Transcript Writing Quality IEPs: Making the connection

Quality Skills Based Assessments→Quality PLAFFP→Quality Goal
Development→Quality Progress Monitoring/Taking Effective Data
WRITING QUALITY IEPS: MAKING THE
CONNECTION
SKILLS BASED ASSESSMENT (SBA)

Why conduct the SBA?
It’s a rule (24:05:24:01:01)
 Skill based assessment must be completed to provide
evidence of adverse affects on educational
performance. (Prong 2)
 Helps to identify specific skills in the area(s) of disability
 Needed to develop the child’s strengths and needs for
the present levels of academic achievement and
functional performance (PLAAFP)
 Allows the team to address the level of instruction
needed to close the gap

SBA CONT’D

Skill Based data collected through the
evaluation process is used when :
 Determining
eligibility
 Developing PLAAFPs
 Developing educational goals
 Developing a program designed to provide
educational benefit
SBA CONT’D

When to do an SBA
Must assess areas identified through
referral/standardized testing; such as, reading fluency,
adaptive behavior, gross motor, transition, etc.
 Other areas may be deemed appropriate; math
concerns were mentioned on the referral but no eligible
scores in that area –
 OPTION:

 No
math SBA required
 Conduct SBA if the team feels services may be provided if
eligible for special education in other areas
SBA CONT’D

What do I use?
 Informal
check lists
 Teacher made materials
 Work samples
 Normed or standardized measures: use the TA
Guide
 Refer t-o your IEP Tech Guide pages88 - 94
 Cannot
use tests that are used for eligibility
SBA CONT’D

Written Report


Information gathered must be documented in a written
report documenting strengths and needs for each skill area
of concern
Include
Assessment date(s)
 Name of the evaluator(s)
 Sources from which the information was gathered


Format



Bullets or paragraph
The report must be shared with the IEP team and provided
to the parents.
Refer to IEP Tech Guide pages 95 - 103
SBA CONT’D

Examples
 Written
Expression Skills
 Strengths
Spell most words correctly
 Abe to relate to personal experiences
 Vocabulary age appropriate

 Needs
Capitalize first word in a sentence
 Appropriate end marks
 Keyboarding skills so he can type

SBA CONT’D

Reading

Strengths
 Has
a strong sight word vocabulary
 Is able to use phonetic principles to sound out unknown words
 Is able to use context to figure out unknown words

Needs
 Reads
approximately 15 words/minute
 Reading is very choppy with little attention to punctuation or
variation in voice
 Sounds out words letter by letter unable to use rules to
separate word parts
 Unable to sound out works with vowel teams
 Doesn’t know sounds of consonant digraphs
SBA CONT’D

Math

Strengths
Knows addition and subtraction facts
 Can identify coins
 Can tell time to the half hour
 Is able to identify all major shapes
 Can identify fractions of shapes


Needs
Unable to complete two step addition and subtraction problems
 Cannot add and subtract fractions
 Unable to count amounts of money including bills and coins
 Cannot write numerals above 10
 Cannot skip count
 Recognizes the 1,5,8 for numerals

SBA CONT’D

Fine/Visual Motor Skills

Strengths
 Uses
right hand for writing and grasping of small objects
 Able to pick up small objects with right
 Uses 2 hands together to string large beads (2-3 inch in size)
 Able to print large numbers, letters and words on dry erase
board

Needs
 Decreased
range of motion in left forearm
 Decreased strength in upper extremities and hands
 Unable to use regular keyboard due to size of letters
 Unable to catch a ball
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT
AND FUNCTIONAL PERFORMANCE (PLAAFP)

Strengths of the student
 For
area(s) affected by the disability (math
reasoning, math calculation, transition, fine motor,
articulation, etc.) there needs to be a list of specific
skills/concepts pinpointing what the student is able
to perform in the general education curriculum.
 These strengths represent the specific skills the
student can demonstrate in an
academic/educational setting.
 DO NOT put test scores on the PLAAFP.
PLAAFP CONT’D

Needs
 For
area(s) affected by the disability (math, reading,
behavior, transition, etc.) there needs to be a list of
specific skills/concepts pinpointing what the
student is unable to perform in the general
education curriculum.
 These needs represent the specific skills the
student cannot demonstrate in an
academic/educational setting.
 DO NOT put test scores on the PLAAFP.
PLAAFP CONT’D

Effect of the disability on progress/involvement in
the general curriculum (Prong 2)
The team needs to discuss and document what impact
the disability is having on the student’s ability to
perform in general education curriculum.
 This statement must describe what the disability “looks
like” as it presents itself in the general education
setting.
 DO NOT make or write placement decisions such as,
“student needs assistance from the resource room in
order to be successful”

PLAAFP CONT’D
Effect of the disability on progress/involvement in
the general curriculum (Prong 2)
 Answer these questions:

Is the student receiving instruction in the general
curriculum?
 How is the disability affecting progress in the general
curriculum?
 What core content areas is the disability affecting?
 What is the observable effect of the disability in the
general education setting?"

