the annual goals ici lso january, 2009 cliff notes judith chin - ceo

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The Annual Goals ICI LSO January, 2009 Cliff Notes Judith Chin - CEO

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The Annual Goals

ICI LSOJanuary, 2009

Cliff Notes

Judith Chin - CEO

Annual Goals: SMART

Specific: What is the observable behavior that the student will do in a year that the student is not able to do now?

Measurable: How do you know when the student has accomplished the goal? What criteria will you use?

Achievable: What can the student reasonably do in one year?

Relevant: Does the goal reflect individual needs identified in the PLOPs? Does the goal transfer to classroom use?

Time Related: Evaluation schedule

SMART Annual Goals: Specific

• Goals should not be a re-statement of the general education curriculum.

• Annual goals are reflective of foundation skills that support students in mastering the content of the curriculum …

• Reading• Writing• Listening

SMART Annual Goals: Measurable

• Criteria for success• To what extent

• Over what period of time (or by when)

• Schedule of evaluation

SMART Annual Goals: Achievable/Attainable

• Achievable/Attainable

• Based on what the student has already achieved.

• What student can reasonably achieve within one school year?

SMART Annual Goals: Relevant

Based on Present Levels of Performance

The student should be able to apply the skill in the classroom.

SMART Annual Goals: Time Related

• Time Related• Schedule for evaluation• Progress reporting periods

Annual Goals• Written in measurable terms – observable and achievable

ANNUAL GOAL - states what the student will be expected to do by the end of the year in which the IEP is in effect.

Include EVALUATIVE CRITERIA – specify level of performance necessary to master the goal. How often or consistently do I need to see the skill demonstrated as described in order to determine that the goal has been achieved?

Include EVALUATION PROCEDURES – how will you observe or access the skill (specific tests, curriculum materials, student interviews and work samples, charts/checklists, rubrics)?

Include EVALUATIVE SCHEDULES to measure progress – how often do you need to assess progress of the skill/behavior? (This will vary depending on the nature of the goal, level of the student, and/or student’s anticipated rate of progress/growth.)

MEASURABLE GOALS Measurable annual goals, including academic and functional goals consistent with the student’s needs and abilities, related to:1) meeting the student’s needs that result from the student’s disability to enable the student to be involved in and progress in the general curriculum: 2) meeting each of the student’s other educational needs that result from the student’s disability; and3) for students age 15 and older, annual goals to move the student toward his/her postsecondary goals.

Annual GoalsWhat the student will be expected

to do by the end of the year in which the IEP is in effect

CriteriaMeasure to determine

if goal has been achieved

ProcedureHow progress will

be measured

ScheduleWhen progress

will be measured

Sample - Annual Goal ComponentsAnnual Goals:MUST BE MEASURABLE . The following is an outline which may assist in the writing of measurable annual goals:One year from now, (Name of student) will (Annual Goal-do what?), (Criteria-to what extent?), (Procedures- evaluated through?) at the (Grade level) (Schedule how often?).

Annual Goal: Do what?: What the student will be expected to do by the end of the year in which the IEP is in effect

(must be observable)

Criteria: To what extent?: Measure to determine if the goal has been achieved (must be observable)

frequency (e.g. ___ out of ___ trials) duration (e.g. for ___ minutes) accuracy (e.g. ____% accuracy)

Procedures: As evaluated through?: How progress will be measurede.g. progress will be measured through classroom assignments/work samplese.g. progress will be measured through performance assessment taske.g. progress will be measured through teacher made materials: (charts, rubrics)

e.g. progress will be measured through teacher/provider observations

Grade Level: Identify the instructional level at which the student will be working May be descriptive, based on educational standards or identify the instructional level

Schedule:How often?: When progress will be measured e.g. every 2 weeks by ELA teachere.g. every 4 weeks e.g. monthly

Sample Annual Goal – Kevin

Kevin will use graphic organizers to write a three-paragraph essay across all content areas using correct sequencing of sentences including a topic sentence, supporting sentences and a conclusion 4 out of 5 times, as measured by his teachers using writing samples, writing rubic, writing checklist, quizzes/tests and classroom assignments every 6 weeks.

