GOAL WRITING Change is inevitable - except from a vending machine. ~Robert C. Gallagher

Academic Expectations Course of Study NGSSS/Access Points Approved District Curriculum Lesson PlansPresent Levels & Affect Statement Special Factors Measurable Goals, Benchmarks or STO IEP Services LRE Transition Progress Monitoring & Evaluation Data IEP General Education Curriculum Strengths & Student/Parent Input

Al’s World/ Brigance

P ROBLEM IDENTIFICATION What is the problem? The present level of academic functioning describes what the student can do. It includes a statement describing how the student’s disability affects involvement and progress in the general education curriculum. (This is the first step in identifying the problem.)

W HAT DOES IT LOOK LIKE ? Steven participates in all general education classes, but has a difficult time with time management and keeping material organized without external supports. To help him stay organized, Steven uses an assignment notebook, graphic organizers, and keeps all materials in his individual classrooms. Steven needs daily support to make sure these materials are kept up-to-date. Steven relies on his peers who sit next to him to provide him with “natural supports” for academic, social, organizational skills, and for following along with classroom activities. Currently, Steven can follow one and two step directions without “natural supports”, but needs cues and supports to follow three and four step directions. Peers have a greater influence on Steven than adults and Steven has expressed a strong preference for peer over adult support.

PROBLEM ANALYSIS Why is it occurring? Consider the barriers the student is encountering which are preventing the student from being successful in the general curriculum. Barriers may include, but not limited to: Asking for help Following directions (one step; multi-step) Initiating communication Attending to others Attention and focus Making a choice among items Cause and effect Making inferences

W HAT DOES IT LOOK LIKE ? As a result of the disability, Steven has difficulty following directions that involve more than two steps independently.

I NTERVENTION DESIGN What are we going to do about it? The annual goal is based on the data described in the present level and individualized to meet the needs of the student. MEASURABLE ANNUAL GOAL CONDITION BEHAVIOR CRITERIA

W HAT DOES IT LOOK LIKE ? Measurable Annual Goal Given a task that involves more than two steps, Steven will use various strategies to complete the task independently, 80% of the given opportunities.

R ESPONSE TO INTERVENTION Is it working? The annual goal evaluation plan describes how progress toward the annual will be measured. It indicates the student’s response to the intervention. The annual goal plan must also include the data collection schedule, method and criteria. The Progress Toward Annual Goal (PTAG) form is completed with data to indicate the student’s response to the intervention.

W HAT DOES IT LOOK LIKE ? Given a task that involves more than two steps, Steven will use various strategies to complete the task independently 80% of the given opportunities. Progress toward goals will be evaluated every grading period by the ESE teacher through data collected and graphed on the number of times Steven independently completes a task involving more than two steps.

MEASURABLE ANNUAL GOALS Condition, behavior, criteria Replaces current behavior Addresses barriers to accessing the general curriculum Student specific rather than standards driven Can be generalized across settings Based on data described in the present level Individualized to meet student needs Given sets of materials with 3 to 7 units of information each, student will use various learned mnemonic strategies to recall the sets, with no more than one omission in each, 80% of the given opportunities. This goal can be applied to a variety of subjects. ESSENTIAL CHARACTERISTICS WHAT DOES IT LOOK LIKE

THE END The only person who likes change is a wet baby. ~ Roy BlitzerRoy Blitzer