PLAAFP CONT’D

Effect of the disability on progress/involvement
in the general curriculum (Prong 2)
 Poor
Example
 Jenna’s
deficit in reading comprehension makes it
difficult for her to access the general education
curriculum without support. Jenna's verbal processing
deficit causes difficulty in all areas of general education
instruction and she will need accommodations to gain
access to the curriculum.
PLAAFP CONT’D

Effect of the disability on progress/involvement in the
general curriculum (Prong 2)
 Better Example
 Jenna's
difficulty with reading comprehension results in
difficulty with assignments in all classes that require
grade-level text independent reading and
comprehension. As such, text may need to be simplified
for Jenna so that she can have access to the same
curriculum using different materials.
 Jenna's difficulty expressing her ideas in writing can
result in poor grades since most assessments of learning
involve writing.
PLAAFP CONT’D

Jenna's verbal processing deficit has a negative impact
on her ability to comprehend verbal instructions and
impacts all aspects of her school day. It is necessary for
her case manager to conference with teachers to
explain this deficit. In addition, steps and instruction
may need to be repeated, slowed down, and simplified,
This processing deficit affects her ability to process
lecture material, and it may need to be reviewed later.
She should be provided with copies of lecture notes or
cloze note passages to fill in so he can concentrate on
the lecture. Visual cues, such as pictures or diagrams,
should be used whenever possible during lectures.
PLAAFP CONT’D

Better Examples



Curtis's difficulty with decoding and, therefore, reading
comprehension, have negative impacts on most academic areas
since he is required to read grade-level text independently. In
order to learn and comprehend the general education curriculum
at this grade level, Curtis will need text read to him, supplied on
tape, or simplified reading assignments. Verbal instruction is best
for Curtis.
Curtis's difficulty with spelling, grammar, and organization in his
writing affect his ability to be able to communicate effectively
what he has learned. He can often explain orally much more than
he can write down. Without proper accommodations and
instruction these deficits can affect his grades.
Refer to IEP Tech Guide pages 178-179
PLAAFP CONT’D

Parent/Guardian Input
 Document
the parent/guardian concerns or
comments regarding the evaluation results,
PLAAFPs, etc.
 If the parent does not have concerns, note that as
well.
PLAAFP CONT’D

Reminders
If the student is eligible for services, the team must
identify, based on evaluation results, what skill areas
should be addressed in the PLAAFP.
 There must be strengths and needs in the PLAAFP for
every “eligible” area
 SBA gives both strengths and needs for PLAAFP
 SBA should help answer “how disability affects progress
in the general curriculum”

 Hint:

not how it could be in the future
Refer to IEP Tech Guide pages 167-179
PLAAFP: ACADEMIC EXAMPLE
MITCH

Mitch is a 4th grade student whose disability inhibits his
ability to read required material in his class. Mitch can read
orally 95/100 words correctly in 2 minutes from a 2.0 grade
level paragraph and 40/100 in 2 minutes from a 3.0 level
paragraph. Mitch can answer 4/5 literal comprehension
questions from passages read to him at the 2.0 grade level
and 0/5 literal comprehension questions at the 3.0 level. At
4th grade most students read about 100-150 words per
minute, thus Mitch is well short of this fluency level. He also
doesn’t answer literal comprehension questions well. These
cues indicate that Mitch needs goals for improvement in
these areas.
MITCH

Skill area: Reading comprehension

Mitch can answer 4/5 literal comprehension
questions from passages read to him at the 2.0
grade level and 0/5 literal comprehension
questions at the 3.0 level.
DOES MITCH’S EXAMPLE INCLUDE THE
NECESSARY ELEMENTS?

