Transcript Looking at a Transdisciplinary Model For IEPs

Writing Standards-driven,
Integrated, Measurable
Goals for High School
Susan Schaldach, Lauren Ellison
San Juan BOCES
4/4/2008
Writing Measurable Goals
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Specific
Measurable
Achievable
Relevant
Time limited
• Integrated
• Standards/Access/Key
component/Benchmark driven
Post Secondary Goals and
Annual Goals
• The annual goals should directly support
and promote the accomplishment of their
post secondary goals.
Postsecondary Goals in
Education/Training
• Refers to those goals that a child hopes
to achieve after leaving high school.
– After high school Alison will attend a 4 year
college and major in child development.
This is a good goal for the following reasons:
1. Participation in postsecondary education is
the focus of the goal.
2. Attending a college can be observed.
3. Attending college occurs after graduation
from HS.
NOT a Postsecondary Goal in
Education/Training
•
NOT the process of pursuing or moving toward
a desired outcome.
–
Upon graduation, John will continue to learn about
life skills and reading.
This goal is not appropriate for the following reasons:
1. Participation in learning is the focus of this goal, but
no specific place or program is specified.
2. The expectation for learning or behavior is not
explicitly stated.
3. Cannot measure if student “continues to learn”.
Postsecondary Goal in
Employment
•
After high school John will work in an oncampus part-time job while in college.
This is a good goal because:
1. Obtaining employment is the focus of the
statement.
2. Working part-time is an explicit outcome that
can be observed.
3. The phrase “while in college” indicates that the
goal will occur after John has graduated HS.
NOT a Postsecondary Goal in
Employment
•
John will attend a job fair on the college
campus.
This is a poor example because:
1. While “attending a job fair” is
measurable, the statement suggests an
activity toward a postsecondary goal.
2. This activity could occur while John is
still in HS.
Postsecondary Goals in
Independent Living
•
After HS, Lisa will utilize public transportation
including the public bus and trolley.
This goal is good because:
1. Participation in independent living skill
development, specifically community
participation is the focus of this goal.
2. Use of the bus can be measured.
3. The expectation is explicit.
4. The goal states it will be after graduation.
NOT a Postsecondary Goal in
Independent Living
• Lisa will learn to use the bus system.
This goal is not a good example because:
1. The expectation for learning is not
explicit.
2. It is not stated that the goal will occur
after HS.
Annual Goal Statements Should:
• Describe an improvement from the measurable
current level of performance
• Clearly identifies the performance that is being
monitored and can be directly measured or
observed
• Reflect an area of need that is related to
progress in the general education curriculum
• Describe conditions under which the student will
perform
Annual Goal Considerations
• Annual goals reflect the IEP team’s judgment
based on:
– Current levels of performance
– Potential for learning
– Rate of development
• With specialized instruction, what do we expect
the student to do or know at the end of the next
12 months?
• Recognized by both parents and teachers as
high priority items and educationally meaningful.
• Goal may be established for their functional
value in increasing student’s independence.
Standards as goal statements
• The student will read and understand
a variety of materials.
• The student will develop number
sense and use numbers and number
relationships in problem solving
situations and communicate the
reasoning behind it.
AARGH!!!!!
It is not appropriate to use a
standard as a goal statement.
Standards-Driven Annual Goals
should be LINKED to:
• State Content Standards-statements of what
students should know and be able to do by the
time they finish their educational career. OR
• Benchmarks- statements of what students
should know and do by certain levels or times.
OR
• Key Components-essential concepts/skills of the
Colorado Model Content Standards OR
• Access Skills-underlying skills students
need to reach specific indicators of
content standards:
– Communication and basic language
– Decision-making and problem-solving
– Self-advocacy and self-determination
– Physical/mobility management
– Inter/intra-personal relationships
– Organization
– Use of technology
– Career exploration and development
Measurable Annual Goals
• Measurable means you count it or observe
it.
• Examples of unmeasurable terms:
– Weak
– Difficulty
– Unmotivated
– Limited
– Defiant
– Uncooperative
Unit of Measurement
(Annual Goals)
• How achievement of the goal will be measured.
– Can specify a grade or age level
– Indicate a rate
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3 out of 4 times
85% of the time
5 minutes out of 10
90% success
Accomplished or not accomplished
Does or does not
Specifying a Rate
*When specifying a rate, does “80% of the time”
mean you will watch the student 24/7?
