporting
progress in IEP)
Does this really matter?
If an annual goal is not measurable OR
measured it violates IDEA and may result in
a denial of FAPE.
Purpose of Measurable goals
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To estimate what a student may accomplish
in a year’s time
To evaluate the success of the student’s
special education program
To address academic and/or functional
needs
To enable the student to be involved in and
progress in the general curriculum (LRE)
Simply put, the IEP annual goals:
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are what we expect the student to learn or
be able to do,
and
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how we will know when they have learned it
or can do it
How do I know if I have written
measurable annual goal?
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Allows a clear YES of NO determination of whether
or not it has been achieved
Tells evaluators what to do to determine if the goal
was achieved without adding anything to the goal
Passes the stranger test (different evaluators can
agree if the goal has been achieved)
Passes the “Dead Person” test (avoids target
behaviors written in negative terms)
Three required components of a
Measurable Annual Goal
Target Behavior – What we want to change.
(Described in terms that are observable, measurable,
verifiable, and repeatable)
Stimulus material or condition – How we will measure change.
(The materials that the teacher will use or the environment
where the behavior will be observed)
Criterion for acceptable performance - How we will know if the
goal has been achieved (Stated in terms of accuracy, speed,
or quality)
May also include Timeframe (1 year is maximum length)
Am I required to include short term
objectives?
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Measurable annual goals (3 components)
are required for all students
Short term objectives are required only for
students who take Alternate Assessment
Short term objectives can be added to IEP of
any student if IEP team determines that it is
appropriate
Measurable Goal “No Nos”
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Use of subjective words such as will improve, will
show, will increase, will develop, etc. to describe
target behavior
Use of an increase in test scores, such as PASS,
HSAP, MAPs, etc. as criterion for performance
Use of classroom grades or passing a course as
criterion for performance
Use of moving from one level in F& P to another as
criterion for performance
Separate transition goal is no longer required. All
goals of transition IEP should address transition.
Annual Goal Checklist
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Are goals linked to the assessment and the PLAAFP
statements?
Are goals specific clear, and measurable?
Do goals provide a focus for the student’s IEP?
Does the goal section of the IEP contain information on how the
student’s progress will be measured?
Does the IEP include how progress will be communicated to
the parent?
Can the goal be used to evaluate the effectiveness of the
program?
Is the student’s progress toward achieving the goals actually
measured?
Also in Ch. 5:
Special Ed. and Related Services
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All services and supports to enable the child
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To advance appropriately toward attaining the
annual goals
To be involved in and make progress in the
general ed. curriculum
To participate in extracurricu.ar and other
nonacademic activities, and
To be educated and participate with nondisabled
peers to the maximum extend appropriate
Special Ed. Services – Sec. V
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Specially-designed instruction to meet unique
needs of a child with a disability
IEP teams decide – in this order!!!
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What SERVICES are needed
What AMOUNT OF SERVICES are needed
What SETTING is necessary
Related Services – Sec. V
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Developmental, corrective, and supportive
services required to assist a child with a
disability to benefit from SPECIAL
EDUCATION services.
They are in addition to special ed. instruction
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Q&A 2 – Can’t just have Related Services
Related Services – Process Guide
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Surgically Implanted Devices
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Medical Services
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Provided by a doctor
We are only required to provide medical services for
diagnostic or evaluation purposes
School Health Services
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Do not include the optimization of it’s functioning
Provided by school nurse or other qualified person
Related Services – Process Guide
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Transportation
Interpreting Services
They Failed to Mention…
 Speech/Language
 Occupational Therapy
 Physical Therapy
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It Says Here…
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The IDEA has clarified that parents cannot
be required to obtain a prescription for
medication for a child as a condition of
attending school, receiving an evaluation or
receiving special ed. or related services.
Don’t practice without a license (last month’s
meeting)
Frequency, Location, and Duration
of Special Education Services
…of Special Ed. and Related Services
 There should be a Present Level for each
area of service
 Make your descriptions and locations clear
and specific
 Length/frequency can be words
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Daily, weekly, periods, blocks,
IEP Section III –
Supplemental Services
Aids, services and other supports to enable children with
disabilities to be educated with nondisabled children to the
maximum extent appropriate.
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Provided to the child, or
On behalf of the child
Assistive Technology Devices and Services
Non-academic or Extracurricular Services
Access to Instructional Materials
Program Modifications and Supports for Personnel
IEP Section III –
Supplemental Services
Where We Put Them here in Rock Hill Schools!!!
 Assistant Support (for the student)
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ABA Therapy
Training for regular education teachers or other staff
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Specify assistance or support – WHAT, WHERE, and WHEN
Even yourself or next ESE teacher
Extended School Year Services
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IEP Section VIII
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If the team DEFERS, the team MUST revisit ESY
question by the end of the school year
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ESY Student Eligibility Review and ESY Addendum
If the team determines the student is eligible,
but the parents decline the opportunity, THE
PAPERWORK MUST STILL BE DONE
To Finish Up
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Next Month
Feb – Discipline (Ch. 8)
March – Re-evals (Ch. 7) and Discontinuing
Services (Ch. 10)
April – Educational Placement and LRE (Ch.
6)