goal writing with content connectors - project...

Goal Writing with Content Connectors

Ann French & Marissa Caldwell

Session Outcomes

Participants will be able to…

● Implement high academic expectations within the classroom

and IEP goals.

● Write measurable academic IEP goals using Content

Connectors.

● Understand relationship between goals aligned to academic

standards and functional application of skills.

ESSA:Every Student Succeeds Act

Inspiration

Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding.

~Robert John Meehan

I’m not telling you it is going to be easy, I’m telling you it is

going to be worth it.

~Unknown

And will you succeed? Yes you will in indeed!

(98 and ¾ percent guaranteed)

~Dr. Seuss

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Present Levels of Academic Achievement and FunctionalPerformance(PLAAFP)

IDEA 2004

http://idea.ed.govIndiana’s Article 7

http://www.doe.in.gov/tags/article-7

1) A statement of the child's present levels

of academic achievement and functional

performance, including:

(i)How the child's disability affects the

child's involvement and progress in the

general education curriculum (i.e., the same

curriculum as for nondisabled children); or

(ii)For preschool children, as appropriate,

how the disability affects the child's

participation in appropriate activities.

1) A statement of the student's present

levels of academic achievement and

functional performance,

including:

(A)how the student's disability affects the

student's involvement and progress in the

general education curriculum; or

(B)for early childhood education students,

as appropriate, how the disability affects the

student's participation in appropriate

activities.

http://www.idea.ed.gov/


PLAAFPTemplateStudent’sMedical Student’sStrengths: Mode of OrganizationalSkills: Attention AccessibilityDiagnosis: Communication: Submission of Strength or Deficit: Concerns:

AssignmentsStudent’sPreferences:

Strengths or Deficits:

Physical Fatigue:Student’s Interests:

Student’sDisability Student’sLearning Academics Subjects Behavior Independent Living AttendanceEligibility: Styles: Not Discussed in Strengths or Deficits: /Personal Care Skills: Strength or Deficit:

Goals:

Grades:

How does the Goal Reporting: Name of Social Emotional Sensory Responses: Accommodationstudent'sdisability Continuation, Assessments: Skills: Justification:affect the student's Discontinuation, orinvolvement and Identification of Newprogress in the Goals: Assessment Scores Fine Motor Skills:generaleducation Strengths or Deficits:curriculum?

Gross Motor Skills:

Measurable Goals

Special Education Laws ~ MEASURABLE ANNUAL GOALS

Individual with Disabilities Education Act

(IDEA) 2004

(Final Regulations Aug. 14, 2006)

http://idea.ed.gov

Indiana’s Article 7

http://www.doe.in.gov/tags/

article-7

•A statement of the child's present levels of academic

achievement and functional performance…

oMeet the child's needs that result from the child's

disability to enable the child to be involved in and make

progress in the general education curriculum; and

oMeet each of the child's other educational needs that

result from the child's disability;

For children with disabilities who take alternate

assessments aligned to alternate achievement

standards, a description of benchmarks or short-term

objectives.

Measurable annual goals, including academic and

functional goals designed to meet:

(i)the student's needs that result from the student's

disability to enable the student to be involved in and

make progress in the general education curriculum

(or for early childhood education students, as

appropriate, to participate in appropriate activities);

and

(ii)each of the student's other educational needs that

result from the student's disability.

(B) For students who participate in alternate

assessments aligned to alternative academic

achievement standards, a description of benchmarks or

short - term objectives.

http://www.idea.ed.gov/


Special Education Laws ~ MEASURABLE ANNUAL GOALSIndividual with Disabilities Education Act (IDEA) 2004

(Final Regulations Aug. 14, 2006) http://idea.ed.gov

Indiana’s Article 7 http://www.doe.in.gov/tags/article-7

• A statement of the child's present levels of academic achievement and functional performance;

• Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum;

• Meet each of the child's other educational needs that result from the child's disability;

For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives.

Measurable annual goals, including academic and functional goals designed to meet:• The student's needs that result from the

student's disability to enable the student to be involved in and make progress in the general education curriculum (or for early childhood education students, as appropriate, to participate in appropriate activities); and

• Each of the student's other educational needs that result from the student's disability.

For students who participate in alternate assessments aligned to alternative academic achievement standards, a description of benchmarks or short - term objectives.

http://idea.ed.gov/


Goal WritingAcronym

C~ Content Connector & Condition

O~ Observable Behavior

D~ Data from Baseline & PLPs

E~ Expected Rate of Accuracy

S~ Specified TimeFrame

https://media.licdn.com

O

b

s

e

r

v

a

b

l

eB h a v i o r s

Content Connector & Condition

Observable Behavior (Linked to Grade Level

Content Connectors)

Data from Baseline & PLPS

Expected Rate of Accuracy

Specified Time Frame

Elementary

3.RN.2.2.a.2: Recount the

key details and explain how

they support the main idea.

After listening to a

passage,

(the student) will recall one

detail that supports the

main idea.

from an accuracy rate of

(percentage)

to an accuracy rate of

(percentage)

by (date).

