Developing Quality IEPs (2012) DRAFT

Developing Quality IEPs (2012) DRAFT
Developing Quality T/IEPs Part 2: Writing Quality Present Level Statements, Annual Goals, and Short-Term Objectives/Benchmarks Part 2 of this workshop is about writing quality present level statements, annual goals, and short-term objectives or benchmarks. Information in Part 2 is included in two chapters of Developing Quality Individual Educational Plans: Chapter 5: Present Level of Academic Achievement and Functional Performance Chapter 6: Measurable Annual Goals, Short-Term Instructional Objectives or Benchmarks, and Evaluation of Progress In this part of the workshop you will learn how to write quality present level statements, annual goals, and short-term objectives and benchmarks. Developing Quality IEPs (2012) DRAFT

You Will Learn to… Use the problem-solving process. How will the T/IEP team develop quality present level of academic achievement and functional performance statements? quality annual goals, short-term objectives, and benchmarks? **Remind participants of handout P-3** In this part of the workshop, we will begin to look at the major components of an IEP. First we’ll examine how the major IEP components relate to each other and to the MTSS problem-solving process as a whole. Next we will focus on using the problem-solving process to write quality present level statements, annual goals, and short-term objectives or benchmarks. Developing Quality IEPs (2012) DRAFT

In a quality T/IEP, all components are clearly aligned.
T/IEP Components Special Education Services and Supports Annual Goals Short-Term Objectives or Benchmarks (if applicable) Present Levels of Academic Achievement and Functional Performance Let’s review the major components of an IEP and think about how they relate to each other. The IEP process includes development of three major components: the present levels of academic achievement and functional performance, annual goals and short-term objectives and benchmarks, if applicable, and special education services and supports. In a quality IEP, these components are aligned. There should be a clear connection among information in every component. The information in the present level statement serves as the foundation for the other components of the IEP. The student’s strengths, needs, and effects of disability described in the present level statements are used to determine the annual goals and short-term objectives or benchmarks, if applicable, as well as the special education services and supports for the student. The information in the present level statements links the components of the IEP together. For example, if a student’s present level statement indicates a student’s need to increase reading fluency, the team will develop a measurable annual goal for reading fluency. The team will also determine what special education services and supports will be provided to meet the student’s need to increase reading fluency and achieve the annual goal. In a quality T/IEP, all components are clearly aligned. Developing Quality IEPs (2012) DRAFT

Present Level of Academic Achievement and Functional Performance
Present level statements contain comprehensive and understandable information about the student’s needs related to the disability that is based on data from a variety of sources across applicable domains/transition service areas. Page 67 Let’s look at the quality indicator for present level of academic achievement and functional performance found on page 67 of Developing Quality Individual Educational Plans: A Guide for Instructional Personnel and Families. In other words, the present level statement includes comprehensive and understandable information based on data. In this part of the workshop you will learn how to develop quality present level statements that will meet this indicator. **Pass stranger test** Developing Quality IEPs (2012) DRAFT

Present Level of Academic Achievement and Functional Performance
Based on statement The student’s strengths and what the student currently can do (current skills) How the disability affects the student’s involvement and progress in the general curriculum or participation in appropriate activities The student’s priority educational needs The present level of academic achievement and functional performance statement describes the student’s strengths, what the student can currently do, and how the disability affects progress in the general curriculum, or for prekindergarten children, participation in age-appropriate activities. Each present level statement is a synthesis of information that: Is individualized, based on multiple sources of data and information, including things like Results of formal assessments, such as FCAT or district tests RtI data regarding student’s progress with interventions Information regarding the student’s progress on the previous IEP Documented teacher observations and student interviews Provides current information about the student’s learning and behavior characteristics, including strengths, skills, and challenges Uses detailed information from assessments, such as diagnostic tests and progress monitoring, to identify the student’s specific needs Describes the effect of the student’s disability on specific skills, behaviors, and capabilities Includes baseline data for measuring progress on annual goals Is a concise and accurate description of a student’s performance Developing Quality IEPs (2012) DRAFT

Using the Problem-Solving Process Present Level Statement
Handout P-3 Step 1: Problem Identification (What’s the problem?) What is the student’s current level of performance and rate of progress? What is the student expected to do? What is the gap between expected/current performance? Look at Handout P-3: Using a Problem-Solving Process. **Discuss the difference in infusing this process and why it is important to use the process to develop the PLS** When developing the present level statement, it’s helpful for the IEP team to follow the MTSS problem-solving process to determine the student’s educational needs. The first two steps in the process apply to the development of present level statements. In step one, the team asks “What’s the problem?” The team defines the problem by determining the discrepancy between what is expected and what is occurring. The team members consider: “What is the student’s current level of performance and rate of progress? What is the expected level of performance? What is the gap between expectations and the student’s current performance?” Next, in step 2, the team determines—why is the problem taking place? In this step the team analyzes the problem to determine why the discrepancy is occurring. The team analyzes the data to answer the questions: Why is the expected skill or behavior not occurring? What factors are contributing to the gap? What is the impact of the student’s disability on involvement and progress in the general curriculum? The primary purpose of the present level statement is to identify the student’s needs that result from the disability. It’s important to take the time to review evidence to fully understand the student’s problem and what is causing it before you write the present level statement. The team must understand the specific nature of the student’s problem in order to design effective solutions. Step 2: Problem Analysis (Why is it taking place?) Why is the expected skill/behavior not occurring? What factors are contributing to the gap? What is the impact of disability on progress? Developing Quality IEPs (2012) DRAFT