States how the disability affects the student’s
involvement and progress in the general
curriculum
 Mitch
is a 4th grade student whose disability
inhibits his ability to read required material in his
class.
DOES MITCH’S EXAMPLE INCLUDE THE
NECESSARY ELEMENTS?
Describes the student’s performance level in the skill
areas affected by the disability
 Skill area: Reading Fluency
 Mitch can orally read 95/100 words correctly in 2
minutes from a 2.0 grade level paragraph and
40/100 words correctly in 2 minutes from a 3.0
level paragraph.
PLAAFP NEEDS TO:
State how the disability affects the student’s
involvement and progress in the general
curriculum.
 Describe the student’s performance level in the
skill areas affected by the disability.
 Include logical cues that lead to writing
accompanying goals for improvement.

PLAAFP CONT’D
 Improve
 Rosie
on this statement:
has trouble controlling her behavior. She gets
easily upset when interacting with peers and does
not take direction from authority. Once off task it is
really hard to reengage her.
PLAAFP CONT’D
 Improved
 Rosie’s
statement:
teacher reports that Rosie is often off task
and interacts inappropriately with her peers.
Observations of Rosie indicated that when
interacting with peers, she became upset (cried,
threw material, left the group) 50 percent of the
time within the first five minutes of a group activity.
Once off task, it took up to 20 minutes for her to
reengage in the activity.
PLAAFP CONT’D
 Improve
 Rosie
on this statement:
has improved in mathematics since last year.
She can add and subtract and identify most money.
She has limited budgeting experience. She can
estimate two-digit numbers but not more than that.
PLAAFP CONT’D
 Improved

statement:
Rosie met her previous IEP goals. Rosie can add and
subtract single digit numbers with 90 percent accuracy.
Rosie can add double digit numbers with 50 percent
accuracy and is unable to subtract double digit numbers
that require regrouping. She can identify coins and small
bills (penny, nickel, dime, quarter, one and five dollar bills)
but she cannot make change. Rosie can estimate two-digit
numbers but not more than that. The 4th-grade benchmark
for mathematics requires the following computation: add,
subtract, multiply (three-digit by two-digit factors), and divide
(two-digit dividends by one-digit divisors) to solve problems.
PLAAFP CONT’D

Activity
DEVELOPING QUALITY ANNUAL GOALS
If you have written a clear and measureable
PLAFFP then it will make it much easier to write
clear and measureable goals
 Measureable means you can count it or observe it.
 To make something measureable, SBA should
specify a strength or need in an area of concern
that is clear and definable using one or more ways
to collect the information.
 This provides a list of specific needs which aid the
IEP team in developing goals.

DEVELOPING QUALITY ANNUAL GOALS CONT’D

Annual goals







Condition
Performance/Behavior
Criteria
A goal must be written in each area affected by the disability.
Does not have to be developed for every need listed in the PLAAFP
Is what the student can be expected to accomplish with one year ( 12
months)
If a large number of needs are identified in the present levels the IEP
team must consider how each need impacts the students’ progress
in the general education curriculum

Prioritize needs by selecting the need that has:



The greatest impact on progress
Consider impact on multiple instructional areas
Can it be accomplished in a year
DEVELOPING QUALITY ANNUAL GOALS
Three components
 Condition



Performance/Behavior


The conditions under which the behavior will occur
The desired behavior in a measurable, objective,
observable way
Criteria
The criterion for mastery and (optional) expected date
of achievement if there are no required objectives.
 Refer to IEP Tech Guide pages 181-184

DEVELOPING QUALITY ANNUAL GOALS CONT’D

Example
 Given
a paragraph at the 6th grade reading level
with a minimum of 10 multi-syllabic words (The
conditions under which the behavior will occur),
Curtis will independently and orally decode the
paragraph (The desired behavior in a measurable,
objective, observable way) with 3 or fewer errors in
three consecutive trials (The criterion for mastery).
DEVELOPING QUALITY ANNUAL GOALS

Conditions may start with phrases such as:






Given…
From the _____ (text, material, etc..)
Using…
When provided with…
While in a group of two or more other peers…
Conditions may include things such as:





The curriculum materials that will be used
The grade level of the materials
The supports the student needs (With the use of a calculator, When provided
with text on tape…)
The amount
The circumstances (During transition periods, When asked a direct question by a
staff member that requires a verbal response…)
DEVELOPING QUALITY ANNUAL GOALS CONT’D