Middle School

7.RV.2.1.a.1: Use context

to determine or clarify the

meaning of words and

phrases.


passage,

(the student) will identify

graphics to determine the

meaning of words.


(percentage)


(percentage)

by (date).

High School

9-10.RV.2.1.a.1:Use

context to determineor

clarify the meaning of

words and phrases.


passage,

(the student) will identify

prefixes to determine the

meaning of words.


(percentage)


(percentage)

by (date).

Writing Standard-Aligned Goals

Unpacking Template

Content Connector:

SKILLS: What students should DO? (VERBS) CONCEPTS: What students should KNOW? (NOUNS)

What access skills are required for every student to master the selected grade-level standard?

Which access skills describe barriers for this student’s access to and progress toward this grade-level standard?

3.RL.2.3.a.1:Describe characters in a story (e.g., their traits, motivations or feelings).

What skills do you see within this Content

Connector?

What vocabulary needs to be taught?

6.RL.2.2.a.2:Provide a detailed, objective summary of the text.

9-10.RL.2.1.a.1 :Cite strong and thorough text evidence to support analysis of what is said explicitly.

Unpacking Template

Content Connector:




3.RL.2.3.a.1:Describe characters in a story (e.g., their traits,

motivations or feelings).

Identify a character in the story (who).

Describe a character from the story-

traits, motivations or feelings.

WH Questions: Who

Who-Character

Feelings-Emotions

Why-Motivations

• Listen and attend to text, in order to identify the character in the story

• Describe the character by stating the character's emotions, traits, and motivations

• Know differences between people and objects

• Identify details

• Categorize

Ability to identify a character within the story

describe one feeling (using a picture choice) the character has

within the story.

Unpacking Template

Content Connector:




Present Level Data Include PLAAFP Information

• What do we know about this student’s specific

learning needs?

Grade-level Academic Standards & General

Access SkillsGrade level IAS or Content Connector

• Which academic standards are mostaffected by

the student’s disability?

• What access skills are required for every student

to access the grade-levelstandard?

Student Specific Access Skills Unpacked Standards/Content Connectors

(Unpacking Template)• What access skills will this student require to

access the General Education curriculum?

Accommodations

• What services or supports may be providedto the

student to increase access to the general education

curriculum?

Modifications

• In what ways must the general education

curriculum be changed for this student to

access thecontent?

Goal Writing Template

Case Study: Dominic (10th Grade)

• Communication: Dominic communicates with his eyes and with vocalization. He will blink rapidly when he is excited or wants something. Dominic will also vocalize how he is feeling. He will laugh and shake when he is happy and excited and cry and thrash if he is upset, not feeling well, or needs to be changed.

• Choice Making: Dominic loves to be read to. When given a choice of almost any other activity, he will choose books. He prefers to be read to by his peers and likes when there is a lot of inflection in what is being read to him. Choice for Dominic is demonstrated by his vocalizations or eye blinking. Dominic can be stubborn and will sometimes not respond to requests or choices. He currently responds approximately 2 times out of 4 (50%). He has been working with his teachers with the eye gaze board to determine whether or not he can intentionally gaze at an object.

• ELA• 9-10.SL.2.1.a.6: Engage

appropriately in discussion with others who have a diverse or divergent perspective.

• 9-10.RL.4.1.a.1: Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text.

Case Study: Dominic (10th Grade)Alternate Standards

Discussion:Based on the case study and targeted standards,

what student specific access skills might need to

be included in IEP goal?

• Choice Making: When given a choice (visual representation) of two activities, Dominic will vocalize his choice 4 out of 5 times weekly.

• Objectives:• When shown an activity (visual or object) and asked if he ‘wants to ___’,

Dominic will respond his agreement or disagreement vocally 4 out of 5 times per week.

• When shown two different activities (visual or object) and asked if he ‘wants to________ or _________, Dominic will respond his agreement or disagreement vocally 3 out of 5 times per week.

Case Study: Dominic (10th Grade)

With specialized instruction, the IEP is designed to enable the child to be involved

and make progress in the alternate standards that are aligned with grade level content

standards for a 10th grader.

CASE STUDY SUMMARY

31

Present Level Data Include PLAAFP Information• What do we know about this

student’s specific learning

needs?

Grade-level Academic

Standards & General Access

Skills

Grade level IAS or Content

Connector

• Which academic standards

are most affected by the

student’s disability?

• What access skills are

required for every student

to access the grade-level

standard?

Student Specific Access Skills Unpacked

Standards/Content

Connectors (Unpacking

Template)

• What access skills will this

student require to access

the General Education

curriculum?

Accommodations

• What services or supports may

be provided to the student to

increase access to the general

education curriculum?

Modifications

• In what ways must the

general education

curriculum be changed

for this student to

access the content?

Goal Writing Template

• Read Maria/Jalen present levels, access skills, targeted standard, accommodations, and modifications

• Discuss specific access skills that need addressed in goal

• Practice writing sample goals/objectives

• Include SLP/OT goals as appropriate

Practice!