Step 1: What’s the Problem?
Determine the gap between what is expected of a student at a current age or grade level and the current performance of the student. Review information about student progress to identify general areas of concern and strengths. Then investigate areas of concern to pinpoint specific needs. **Collection of data resource. Introduce Pasco Star.** Let’s look more closely at step one of the process. The problem is defined as the gap between what is expected of a student at a given grade level or age and the student’s current performance. The gap may result from academic performance that is below grade level or behaviors that are developmentally inappropriate. To determine the gap, the team first reviews information about student progress to identify strengths and general areas of concern. The team reviews summary information from a variety of sources about student progress to develop a shared understanding of the student’s overall strengths and needs. If the student’s educational need relates to academic achievement, the team should compare the expectations of the grade-level benchmarks or access points with what the student does now. They also may consider how the student’s functional performance impacts active involvement in the general curriculum. Next, the team conducts a more in-depth review of data for each area of concern to identify the specific skills and behaviors that are difficult for the student. Through this analysis, the team can identify specific elements of the skills or behaviors that the student finds difficult or impossible. If you haven’t written many IEPs, it may appear hard to know where to start and what to consider. This problem-solving process leads you through each step in a systematic way and can yield more accurate information on which to base team decisions. Developing Quality IEPs (2012) DRAFT

Sources of Information
Use current, objective data from a variety of sources **Mention Pasco Star as data tool** These notes describe Academic Achievement. Conclusions about the student’s academic achievement and functional performance should be based on a review of information from a variety of formal and informal sources. The team needs to gather current, objective, data about the student’s academic achievement and functional performance prior to the IEP team meeting. It’s helpful to compile the information in advance for team review during the meeting. Ask: What sources would give you information about a student’s academic performance? To answer this question, have each participant brainstorm and write sources of information for academic achievement on a sticky note. Then continue with the steps below to reveal and reflect on possible answers. (Click) The first four bulleted items appear. How many of you listed any of these sources? Scores on state assessments and end-of-course assessments and report card grades provide information about general areas of concern. For example, the student scores a level 2 on FCAT 2.0 Mathematics or gets a D in math on his report card. (Click) The last three bulleted items appear. How many of you listed any of these sources? Progress monitoring assessments (such as those used in RtI), diagnostic assessments, work samples, and observations can provide more in-depth information to pinpoint specific problems. For example, the student has difficulty with long division problems because he cannot remember multiplication facts. Academic Achievement State assessments (FCAT, FCAT 2.0, FAA) End-of-Course (EOC) Assessments District achievement assessments Report cards and progress reports Curriculum-based and progress monitoring assessments (RtI) Diagnostic assessments Work samples and observations Functional Performance Developing Quality IEPs (2012) DRAFT

Sources of Information
Handout: Sources of Information Sources of Information Use current, objective data from a variety of sources **Handout – Sources of Information** These notes describe Functional Performance. Now let’s think about sources that provide information about functional performance. Functional performance involves nonacademic performance in areas like behavior and communication. Information can be found in: Review the sources listed in the box. These sources may provide information about how the student’s functional performance impacts academic achievement. Beginning at age 14 or eighth grade (whichever comes first), age-appropriate transition assessments are used to identify student needs, interests, strengths in relation to the chosen course of study and postsecondary goals. In addition to the sources shown here, other sources of information include aptitude tests, interest inventories, preference assessments, and may include formal transition assessments, such as the Transition Planning Inventory or the Enderle-Severson Transition Rating Scales. The information must be current in order to provide an accurate picture of the student’s academic achievement and functional performance. In general, the team should use data collected since the last IEP (or for an initial IEP, data collected within the last year). The data provide information about the student’s rate of progress and current status that will be used in planning annual goals. Point out: Because reevaluations are only required every three years, results from initial or subsequent evaluations conducted within the past three years would be considered current information. The team should also review progress on the previous IEP to examine how current special education services and supports are impacting achievement to determine if changes are needed. For example, the intensity of the specially designed instruction may need to be increased if the student is not making sufficient progress. Academic Achievement State assessments (FCAT, FCAT 2.0, FAA) End-of-Course (EOC) Assessments District achievement assessments Report cards and progress reports Curriculum-based and progress monitoring assessments (RtI) Diagnostic assessments Work samples and observations Functional Performance Discipline and attendance records Functional behavioral assessments Reports of motor and sensory proficiency Speech and language evaluations Observations/anecdotal records Interviews with teachers, parents, and the student Developing Quality IEPs (2012) DRAFT

What resources are available to access the data for my students?
STAR FCAT, Running Record, 6 Traits, Progress Monitoring Plan CORE K12 Math and Science PMRN Reading Program Folder Psychological, KTEA, Social History, FBA/BIP, Work Evaluations Data OT/PT (other programs), Conference Notes, Referrals, eSembler, Parent/Student/Teacher/Agency Input, Transition Assessments, Attendance Records, Past Report Cards Click to add notes

How do I access STAR data?
Contact your tech specialist for login, password, and access. Website - District Contact Mike Camphoamor Use link to access STAR and share information that is available.

