Monitor’s Message: Measurable Annual Goals Rebecca McIntyre Kent ISD November 29, 2015

MARSE Rule Change Oct. 18, 2011 R340.1721e Individual Educational Program (a)A statement of measurable annual goals, including measurable short- term objectives. Additionally, the Office of Special Education has identified that benchmarks can be written in place of short-term objectives.

Measurable Annual Goals 2014-15 Statewide: Michigan Department of Education announced that the lack of measurable annual goals was 1 of the top 3 findings issued during the 3 different Focus Monitoring cycles in 2014-15. Kent ISD: 3 districts were issued findings for lack of measurable annual goals during Focus Monitoring for Significant Disproportionality for Discipline and General Supervision Monitoring 1 state complaint that included an allegation regarding the measurability of an annual goal

Effective Goals Are Meaningful: challenging, yet realistic Are Measurable through data collection Can be monitored in order to stay informed of student progress Align with the need identified in the PLAAFP

4 Components of a Measurable Annual Goal What date will the goal will be completed by? What skill the student will be developing? What criteria or condition will represent mastery? What tool will mastery be measured with? By ____(date)_____, the student will ______(skill)________ with __(criteria/condition)___accuracy, as measured by __(tool)_________.

Model and Example MDE Model: By (date) , (the student) will (skill/behavior) when/at (condition/criteria) as measured by (assessment/evaluation). Example: By November 2016, after determining the problem and solution of a paragraph from a fiction or nonfiction text, Kara will make 3 inferences about the theme or message of that paragraph, 4 out of 5 times, as measured by informal reading assessments.

SKILL/BEHAVIOR Examples Verbally label Read Verbally express Remain in seat/area Point to Answer questions Look at Draw Complete task Request Follow directions Locate/Find Choose/Select Cut/Copy/Paste/Color Put on/Take off What will the student be able to do?

CONDITION Examples Given a request During transition periods When provided a visual schedule During social conversation Prompts or cues: on teacher’s oral request ... During structured conversation Structure: using a pre-printed graphic organizer During class discussion When reading a story Location: in hallways during passing time… When given 10 problems, questions.... Memory conditions: using a number chart … When shown a variety of/When given a choice Form of communication: using a “talk-box”… Content specific: In math class ... When prompted (Identify and specify type #)

CRITERIA Examples Trial based: on 9 out of 10 trials Production: at least 9 sentences Percentage: with at least 75% accuracy Change from baseline: improve by at least 10% Behavior change: no more than 3 times a day Across sessions: on 9 consecutive attempts Time based: for at least 15 minutes at a time Grade-level: at the 4th grade level

ASSESSMENT TOOLS Examples Teacher made tests End of unit test Observation & charting on predetermined checklist of targeted responses End of chapter test Graphing data Education achievement tests Homework assignment Portfolio of work completed related to specific objective In class work Student assignment Student’s daily work Documented observation Rating scale Observation & charting on predetermined checklist of expected behaviors Standardized tests Review of clinical logs

Remember, Goals… Even though its always important to strive for compliance, measurable annual goals: Must relate directly to the needs identified in the PLAAFP Must identify a learning gain that is both challenging and reasonably achievable in one year, given the instruction and services the student will receive.

PLAAFP Excerpt: Steve does not have an appropriate way to let others know of his wants and needs. His teacher reports that he may point, but then throws himself down on the floor to try and get what he desires. Steve needs to acquire functional communication skills. Annual Goal: By October 2016, Steve will use functional communication skills for indicating wants and needs in two different settings, as measured by an observational log. NON-ACADEMIC EXAMPLE

Academic Example PLAAFP Excerpt: When given a written expression probe at grade level, with one minute to plan and three minutes to write, Mary is writing 3 correct sequences requiring correct spelling, capitalization, and punctuation. Mary needs to improve her writing skills. Annual Goal: In 36 instructional weeks, Mary will complete a story starter scored for correct spelling, punctuation, and capitalization with 12 correct writing sequences, as measured by 3 minute writing samples collected on progress monitoring dates. Academic Example

rebeccamcintyre@kentisd.org 365-2299 Questions? rebeccamcintyre@kentisd.org 365-2299