Transcript STANDARDS BASED GOALS

STANDARDS BASED
GOALS and OBJECTIVES
Developing Student
Focused Goals, Objectives
and Benchmarks
By
Cathy 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):
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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?
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Data must :
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Be from variety of sources:
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Be evidenced-based
Indicate progress toward grade level content
Provide baseline of academic achievement and
functional performance
Describe observable and measurable behavior
Formal
Informal
Be relevant:
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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?
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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?
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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
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Begin with the end in mind
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Future planning
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Include all the appropriate
stakeholders
LET’S MEET SAM!
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VCAMSS
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STRENGTHS/CHALLENGES
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PLAAFP STATEMENT
WHY GOALS?
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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?
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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
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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
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VCAMSS
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STRENGTHS/CHALLENGES
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PLAAFP STATEMENT
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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?
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Break down the goal into
actionable and measurable steps
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Follow a logical sequence
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Are the task analysis of the goal
WHAT ABOUT OBJECTIVES?
They tell us:
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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
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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
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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
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VCAMSS
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STRENGTHS/CHALLENGES
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PLAAFP STATEMENT
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GOAL STATEMENT
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OBJECTIVES
HOW DOES THIS IMPACT…