Transition Assessments
Transition Assessments are “the ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, personal, and social environments.” Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the “Individual Education Program.” (Sitlington, Neubert, & Leconte, Career Development for Exceptional Individuals, 1997, p ) Emphasize the concept of the assessments being ongoing. Meaning, they should occur at least once each year for non academic Transition Assessments. Ask participants: How many of you have had the Transition Training for 8th grade or the Assessment Training?

Transition Assessments
Transition Assessments provide practical information to assist in all facets of transition planning, T/IEP development, and Present Level Statements. Transition Assessments enable the T/IEP team to provide State Board Rule (6A ) required activities to prepare students to develop attainable measurable postsecondary goals by age 16. Transition Assessments need to be age appropriate. At the middle school level, State Board Rule requires that activities be in place to prepare students to participate in a meaningful way in the development of attainable measurable postsecondary goals by the time they turn age 16. The two middle school activities that the department of education believes meets this requirement are use of Transition Assessments to help students identify strengths, interests, and preferences and self-determination activities which we will talk about later. Reference the participants to the section of State Board Rule that addresses this.

Examples of Transition Assessments
Handout: Transition Assessments Examples of Transition Assessments College entrance tests Brigance Work evaluations Choices Explorer (MS)/Choices Planner (HS) Questionnaires Interviews Self-determination worksheets, etc. Career Cruiser FCAT Alternate Assessment You can learn more about Transition Assessments by attending “Transition Assessment Training.”

Work Evaluation Summary Sheet
Handout: Work Evaluation Summary Sheet Work Evaluation Summary Sheet After work evaluations are completed, the work evaluator provides the results as well as a summary sheet for case managers to use as Transition Assessments that help guide T/IEP development. The summary includes recommendations for: Measurable postsecondary goals Present Level Statement Annual Goals The work evaluation and summary sheet are filed in the cumulative folder. Go on PlanMaker to show work evaluation.

Where can I get information for students that are not from our school, county, or state?
Guidance Secretary Call ESE Chairperson/teachers from previous school Data Entry/Registrar for records Receive records sent/faxed Remember to utilize the resources available at your school. There are procedures for requesting records. Be sure to find out what they are and follow them.

Based on Statement Must include sources that were reviewed to create T/IEP (e.g., parent, student, basic education teacher, agency, and/or Job Placement Transition Specialist input) A minimum of 3 sources are required. Should include references to statewide, district and/or alternate assessments, Transition Assessments Should identify all areas for which the student is not meeting expected levels of achievement (PMP) Begin with current skill levels and include baseline data for all areas that would be addressed in a Progress Monitoring Plan. Developing Quality IEPs (2012) DRAFT

Based on Statement Example
Elementary: Based on statewide assessments, formal and informal reading assessments, other informal assessments, student work samples, and teacher/parent input

Based on Statement Examples
Middle School: Based on recent FCAT scores, informal observations, Career Cruiser and C.I.T.E interest inventory, and parent/teacher/student input High School: Based on a recent work evaluation, FCAT scores, informal observations, CHOICES interest inventory, and parent/teacher/student input

Related Strengths/Current Skills
Areas of curriculum where student is performing on or above grade level Student’s abilities or behaviors in home, school, and community work setting Preferences or interests Examples: Is performing on grade level in mathematics When information is presented in an audible format, is able to recall main ideas and details Is interested in environmental issues When reviewing sources of information about the student’s performance, you may find strengths even in areas where the student is having problems. Strengths may be identified from the results of assessments, as well as teacher observations and input from parents and students. A student’s strengths may Involve specific areas of the curriculum where the student is performing well, on or above grade level Include the student’s abilities or behaviors observed in home, school, community, and employment settings Reflect student’s preferences or interests. This is true for all students and essential for older students whose IEPs include postsecondary goals and annual goals that address transition service areas. The team may consider the student’s strengths and preferences when determining needed services and supports, such as accommodations. Teachers can capitalize on the student’s strengths, interests, and preferences when planning instruction.  Note to Trainer: Explain district policies regarding documentation of the student’s strengths. Don’t include irrelevant statements. Example: If present level is about reading, don’t include information about student’s ability to get along with others. Developing Quality IEPs (2012) DRAFT

Handout: Self Determination
Instruction or the provision of information in the area of self-determination needs to be addressed for students who will be 14 or older to assist the student to be able to actively and effectively participate in a T/IEP meeting and to self-advocate. Self-determination should be reflected in the PLS, annual goals, and ESE services (Instruction in Self-Determination). It is encouraged that self-determination be addressed with all students who are in 5th grade and above.

How do we prepare students for self-determination?
Review T/IEPs with students Involve students in T/IEP development in areas of: PLS Courses of Study Goals ESE Services (get input on effectiveness) Accommodations (get input from student on effectiveness) Self-Evaluation of Goals (PlanMaker) All 5th graders need a self-determination goal (4th if possible, but not required.)

Self-Determination Linkage to T/IEP
Self-determination activities help prepare students to develop measurable postsecondary goals by age 16. Students begin the process of identifying strengths, needs, abilities, and preferences. Students begin to understand and participate in the T/IEP process. Students develop goals and self-evaluate progress toward goals based on data.

Strengths and Current Skills
Include ELL statement if the Special Cnsideration for ELL was chosen: ___’s language proficiency level is ____ (Obtain from ESOL Resource Teacher or Chair). ESOL services are being provided by means of ___ (e.g., ELL bilingual instructional assistant’s support, Developmental Language Arts through ESOL class, classroom teacher, ESOL modifications).