Performance/Behavior
 Observable,
 Goals
Measureable
that fail to be observable or measurable usually
involve the use of value words (demonstrates "respect",
shows "anger", is "cooperative", is "nice", etc…) and
phrases that refer to an internal process (“will
understand”, “will improve”, “will learn”, “will realize”,
“will master” ,“will appreciate” and so on). These words
and phrases are subjective and likely will be judged and
measured differently by different observers
DEVELOPING QUALITY ANNUAL GOALS CONT’D



For example, “John will be respectful to school staff” is
not observable or measurable because different staff
members may have different views on what constitutes
respectful behavior.
Instead, the goal should state exactly the behaviors it is
desired that John learn and exhibit, such as “John will
speak to school staff without using profanity and at a
voice level that is consistent with that being used by the
staff member with whom he is conversing for the entire
school day for three consecutive days.”
Writing the goal in this way also provides information
about the specific behaviors John will be taught.
DEVELOPING QUALITY ANNUAL GOALS CONT’D

Criteria
 Three
problems typically arise in this area
 many
annual goals fail to include a criterion statement
 often written in such as way as to indicate that if a
student meets a criteria once, the goal has been met
 the default for criteria tends to be percentages even
though percent correct is not always applicable to the
goal behavior
DEVELOPING QUALITY ANNUAL GOALS

Possible criteria examples










% Accuracy (85-95% correct)
# of attempts / trials (on 5 out of 5 attempts)
rate / speed (15 times per hour; 80 words per minute)
fluency (speed and accuracy) (140 words read correctly per minute)
time to respond / time limits (within 10 seconds of the question being
presented)
minimum # of appropriate responses (a minimum of 3 times a day)
level of prompting (full physical, verbal, with teacher assistance,
independently)
duration (for a minimum of 10 minutes, maintained for 10 school days
quality ratings / scores on scales/rubrics (a score of 4 for focus on the
state assessment writing rubric)
number or words/paragraphs written (3 paragraphs, 80 correct words
sequences)
DEVELOPING QUALITY ANNUAL GOALS
Skill area: Reading Fluency
Mitch is a 4th grade student whose reading deficits
inhibit his ability to read required material in his
class. Mitch can read orally 95/100 words
correctly in 2 minutes from a 2.0 grade level
paragraph and 40/100 in 2 minutes from a 3.0
level paragraph.
 Measurable Annual Goal:
Given a text passage at grade level, Mitch will read
110 words correct per minute with 5 or fewer
errors, by the end of the first semester.
•
SHORT TERM OBJECTIVES
•
Task Analysis Approach

•
Sequential Approach

•
Objectives for component skills of overall goal
Benchmarks for increasing complexity of skill
Holistic Approach

Objectives are “part of the whole”
SHORT TERM OBJECTIVES




Where to Start?...
It is possible that any of the three components of the
goal (conditions, behaviors, and criteria) may be
modified to produce good short-term objectives.
The instructional approach you are likely to use in order
to meet the goal guides this decision.
Ask yourself how you will be teaching the skills in the
goal and this will help you decide how to break down the
goal.
SHORT TERM OBJECTIVES
(Conditions are plain text, observable,
measurable behaviors are italicized, and criteria
are bolded :
At the end of the first 9 weeks, given a list of 20
end of fourth-grade vocabulary words, James
will read aloud and correctly spell/write 9 of 10
words selected by the teacher on three
occasions.
SHORT TERM OBJECTIVES
 Changes of Complexity:
 If the teachers' instructional approach throughout
the year includes reading and writing the
vocabulary at the same time to the 90% accuracy
rate, then the option of beginning instruction with
less complex vocabulary and gradually increasing
the vocabulary levels might make sense.
 In this case, short-term objectives for the goal
might look like these (changes are highlighted in
red)...
SHORT TERM OBJECTIVES
At the end of the first 9 weeks, given a list of 20 endof-third-grade vocabulary words, James will read
aloud and correctly write 9 of 10 words selected
by the teacher on three occasions.
At the end of the first 9 weeks, given a list of 20
middle-fourth-grade vocabulary words, James will
read aloud and correctly write 9 of 10 words
selected by the teacher on three occasions.
SHORT TERM OBJECTIVES
 Changes
of Behavior:

The instructional plan might be to work with the
fourth-grade materials throughout the year, and
focus on the behaviors (reading/writing) one at a
time.