Green = Measurable GoalYellow = Evaluative CriteriaBlue = Evaluative ProceduresPink = Evaluative Schedule

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Activity 3 Sample - Annual Goal Components

Annual Goals: Now place Annual Goal Components for the Sample Annual Goal – Kevin on the correct lines below. Remember that Annual Goals MUST BE MEASURABLE . The following is a SAMPLE TEMPLATE which may assist in the writing of measurable annual goals:

Period of time - by when One year from now,

Student will - Name of student_____________,Annual Goal - do what?_________________, Criteria- to what extent?________________ , Procedure - as evaluated by?____________, Grade level - __________________________,Schedule - how often?__________________.

Sample - Annual Goal Components

Period of time - by when One year from now,

Student will - Name of student Kevin will,

Annual Goal - do what? Use graphic organizers to write a three- paragraph essay using correct sequencing of sentences including topic sentence, supporting sentences and conclusion

Criteria- to what extent? 4 of 5 times,

Procedure - as evaluated by? as measured by writing sample, tests and classroom assignments,

Schedule - how often? every 6 weeks.

Present Level of Performance:Dylan has difficulty organizing his work.  He frequently loses assignments, does not keep track of when assignments are due and cannot locate materials needed to complete an assignment….

Annual Goal:Dylan will create and maintain a color-coded folder and an assignment sheet for each of five classes, for one year, to help him organize his papers and turn in assignments on time for 5 out of 5 classes as measured by a teacher made checklist, and teacher observation, as evaluated every 4 weeks by his teacher.

SAMPLE

Present Level of Performance:Carmen has decided to pursue a career in animal care. She wants to focus on becoming a veterinarian. Carmen’s writing lacks sentence structure and paragraph organizational skills. She writes in simple sentences and does not use details to support her ideas. ….

Annual Goal:Within one year, Carmen will complete a journal by writing eight to ten sentences for each entry, including an opening topic sentence, supporting details, and a concluding sentence, reflecting information learned from viewing 20 documentaries or informational shows about animals, on television and/or the internet, related to animals and animal care professions, with progress evaluated monthly for 80% accuracy using a teacher made rubric (one entry per documentary, two full entries per month).

SAMPLE

Present Level of Performance:Crystal comprehends below her grade level and struggles with short term memory as evidenced by her inability to retain information from passages read. Crystal uses her computer to write email messages. Filling out forms, including job applications is a challenge. Crystal benefits from repeated instructions and demonstrations…

Annual Goal:Within one year, Crystal will be able to complete forms such as working papers, job applications, a learners permit, etc. with assistance accurately in 4 out of 5 trials with progress measured monthly and evaluated by an assessment form checklist of a portfolio of her class work samples and class activities by her teacher.

SAMPLE

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Present Levels of

Performance

Needs &Concerns

Annual Goals Accommodations &

Modifications

Services&

Placement

Progress

TowardGoals

Gary is an 8th grader

Reading comprehension on the 5th grade level, slows grade level reading tasks

Reading comprehension on the 5th grade level, slows grade level reading tasks

In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.

He will use a teacher-designed graphic organizer when reading content area text. •Whenever possible, Gary can have the option to present his completed assignments in alternate modes, agreed upon by the teacher, e.g. models (including digital) and posters. • Whenever possible, should participate in a small group for classroom activities. Reduction of task size, or extra time allocated, to accommodate slow processing in reading comprehension and math.•Testing: Time and one-half

SETSS

Push-in 5x1

8:1

Will be noted on page 6

(Detailed View-Literacy)

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Present Levels of

Performance

Needs &Concerns

Annual Goals Accommodations &

Modifications

Services&

Placement

Progress

TowardGoals