PMP Students _________ is not meeting district standards in the area(s) of subject(s). This includes Math, Reading, Writing, and Science.

For Speech (F) Only PMP Students:
For Speech only: _________ is not meeting district standards in the area(s) of subject(s). Strategic interventions are being implemented in the classroom and (student’s) progress is being monitored. This is not a ”G” Language child. This is only for an “F” articulation child.

Attendance If: Then: 5 unexcused absences in a month
10 unexcused absences in a 90 day period Then: Need to address attendance in PLS and have a goal

Step 2: Why Is It Taking Place?
For each area of concern, analyze factors that may be affecting student performance Curriculum and instruction (standards, instructional methods and materials) Environment (barriers and supports) ** Mention SETT framework as tool and provide framework handout** These notes describe curriculum, instruction, and environmental factors. In step 2, the team answers the question, “Why is it taking place?” To determine what is causing the problem, it’s important to analyze factors that may affect student performance. You should consider each factor and revisit them if needed to get an accurate picture: curriculum and instruction, learning environment, and factors inherent to the student (e.g., the effect of disability). (Click) Review information about curriculum and instructional variables that impact the student’s progress. Is the curriculum aligned with expectations of Common Core Standards or Next Generation Sunshine State Standards? Are the instructional methods and materials appropriate for the student? It’s important to determine whether the student has received instruction in the targeted skills or behaviors. It may be that the student has not been taught the skills or behaviors, or that the student needs more explicit and intensive instruction, as evidenced by RtI data. (Click) In addition, consider the impact of environmental factors on performance. Barriers in the learning environment, such as a classroom that is noisy because it is next to the gym may cause poor performance. Instruction delivered solely by large group lecture may be a barrier for a student who has difficulty processing oral information. Sometimes changes in the environment are needed to remove barriers. Classroom management factors should also be considered as part of the environment. Point out: Identifying the curriculum, instruction, and environmental factors helps the team better understand the effects of the disability. These factors are external to the student. They may provide valuable insight into identifying supports needed for student performance. Developing Quality IEPs (2012) DRAFT

For each area of concern, analyze factors that may be affecting student performance Curriculum and instruction (standards, instructional methods and materials) Environment (barriers and supports) What is the effect of the student’s disability? These notes describe the effect of the disability. Now the team is ready to answer the critical question: What is the effect of the student’s disability? The present level statement must include a statement of how the disability impacts the student’s involvement and progress in the general curriculum. The student’s disability may impact academic achievement and functional performance. The IEP team should consider the effect of the disability on performance in any area, including curriculum and learning environment, social and emotional behavior, communication, independent functioning, nonacademic areas, physical education, and transition. The disability may affect how independently the student works and behaves, how much prompting or personal assistance the student needs, how effectively the student interacts and communicates with others, and what types of supports and services are required. The purpose of determining the effects of the disability and resulting educational needs is to develop annual goals that specifically target the student’s needs. The effect of the disability may provide evidence for specialized instructional approaches and accommodations the student needs. Developing Quality IEPs (2012) DRAFT

Determine the effects of the disability and identify educational needs resulting from the disability. The team identifies specific behaviors that are impacted by the disability. Examples: A student has difficulty communicating because he is unable to hear and use conversational speech; he needs to learn how to communicate effectively with peers and adults using total communication. The student takes 50 percent more time than peers to complete written assignments and classroom assessments using word prediction software; he needs extended time (50 percent more) to complete assignments and assessments. The team determines which “educational needs” should be addressed in the next 12 months and identifies skills or behaviors that are critical for the student to learn. Point out: In the previous version of the quality IEP manual, the term was “priority educational need.” The annual goals and special education and related services must relate to the student’s educational needs identified in the present level statements. Effect of Disability Educational Need Unable to hear and use conversational speech Needs to learn how to effectively communicate with peers and adults using total communication Takes 50% more time than peers to complete written assignments with word prediction software Needs extended time (50% more than peers) to complete assignments and assessments Developing Quality IEPs (2012) DRAFT

Give Me an Example Student Name: Tia Grade: 2 Age: 7 years, 6 months Exceptionality: Specific Learning Disability Annual IEP review date: March 7, 2012 Domain: Curriculum and Learning Environment To help you learn how a present level statement is written, you’re going to work through two examples, Tia and Devon. Now meet Tia. Tia is 7 years old and is in grade 2. Her exceptionality is specific learning disability. Tia was determined eligible for special education one year ago, in March The IEP team is meeting for the annual review of Tia’s IEP. Team members have been reviewing Tia’s performance in the Curriculum and Learning Environment domain to determine her areas of concern. Developing Quality IEPs (2012) DRAFT