In this case, short-term objectives for the goal
might look like these:
SHORT TERM OBJECTIVE
At the end of the first 9 weeks, given a list of 20
end-of-fourth-grade vocabulary words, James
will read aloud 9 of 10 words selected by the
teacher on three occasions.
At the end of the first 9 weeks, given a list of 20
end-of-fourth-grade vocabulary words, James
will correctly write 9 of 10 words selected by
the teacher on three occasions.
SHORT TERM OBJECTIVES
 Changes
 The
of Criteria:
instructional plan might be to work with the
fourth-grade materials and pair the behaviors
(reading/writing) throughout the year. In this case,
the accuracy targets (ending with 90% by year's
end) might be gradually increased to reflect the
student’s improvement on the fourth-grade words.
 In this case, short-term objectives for the goal
might look like these:
SHORT TERM OBJECTIVES
At the end of the first 9 weeks, given a list of 20 endof-fourth-grade vocabulary words, James will read
aloud and correctly write 5 of 10 words selected
by the teacher on three occasions.
At the end of the first 9 weeks, given a list of 20 endof-fourth-grade vocabulary words, James will read
aloud and correctly write 7 of 10 words selected
by the teacher on three occasions.
DEVELOPING QUALITY ANNUAL GOALS/STO

Social / Emotional / Behavioral Goal Examples
When in a social situation with other peers in the
general education setting, Jenna will engage her peers
in conversation by asking questions that are topicappropriate in two out of four observations
 In classroom settings when a teacher asks Diego if he
needs assistance or redirects him back on task, Diego
will use appropriate language (e.g., “Yes, Ma’am, Okay,
Where do you want me to start?”) and volume similar to
the peers in his class to respond to the teacher for 80100% of opportunities within an observed class period.

DEVELOPING QUALITY ANNUAL GOALS/STO

When given a challenging academic task, Diego will use a 3question self-monitoring tool to determine if he needs help
and ask for that help by raising his hand or going up to the
teacher’s desk without incident across all general education
classes for a 2-week period


By December 15, given a 3-question self-monitoring tool during
instruction in the resource room setting, Diego will use the tool to
determine if he needs help and ask the teacher for help at least 1
time per instructional period and without incident for a period of 2
weeks
By March 15, given academic tasks in Science and Math classes,
Diego will use a 3-question self-monitoring tool to determine if he
needs help and ask for that help by raising his hand or going up to
the teacher’s desk without incident for a 2-week period
DEVELOPING QUALITY ANNUAL GOALS/STO
Given at least 10 opportunities to ask a question
or make a comment in any classroom setting, Seth
will raise his hand and wait to be acknowledged
before speaking with 100% accuracy on 3
consecutive sets of opportunities as measured on
a weekly checklist
 During all instructional periods and transition
times, Moe will use appropriate language and tone
of voice for 4 of 5 days a week as determined by a
staff checklist.

DEVELOPING QUALITY ANNUAL GOALS/STO

When told by his teacher or other staff member that
computer time is up, Jaime will stop his computer use
within one minute for five consecutive trials



When told by his teacher or other staff member that
computer time is up, Jaime will stop his computer use within
two minutes for 4 out of 5 trials.
When told by his teacher or other staff member that
computer time is up, Jaime will stop his computer use within
90 seconds for 4 out of 5 trials.
When told by his teacher or other staff member that
computer time is up, Jaime will stop his computer use within
1 minute for 4 out of 5 trials
DEVELOPING QUALITY ANNUAL GOALS/STO

Learning Strategies / Study Skills
 In
any classroom setting where notes are being
given, Curtis will take complete notes from the
board in his class notebook in three out of four
opportunities as evidenced by weekly collection
and review of his notebooks in resource class.
 When given an extended academic task, Marquis
will work at his desk or teacher-specified work area
for 15 minutes or until the task is completed on 4
of 5 occasions for a period of 2 weeks
DEVELOPING QUALITY ANNUAL GOALS/STO

When in need of a teacher’s assistance on academic tasks,
Alandrea will raise her hand and wait until teacher responds
on 9 of 10 occasions.