Maria

GOAL: When presented with three visual choices (a

central idea and two unrelated to text), Maria will select

the central idea 4/5 opportunities across 2 consecutive

sessions.

Objectives/Benchmarks:

• Maria will identify a visual related to the central

theme given a choice of two visuals (related and

unrelated) 4/5 opportunities across 2 consecutive

sessions.

• Maria will identify the first event in the story by

selecting a visual (related and unrelated) 4/5

opportunities across 2 consecutive sessions.

• Maria will identify the last event in the story by

selecting a visual (related and unrelated) 4/5

opportunities across 2 consecutive sessions.

• Maria will increase amount of time in seated

position by 2 minutes every grading period.

Jalen

GOAL: After listening to a modified grade level

text, Jalen will use pictures to find evidence of an

author’s point of view (entertain, persuade or to

inform) with 85% accuracy.

Objectives/Benchmarks:

• Jalen will use a graphic organizer to sort

pictures from the text into examples of the

author’s purpose to persuade, entertain, or

inform with 85% accuracy.

• When a short persuasive text is read aloud,

Jalen will identify evidence of persuasion 65%

accuracy.

• SLP: During whole group instruction, Jalen will

use 3-word sentences to describe action,

event, or pictures in a modified grade level

text with no more than one prompt in 8 out of

10 opportunities.

Functional Application

Shifting Priorities• Functional skills are still important for students with significant cognitive disabilities,

but should be carefully reviewed to determine which skills are directly interfering

with access to academic instruction, standards, and curriculum. For example, the

ability to tie shoes, button pants, etc., do not directly interfere with accessing

academic content.

• Functional skills can be integrated into instruction in all classrooms during natural

teaching moments.

• Many skills are taught to students that do not need to be IEP goals. IEP goals

should focus on skills aligned to standards that have the greatest impact across

academic subject areas, allowing the student increased access to grade level

content.

• Support staff (SLP, OT, PT) can also align goals to academic standards by focusing on

the specific skill that is limiting access or progress on standards.

Functional Application of Academic SkillsInstructional strategies,

practice and application of academic standards, skills,

and goals

Unpack, identify student specific access skills, write goal

aligned

Choose priority based on critical and important content connectors that present largest barriers to student

access

Indiana AcademicStandard

Content Connector Priority Real-World Applications

3.AT.1: Solve real world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

A. MA.3AT.1.a.1: Use pictures and/ormanipulatives to solve real world one-step addition andsubtraction wordproblems.

Critical • Money• Number of people allowed

on a bus• Telling time• Cooking• Life events planning (e.g.,

birthdays or weddings)• Banking transactions• Ordering items online• Paying utility bills

Persuade Inform Entertain

Author’s Purpose:Persuade- (swā) sway me to believe Inform - In the know/Information Entertain - Enjoy

Functional Application of Academic SkillsIndiana AcademicStandard

Content Connector Priority Real-World Applications

9-10.RN.3.3: Determine an author’s perspective or purpose in a text, and analyze how an author uses rhetoric to advance that perspective or purpose.

9-10.RN.3.3.a.1: Determine an author’s perspective or purpose in a text.

Critical • Advertisements• Apologies• Cover letter (resume)• News

Progress Monitoring

-Anecdotal Records-Checklists-Surveys-Portfolios-Rating Scale-Rubrics-Observations-Interviews-Curriculum Based Assessments-Teacher Created Assessments

Multiple Ways to Evaluate Goals

-Statewide Assessments-Standardized Assessments-District/Local Assessments-Transition Assessment-Functional Behavior Assessment

-Phonemic Awareness-Phonics-Fluency-Vocabulary-Comprehension-Mechanics and Conventions-Writing Process-Basic Math Facts-Motor Skills-Communication-Organizational

Types of Assessments

Formative Assessment: Provides

information about a student’s

understanding so instructional

adjustments can be made.

Norm-Referenced: A student’s

performance is compared against a

“norm” group.

Criterion-Referenced: A student’s

performance is measured against a

goal, objective, or standard.

Summative Assessment: An

accountability measure that

determines what a student does and

does not know at a given time.

Progress Monitoring - Four Types in IIEP

Descriptive Documentation

Single Point Single Rubric Collection of Indicators

Progress is reported in anecdotal format

Data entered should be in numerical form

TOR creates the rubric Measures the progress toward the annual goal based on progress of individual objectives/benchmarks.

Student specific data is reported

Creates a metric or single type of data

The criteria for each level of performance is

outlined

Each objective/benchmark is

measured

Does not produce a graph

Easily graphed Typically used for aperformance that isdifficult to measure

Graph contains annual goal percentage and the

average progress for each rubric.

Progress Monitoring - Four Types in IIEP

Progress Monitoring

Progress Monitoring Wizard in IIEP

https://go10.pcgeducation.com/intraining5

https://go10.pcgeducation.com/intraining5

goal writing with content connectors - project...

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