Handout: Tia’s Student Data Form Handout P-4 What’s the Problem? General Area of Concern: Reading Specific Problem: Difficulty blending sounds quickly to read new words containing three or more phonemes (c-ar-t) or two syllables (ex-it) Decoding problem impacts reading fluency Reading fluency below grade level Look at Handout P-4: Tia’s Student Data Form (page 1). Tia’s IEP team first reviewed her Florida Assessments for Instruction in Reading (FAIR) Probability of Reading Success scores and report card grades. Based on FAIR data, Tia is at very high risk of not being able to read on grade level by the end of second grade. The team concluded that Reading is her general area of concern. Next the team looked deeper to pinpoint Tia’s specific problems. The team reviewed: Scores from the FAIR Broad Diagnostic Inventory and the FAIR Targeted Diagnostic Inventory–15th percentile (January 2012) Scores on the last four progress monitoring trials for reading fluency–34 words correct per minute Data from her intensive phonics intervention (February 2012) Based on an in-depth review, the team determined that Tia’s specific problem is that she has difficulty blending sounds quickly to read words containing three or more phonemes (br-ai-n, c-ar-t) or two syllables (hot-dog, ex-it). Her problems with decoding impact her reading fluency and comprehension. Her current reading fluency rate is 34 words correct per minute on first-grade reading passages based on weekly progress monitoring. This is below grade level. Report card grades and teacher reports indicate that Tia is currently performing on grade level in other academic areas with accommodations, including “items and directions read aloud” and “word recognition and comprehension supports” for instruction and assessment in all areas. The word recognition and comprehension supports are not used when she is assessed in reading. Explain use of Student Data Form Developing Quality IEPs (2012) DRAFT

What is the Gap? Decoding: Current/Baseline: Can decode new reading words with two phonemes/one syllable Expected: Decode new reading words with three or more phonemes/two syllables Fluency: Current/Baseline: 34 words correct/minute (first-grade reading passages) Expected: 90 words correct/minute (second-grade reading passages) By examining multiple sources of information, the team can pinpoint the gaps in Tia’s performance. Decoding: Currently, Tia can decode new words with two phonemes and one syllable. She can correctly generate individual sounds when shown letters: including beginning and ending consonant combinations (sh, ch, bl, fr, sk, mp), short vowel patterns (CVC), common vowel combinations, and r-controlled vowels (ai, oy, ar, or, er). She can fluently read words containing two phonemes (s-ee, i-t, b-oy). Second-grade students are expected to decode new words containing containing three or more phonemes (br-ai-n, c-ar-t) or two syllables (hot-dog, ex-it). Fluency: Her current reading fluency rate is 34 words correct per minute on first- grade reading passages based on weekly progress monitoring. Second-grade students are expected to read second-grade passages at 90 words correct per minute. The team sees that Tia has substantial gaps between what she is expected to be able to do and what she does currently. They know she is currently approximately 1.5 years below grade level in reading. They will need to consider how long it will take Tia to close the fluency gap. This will depend on how quickly she progresses with learning to decode words with three or more phonemes or two syllables. Progress monitoring: 90% accuracy Tia’s scores: 3 phonemes 1/10 2 syllables 0/10 Developing Quality IEPs (2012) DRAFT

What’s Causing the Problem? Effect of Disability/Needs
Handout: Sample Impact of Disability Statements What’s Causing the Problem? Effect of Disability/Needs Effect of disability: Difficulty identifying, manipulating, and blending individual sounds Attempts to sound out letters in isolation w/o blending Impacts fluency and reading comprehension Educational needs: Use word-blending skills and knowledge of spelling patterns to decode second-grade words with fluency Increase fluency rate/reading passages orally ** Handout – Impact of Disability** The team analyzes curriculum and instruction and environmental factors to determine if they impact Tia’s performance. They conclude that although Tia has difficulty with second-grade-level materials, she is currently able to access the information in subject areas by having text read aloud. Her current intensive phonics intervention has helped her improve decoding skills, but she is still below grade level. Environmental factors do not impact her performance. Next, the IEP team determines the effect of Tia’s disability on her performance and identifies what she needs to learn. As a result of her disability, Tia has difficulty identifying, manipulating, and blending individual sounds when decoding. Her fluency breaks down when reading individual words and connected text because she attempts to sound out each letter in isolation, rather than blending them together. This also impacts her reading comprehension. Tia’s educational needs include learning to use word-blending skills and knowledge of spelling patterns to decode second grade words with fluency. She also needs to increase her fluency rate when reading second-grade passages orally. Now the team will need to synthesize the information regarding Tia’s current performance, effect of disability, and educational needs to write a concise present level statement for her IEP. Developing Quality IEPs (2012) DRAFT

Impact of Disability This statement indicates how the student’s disability impacts performance in the classroom. This is the statement that tells why the student can’t be successful in a basic classroom without support. Your Impact of Disability statement may not change from year to year. See cum file for what is in the psychological report (if applicable). It references the student’s area(s) of disability and impact on classroom performance. Developing Quality IEPs (2012) DRAFT

Educational Priority Needs (Elementary)
Includes all areas for which current skills level is below expectation. This may be noted in the Strengths/Current Skills paragraph and/or the Impact of Disability Statement. Annual goals should be based on the identified educational priority needs. Academics, behavior, self-determination (5th grade and above), and attendance (if needed) should be addressed.

