1. October 12, 2015 Measurable Annual Goals

2. October 12, 2015 Outcomes for Measurable Annual Goals Training Purpose of Measurable Goal Training IDEA Regulation Present Level of Academic and Functional Performance (PLAAFP) PLAAFP Purpose and Development Measurable Goals Development Requirements of Measurable Goals Table Work Resources

3. October 12, 2015 2014-2015 Monitoring Noncompliance 2014-2015 Monitoring Cycles Identified Non- measurable Goals –Fall 2014 “32” instances of noncompliance –Winter 2015 “13” instances of noncompliance –Spring 2015 “11” instances of noncompliance

4. October 12, 2015 Program Accountability Complaints for Non- Measurable Goals Beginning in the calendar year 2013 to Sept 2015 64 Complaints filed where allegations included measurable annual goals 37 Complaints were found to be noncompliant for measurable annual goals

5. October 12, 2015 IDEA Requirements: PLAAFP IDEA 2004: § 300.320(a)(1) (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;

6. October 12, 2015 PLAAFP Purpose Describes clear, brief, specific and accurate statements of a student’s current skill levels and needs. Current information regarding student performance should be incorporated during the development of annual IEP goals and short-term objectives. Provides an overview of the student’s current academic and functional performance.

7. October 12, 2015 PLAAFP Development Use current baseline data such as curriculum based assessments, student work, teacher observations, parent input, and other relevant data to describe academic and functional performance. Student involvement and progress in general education curriculum or participation in appropriate activities for preschool children. Identify educational/behavioral strengths and weaknesses. Accurately describe performance in areas affected, including academic and non-academic.

8. October 12, 2015 PLAAFP Development Continued Use data to support the need for supplementary aids/services. Address functional performance and areas of need using age appropriate assessment data. There should be a consistent relationship between the PLAAFP statement, current evaluation information and the annual goal(s).

9. October 12, 2015 IDEA Requirements: Measurable Goal IDEA 2004: –§ 300.320(a)(2)(i); a statement of measurable annual goals, including academic and functional goals, designed to 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; and meet each of the child’s other education needs that result from the child’s disability.

10. October 12, 2015 Measurable Goals Development Current baseline data from the Present Level of Academic Achievement and Functional Performance (PLAAFP) must be considered during the development of each goal area identified as a need for students with an IEP during the development of the IEP and appropriate measurable short- term objectives (STO). Every IEP must include measurable goals and measurable STOs. The IEP must identify all the student’s needs related to the identified disability, how the school will meet these needs, and how the school will measure the student’s progress.

11. October 12, 2015 Components of Measurable Goals 1.Timeframe or date 2.Skill that can be counted or observed (skill/behavior) 3.A method of collecting data (measurement/conditions) 4.Level of attainment to show mastery (accuracy rate/criteria)

12. October 12, 2015 Measurable Goal Format By (date) the student will (skill/behavior) with (accuracy, rate. etc.) as measured by (condition/measurement). By October 20, 2015 the student will read orally 87 words per minute with 5 or fewer errors when given a one-minute Grade 2 reading fluency test.

13. October 12, 2015 Measurement (condition) Given what materials On what type of assignment Under what conditions As measured by

14. October 12, 2015 Examples Given a sixth grade reading passage On the weekly spelling test During daily carpet time As recorded on teacher data log (not teacher observation)

15. October 12, 2015 Putting it all together Given 10 second grade spelling words, the student will correctly spell a minimum of 8/10 words on weekly quizzes by December 15, 2015.

16. October 12, 2015 Measurable or Not? Draw Turn in Determine Appreciate Enhance Read orally Retell Research Sequence Label Seek Understand State Say Develop Improve Maintain Feel List Participate Trace

17. October 12, 2015 Measurable or Not? Draw Turn in Determine Appreciate Enhance Read orally Retell Research Sequence Label Seek Understand State Say Develop Improve Maintain Feel List Participate Trace

18. October 12, 2015 Is This Goal Measurable? By January 2016, Steve will improve his reading fluency skills by one whole grade equivalent as demonstrated by the STAR reading assessment.

19. October 12, 2015 Goal Breakdown By January 2016, Steve will improve his reading fluency skills by one whole grade equivalent as demonstrated by the STAR reading assessment. Timeframe Accuracy/condition does not meet measurability standard Measurement/criteria Skill/behavior does meet measurability standard THIS GOAL IS NOT MEASURABLE

20. October 12, 2015 Is This Goal Measurable? By October 2015, Bert will demonstrate age-appropriate behaviors with peers and adults (e.g. attending to teacher, sitting up in chair, hands and feet to self) 2 out of 3 times in a 30 minute observation as observed and documented by his teachers, school personnel and/or social worker.

21. October 12, 2015 Goal Breakdown By October 2015, Bert will demonstrate age-appropriate behaviors with peers and adults (e.g. attending to teacher, sitting up in chair, hands and feet to self) 2 out of 3 times in a 30 minute observation as observed and documented by his teachers, school personnel and/or social worker. Timeframe Behavior/skill Accuracy/Condition Measurement/criteria THIS GOAL IS MEASURABLE

22. October 12, 2015 Measurable Annual Goal Resources The OSE has a new Measurable Annual Goal guidance document that was sent out to the monitor listserve, is posted on the OSE website and the CIMS Training website and is available for public use. Resource: Writing Measurable IEP Goals and Objectives –By Barbara D. Bateman and Cynthia M. Herr

23. October 12, 2015 Special Education Information Line: 1-888-320-8384