In the resource room setting, Alandrea will learn and practice the
raise and wait procedure and demonstrate it with 100% accuracy
in 90-100% of observed opportunities for 5 consecutive days.
In the general education mathematics setting, Alandrea will learn
and practice the raise and wait procedure and demonstrate it
with 100% accuracy in 90-100% of observed opportunities for 5
consecutive days.
When in need of a teacher’s assistance on academic tasks in all
academic situations, Alandrea will raise her hand and wait until
teacher responds in 90-100% of opportunities in 3 observations
DEVELOPING QUALITY ANNUAL GOALS/STO

Daily Living / Life Skills

When given a prompt for changing tasks, Brittany will
stop the current task and transition to the next activity
as directed by a teacher within one minute on 8 of 10
occasions
 When
given a prompt for changing tasks, Brittany will stop the
current task and transition to the next activity as directed by a
teacher within two minutes on 8 of 10 occasions.
 When given a prompt for changing tasks, Brittany will stop the
current task and transition to the next activity as directed by a
teacher within 90 seconds on 8 of 10 occasions.
 When given a prompt for changing tasks, Brittany will stop the
current task and transition to the next activity as directed by a
teacher within one minute on 8 of 10 occasions
DEVELOPING QUALITY ANNUAL GOALS/STO

When given a visual (pictorial) guidance of what
to do when a change occurs (stay calm, ask
teacher to explain change, ask teacher to write
change on daily schedule, etc...) and presented
with an unexpected change in daily routine
(movement of desks, substitute teacher, etc...),
Marcus will follow the visual guide without
engaging in repetitive speech for a period of
one week
DEVELOPING QUALITY ANNUAL GOALS/STO

When given a visual (pictorial) guidance of what to do when
a change occurs (stay calm, ask teacher to explain change,
ask teacher to write change on daily schedule, etc...) and
presented with an unexpected change in daily routine
(movement of desks, substitute teacher, etc...), Marcus will
follow the visual guide for a period of one day.

When given a visual (pictorial) guidance of what to do when
a change occurs (stay calm, ask teacher to explain change,
ask teacher to write change on daily schedule, etc...) and
presented with an unexpected change in daily routine
(movement of desks, substitute teacher, etc...), Marcus will
follow the visual guide for a period of three days.
DEVELOPING QUALITY ANNUAL GOALS/STO

When given a visual (pictorial) guidance of what to do when a
change occurs (stay calm, ask teacher to explain change, ask
teacher to write change on daily schedule, etc...) and presented
with an unexpected change in daily routine (movement of desks,
substitute teacher, etc...), Marcus will follow the visual guide
without engaging in repetitive speech for a period of one day.

When given a visual (pictorial) guidance of what to do when a
change occurs (stay calm, ask teacher to explain change, ask
teacher to write change on daily schedule, etc...) and presented
with an unexpected change in daily routine (movement of desks,
substitute teacher, etc...), Marcus will follow the visual guide
without engaging in repetitive speech for a period of three days
DEVELOPING QUALITY ANNUAL GOALS/STO

Activity
PROGRESS MONITORING/PROGRESS REPORTS

Purpose


progress report is a method of communicating with
parents/guardians and the student.
It should clearly state what progress a student has
made on his or her IEP annual goals.
A progress report must be completed and mailed
to the parent/guardian of the student at least as
often as they are sent home for students in
general education who do not receive special
education services
PROGRESS MONITORING/PROGRESS REPORTS
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Progress Codes
The SD IEP Form offers four Progress Code options:
P = Progress Being Made
I = Insufficient Progress to meet goal
X = Not addressed during this reporting period
M - Met Goal
The progress report section of the IEP goals page SHOULD NOT JUST
BE A PROGRESS CODE . This does not provide any information to
parents on what is occurring during the school day. The comments
section should include detailed information about what the student is
currently able to do, what instructional techniques or methods are
being used, and what the student is currently working on in relation
to each IEP annual goal. :
PROGRESS MONITORING/PROGRESS REPORTS
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This could be done:
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in a narrative form in the comments section of the related
IEP Goal page OR on a separate page attached to a copy of
the IEP Goal page if more space is needed (as is often the
case)
by using charts and graphs that show data related to IEP
goal skills attached to the IEP Goal page (be sure to include
an explanation of data displayed in the graphs/charts)
by explaining which objectives/benchmarks have been met
for each goal in the comments section of the IEP Goal page
next to each objective.
any combination of the above
PROGRESS MONITORING/PROGRESS REPORTS
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How to address a goal where no progress has
been made
If a student has not made progress on an annual goal,
the reason should be clearly explained, along with what
is being done to address the lack of progress.
 For example, the progress report may say that sufficient
time has not passed since the IEP goal was written and
that this goal will be addressed in the coming month, or
that the current intervention or instructional technique
does not seem to be effective, and a new technique or
intervention will be attempted during the next progress
report time frame (the new technique should be briefly
described).
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PROGRESS MONITORING/PROGRESS REPORTS
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Activity