Educational Priority Needs (Secondary)
Includes all areas for which current skills level is below expectation. This may be noted in the Strengths/Current Skills paragraph and/or the Impact of Disability Statement. Annual goals should be based on the identified educational priority needs. Academics, behavior, self-determination, attendance (if needed), and employment should be addressed. After age 16, these goals should relate to the students Measurable Postsecondary Goals (MPGs). MPGs should be done for any student that will turn 16 during the duration of the T/IEP (typically 9th or 10th grade). Developing Quality IEPs (2012) DRAFT

Strengths: Tia Listening comprehension is on grade level Enjoys listening to books read aloud on computer Performing on grade level with accommodations in other academic areas In reviewing different sources of information about Tia’s current performance, the team identifies some of Tia’s strengths related to the area of concern (reading). Tia’s listening comprehension is on grade level according to FAIR results and core reading progress checks. She enjoys listening to books read aloud on the computer and tracking the words as she hears them. Her performance on classroom tests and report card grades indicates that Tia is performing on grade level in all other subject areas with current accommodations (directions and items read aloud; word recognition and comprehension supports). Developing Quality IEPs (2012) DRAFT

What is the Format? Based on Statement Overall statement Strengths/Current Student Performance (based on data) Related to the area of concern and domain Followed by supporting statements with specific information and sources Name the assessments and dates (No acronyms, spell out FAIR/FCAT) Description of the effect of disability/needs How disability affects learning and behavior Need for special education services and supports These notes describe Strengths and Current Student Performance, the Effect of the Disability, and Educational Needs. We’ve been talking about the review and analysis process that Tia’s team used, and we’ll look at Tia’s present level statement. But first, let’s talk about the format for writing a quality present level statement. IEP programs often divide the present level statement into segments so that teams will be sure to address all of the parts, including the student’s strengths, what the student is able currently able to do, and the effect of the disability. The specific format for the present level statement is guided by the IEP form adopted by your district, but the basic information included is the same. (Click) Some IEP programs, such as PEER, begin the present level statement with a description of the student’s strengths related to the problem area Remind participants of Tia’s strengths: learns by listening, on grade level—except reading, enjoys listening to books. (Click) This is followed by a description of the student’s current performance. The description may begin with the words “Based on…” This makes it clear that the description is based on specific data. The first statement should provide an overall description of the student’s performance in relation to the problem areas, including the sources of information, such as specific assessments, observations, or teacher reports. If your IEP form has a generic statement that lists different possibilities for sources, be sure to indicate the actual sources of information for your student. This overall statement is followed by more detailed information from the relevant sources. When specific assessments are referenced, you should include the complete title and acronym the first time the test is mentioned. Test scores should be reported with the date of testing and a description of the scores and instructional implications of the test results. If standard scores are provided, the statement should include a description of the meaning of the score. The present level statement must include a description of how the disability affects the student’s involvement and progress in the general curriculum (or for students in prekindergarten, age-appropriate abilities and developmental milestones). This description goes beyond naming the type of disability by describing how the disability affects the student’s learning and behavior. Remind participants of the impact of Tia’s disability—difficulty blending sounds to form words, impaired reading fluency. Some IEP programs provide a sentence starter such as, “The student’s disability affects performance in the general curriculum in this domain in the following ways:” The description of the effects of the disability will guide the team in determining what services, supports, and accommodations the student needs. For example, Tia’s team recommended that her current accommodations (directions and items read aloud for academic areas and word recognition and comprehension supports) be continued. The team also decided that Tia will need more intensive phonics intervention than she is currently receiving so she can make faster progress in learning decoding skills. Developing Quality IEPs (2012) DRAFT

You Try It: Review Tia’s Present Level Statement
Handout: Present Level Statement Review Handout P-4 You Try It: Review Tia’s Present Level Statement Handout P-5 Read Tia’s Present Level Statement (Handout P-4). Use Handout P-5: Present Level Statement Review to see if all parts are addressed completely. Be prepared to discuss your findings with others. Review Tia’s Present Level Statement Trainer Directions (Time: 15 minutes) Use: Handout P-4: Tia’s Present Level Statement (page 2) and Handout P-5: Present Level Statement Review. Give the following directions: Now you’re going to have an opportunity to take a look at the present level statement that Tia’s IEP team wrote and make sure all of the important information is included. First you will work on your own to review Tia’s Present Level Statement (Handout P-4). Use Handout P-5 to guide your review. Use your highlighter to mark specific information. Once you have finished your review, compare answers with a partner. After 10 minutes, signal the group. Give the following feedback: As you look down your Yes/No answers on Handout P-5, what do you notice about them? Point out: All of the answers are “Yes” except for number 5, which is N/A. That’s because this is a good example of a Present Level statement. Why was the answer to number six “N/A?” (Answer: Because we have no information indicating that Tia’s functional performance is impacted by her disability.) For each section of Tia’s present level statement (strengths, current performance, effect of disability/educational needs), have volunteers tell about the specific information they highlighted when going through the questions and how the highlighted text relates to the specific questions. Developing Quality IEPs (2012) DRAFT

Checking for Quality Handout P-6 Present Level of Academic Achievement and Functional Performance Specific Data and Sources Effects of Disability Educational Needs Do and Don’t IEP Quick Check Handout P-6 In your packet, you have a tool to use today and after the workshop when writing an IEP. Have participants get out Handout P-6: IEP Quick Check. For each component of the IEP, the IEP Quick Check lists criteria that align with the compliance standards. In the left-hand column you see criteria for writing a quality present level statement. We’ve already talked about many of these as we reviewed Tia’s present level statement. These criteria are listed in a more concise format. (Direct participant attention to the sections in the Present Level of Academic Achievement and Functional Performance column. Review bulleted criteria briefly as needed.) We’ll highlight a few more criteria for present level statements. In the Effects of Disability section, review the bulleted list under “Describes impact on functional performance” (shown below) and describe the what might need to be addressed for students with disabilities. Describes impact on functional performance Generalization or transfer of skills to new settings Need for prompting and direct assistance Social interaction and communication Independent functioning Point out: For Tia, the disability has no apparent impact on her functional performance. Go over the Do and Don’t sections at the bottom of the column. Answer any questions about the criteria for present level statements listed in the IEP Quick Check. Developing Quality IEPs (2012) DRAFT