*Specify the whole time that will be used for
accountability:
-When asked to work independently
-When dealing with female authority figures
-In math class
-During passing time
-Given a eighth grade reading probe
Example Linking Key
Component to a Goal
• Standard: Student will read and
understand a variety of materials.
• Goal: Student will increase decoding
strategies to comprehend unknown words.
• Objective: In 35 weeks, student will
achieve 100 words read correctly per
minute from a 6th grade reading progress
monitor passage.
Unit of Measurement
• -How achievement of the goal will be
measured.
– 100 words read correctly per minute from a 6th
grade reading progress monitor passage.
– Evaluation Method: (choices)
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Monitor and chart progress
Focused assessment
Portfolio collection
Other
Example Linking Access Skill
to a Goal
• Access Skill: develop organizational skills
needed to work effectively and efficiently.
• Goal: Student will establish and maintain
a system for organizing his work and other
responsibilities so that he completes
required work and assignments.
• Objective: Given weekly classroom
assignments, student will turn them in on
time 8/10 times.
Unit of Measurement
• Student will turn in weekly classroom
science assignments on time 8/10 times.
Evaluation Method
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Monitor and Chart Progress
Focused Assessments
Portfolio Collection
Other
Linking Annual Goals to
Postsecondary Goals in
Education/Training
• PSG: The fall after HS, Jodi will enroll in
courses at Gaston Community College.
• AG: Because she needs better reading skills for
college, Jodi will improve her reading
comprehension scores by one grade level
through daily instruction using high-interest
reading materials such as the newspaper, teen
magazines and young adult women’s
magazines, school approved websites and short
stories for adults by April 1, 2007.
Linking Annual Goals to
Postsecondary Goals in
Employment
• PSG: After finishing HS, Alex will work full
time in a local office supply store.
• AG: Since Alex needs better employment
skills now and after high school, given a
list of possible scenarios at work, Alex will
learn to distinguish those that require a
meeting with his supervisor with 90% or
better accuracy on 1 trial/week for the
duration of the IEP.
Linking Annual Goals to
Postsecondary Goals in
Independent Living
• PSG: Upon completion of HS, Paul will play
soccer in a recreational soccer league at the
YMCA.
• AG: Because Paul needs skills after high school
that will allow him independence, he will learn to
manage his own activities. Given the phone
number for the YMCA, Paul will call to request
an application and complete the application by
writing his personal information in the spaces
provided with 90% accuracy by January, 2008.
Linking to Transition
• The student desires to …. After high
school and to be successful she needs to
improve……
• The student needs….. Skills to be
successful after high school in (college,
employment, training) so……
Common Errors
• Standards are written as goals.
• Goals do not include access skills even when
assessment data indicates the need.
• There is not a goal to address the students’ disability or
area of need.
• Transition goals are not directly connected to PSG with a
statement that ties them together.
• The transition connection to the goal is not logical.
• Goals are written that would be appropriate for any
student (“will pass all classes, will improve attendance,
will graduate,” etc)
• Separate goals are written for each service provider.
Continued
• There is a misuse of percentages or trials
(“will successfully cross the street 80% of
the time” or “3 out of 4 times”)
• The reference to measurement is vague
(“teacher observation”, “informal
assessment” without specific method
identified)
• Goals and objectives will obviously take
more than a year to obtain (2nd to 7th grade
reading in one year)
• Baseline is not determined or clearly
stated (reading around 2nd grade)
• Progress toward goal is not documented
3x per year.
Goal of Goals
• The ultimate goal for all students is to be
able to function more completely,
competently, adaptively and independently
in their natural environments!
References
Chandler. Advance for Occupational Therapy Practitioners. IEP Goals, But
Not an OT Goal in Sight. October 1, 2007
Colorado Department of Education, Procedural Manual. March 2008
McGonigel, Woodruff, & Roszmann-Millican, 1994; Rush & Shelden, 1996
National Secondary Transition Technical Assistance Center, Indicator 13
training manual, September 2007
Rainforth, York, & Macdonald, 1992
Rush, D. and Shelden, M. (2001). Coaching in Natural Environments.
Teaming & the Primary Service Provider as Coach Model of Team
Interaction. Orelena Hawks Puckett Institute. [Online]. Available:
http://www.coachinginearlychildhood.org/webmodules/teaming/teammodel
s.php [Retrieved: May, 2004].
Shonkoff and Meisels, 1990