You Try It: Review Devon’s Student Data Form
Handouts: Devon’s Student Data Form, Student Data Form Handout P-7 You Try It: Review Devon’s Student Data Form Handout P-8 In pairs, review and analyze the information in Handout P-7: Devon’s Student Data Form. Mark the bulleted items as S = Strengths C = Current performance E = Effect of disability and educational needs Review Devon’s Student Data Form Trainer Directions (Time: 20 minutes) Use: Handout P-7: Devon’s Student Data Form and Handout P-8: Student Data Form. Give the following directions: Handout P-7: Devon’s Student Data Form is a tool that can be used to collect student information for a specific domain. It can be distributed to the IEP team prior to the meeting to gather information. Notice that this data form contains information compiled about Devon for the Social and Emotional Behavior domain. The IEP team will use this data when when writing Devon’s present level statement. Point out: There is a blank student data form, Handout P-8, in your packets for future use. Have participants find a partner at their table. Tell pairs to read Handout P-7: Devon’s Student Data Form together and mark the bulleted items as S for Strengths; C for Current Performance, and E for Effect of Disability and Educational Needs. Some of the bulleted items may fall into more than one category. For example, a statement about current performance may also indicate a strength. After five minutes, signal participants. When you have finished reviewing Devon’s Data Form, you will work with your table group, using your marked data forms to answer the questions on page 3 of Handout: P-7. Then we will discuss the answers together. This will help organize our thoughts in preparation for writing Devon’s present level statement. Developing Quality IEPs (2012) DRAFT

You Try It: Review Devon’s Student Data Form
Handout P-10 Discuss these questions with your table group: What are Devon’s strengths related to the domain and area of concern? What do we know about his current performance regarding completing assignments/outbursts? What is the expected performance? Are curriculum and instruction factors impacting his performance? What environmental factors are impacting his performance? What are the effects of Devon’s disability and his educational needs? Review Devon’s Student Data Form Trainer Directions (cont.) After 10 minutes, have volunteers share answers to the questions with the large group and clarify any misconceptions. As answers are given, prompt participants to identify data on the form on which the answer is based. Answer Key: Read Handout P-10: Sample Present Level Statement for Devon prior to debriefing to see expanded answers to questions one, two, and six. What are Devon’s strengths related to the Social and Emotional Behavior domain? Enjoys working with others in small groups, can now work cooperatively, has met four out of five of the objectives of his Behavior Improvement Plan over the past year What do we know about his current performance in relation to completing assignments and having outbursts? He has outbursts once a week when asked to complete open-ended assignments, such as essays and reports. He appears to have the ability to complete the assignments. What is the expected performance? Sixth graders are expected to complete all assignments with no outbursts. Are curriculum and instruction factors impacting his performance? Yes, in middle school students are expected to complete assignments more independently. What environmental factors are impacting his performance? When Devon has outbursts, teachers remove him from the classroom. He is missing instruction. What are the effects of Devon’s disability and his educational needs? He has difficulty controlling feelings of frustration and fear when completing assignments he feels he can’t do and uses outbursts to avoid having to complete assignments. He needs to learn a self-regulation strategy that would help him identify his feelings and take an appropriate action when completing independent work he finds difficult. Being able to complete his work independently is important to Devon. Developing Quality IEPs (2012) DRAFT

You Try It: Write Devon’s Present Level Statement
Handout: Present Level Statement Form Handout P-6 Handout P-9 You Try It: Write Devon’s Present Level Statement Handout P-7 In pairs, write a present level statement using Handout P-7: Devon’s Student Data Form. Record your writing Use your notes and the T/IEP Quick Check (Handout P-6) to help you work. Share your work with other pairs at your table and help each other improve the statements. Write Devon’s Present Level Statement Trainer Directions (Time: 25 minutes) Use: Handout P-7: Devon’s Student Data Form, Handout P-9: Present Level Statement Form, and Handout P-6: IEP Quick Check. Give the following directions: Now you’re going to work with your partner to write a present level statement for Devon in the Social and Emotional Behavior domain using information from his student data form. Use Handout P-9: Present Level Form to record your writing. Point out the sections on the form. Use Handout P-6: IEP Quick Check to see if your present level statement you wrote meets the criteria. Make changes if needed. After 15 minutes, ask pairs to share their work with the other participants at their table. Have each pair coach another pair on ways to improve their present level statement. Give the following coaching directions: When it is your turn to coach others, tell at least one positive thing about their Present Level Statement for Devon. Then give suggestions regarding how the present level statement could be improved. Workshop leaders should circulate to assist groups. See next slide for feedback to groups. Developing Quality IEPs (2012) DRAFT

Feedback on Present Level Statement: Devon
Handout P-9 Handout P-10 Compare with a partner: Sample Present Level Statement for Devon to the one you wrote. How are they the same, different? How did using the T/IEP Quick Check help? What did you find to be challenging? What questions do you have? Write Devon’s Present Level Statement Trainer Directions (cont.) (Time: 25 minutes) **Use Document camera, put T-10, Devon’s PLS to see how it compares to the LS written by the participants** Use: Handout P-9: Present Level Statement Form (completed) and Handout P-10: Sample Present Level Statement for Devon. Have participants work in pairs to compare the present level statement they wrote with the model. Point out: Handout P-9 is a sample of a quality present level statement for Devon. The one you have written may also be quality, even if it doesn’t match this one, as long as it meets the present level statement criteria. As a whole group, review each section of the sample present level statement (strengths, current performance, effect of disability/educational needs). Debrief with participants using the questions in the slide. Answer any questions regarding writing a present level statement. Optional: Other strategies for debriefing with participants: Use a document camera: Display sections of Devon’s sample present level statement (Handout P- 10) as they are discussed. Ask for volunteers to display their own present level statements for Devon. Put sections of Devon’s sample present level statement (Handout P-10) on PowerPoint slides to display as they are discussed. Developing Quality IEPs (2012) DRAFT

Based on documented observations and reports from teachers and the behavior specialist, discipline referrals, first semester report card grades, and a student interview, Devon’s emotional outbursts are negatively impacting his academic performance in the general curriculum. Current teacher reports indicated that Devon continues to have weekly outbursts (Making noises, wadding up his paper, loudly refusing to complete the assignments) when presented with independent assignments (essays and reports) he perceives as difficult. This year in sixth grade, students are expected to complete assignments more independently. School discipline referral records for the first nine weeks of sixth grade indicate that Devon has been sent to the office an average of one time per week due to emotional outbursts over work assignments. He has been referred from Language Arts (four times), Social Studies (four times), and Science (two times). Devon has made improvements in his behavior during the past year. The behavior specialist’s report (October 2012) indicates that Devon has now met four out of five of the objectives of his Behavioral Intervention Plan (implemented October 2011): improvements in time on task, in-seat behavior, social interactions with peers, and reduced disruptive behavior across all school environments. Devon enjoys working with other students in small group activities, and he can now work cooperatively to complete tasks. Devon scored a 4 out of 6 on the Grade 5 district writing assessment indicting that he is proficient in grade level skills. His scores on the Grade 5 Florida Comprehensive Assessment Test 2.0(FCAT 2.0) in Reading, Mathematics, and science were all level 3, indicating that Devon is proficient on grade level skills in those areas as well. However, Devon made Ds in Language Arts, Social Studies, and Science on his report card due to zeros on assignments he refused to complete and loss of instructional time when sent to the office. His grades in other subjects (Mathematics, Physical Education, and Chorus), were C or above. Devon successfully completes structured independent assignments (such as answering questions about what was read). Discipline referrals and teacher reports indicate that Devon’s outbursts occurred mainly when he was asked to complete an open-minded assignment, such as a report or an essay. Devon states that these types of assignments are hard of him, and he sometimes he can’t control his feelings. He doesn’t want the teachers constantly prompting him because he doesn’t want to look different from other sixth graders. As a result of his disability, Devon has difficulty controlling his feelings of frustration and fear when completing assignments he thinks he cannot do. He uses the outbursts to avoid having to complete the assignments. Devon’s educational need is to learn a self-regulation strategy that would help him identify his feelings and take an appropriate action when completing independent work he finds difficult. Being able to complete his independent work without constant teacher prompting is important to Devon.

PLS Reminders The PLS should not address services that the student currently receives or will receive. For every priority need written, you must then write a goal to meet that student’s need. Reminder - If you type your PLS in Word to transfer over to PlanMaker, you must type it in Verdana size 12pt, or it messes up PlanMaker.

Using the Problem-Solving Process to Develop Measurable Annual Goals
Step 1: Problem Identification (What’s the problem?) Step 2: Problem Analysis (Why is it taking place?) Present Level of Academic Achievement and Functional Performance You are now ready to begin the third step in the problem-solving process embedded in Florida’s multi-tiered system of supports. In steps 1 and 2 (Problem Identification and Analysis), the IEP team determined: The student’s present level of academic achievement and functional performance The effect of the student’s disability and the related educational needs Now the team moves to step 3 of the problem-solving process, Intervention Planning and Implementation, to answer the question, “What are we going to do about it?” Intervention planning begins with the establishment of annual goals. The first thing the team will do during this step is develop measurable annual goals and short-term objectives or benchmarks, if applicable, stating what the student will learn. The annual goals address the needs identified in the present level statement(s). The measurable annual goals may include academic and functional goals. These goals are designed to meet the student’s needs that result from the disability and enable the student to be involved and make progress in the general education curriculum. They may also be designed to meet the student’s other needs that result from the disability. After the annual goals are developed, the team will determine the special education services and supports the student needs. Step 3: Intervention Planning and Implementation (What are we going to do about it?) Measurable Annual Goals Special Education Services and Supports Developing Quality IEPs (2012) DRAFT

Quality Indicator: Annual Goals
Measurable annual goals describe the behaviors and skills that will enable the student to achieve in the general education curriculum or participate in age-appropriate activities, based on the student’s need(s) reflected in the present level statement. Page 77 Let’s look at the quality indicator for measurable annual goals found on page 77 of Developing Quality Individual Educational Plans: A Guide for Instructional Personnel and Families. Mark page 77 with a sticky note and read the quality indicator to yourself. In this part of the workshop you will learn how to develop quality annual goals that meet this indicator. Developing Quality IEPs (2012) DRAFT

Step 3: Measurable Annual Goals
What specific knowledge, skill, or behavior does the student need to learn to be involved and make progress in the general curriculum? What does the student need to learn to meet other educational needs that result from the disability? How will student progress be monitored to determine the effectiveness of the intervention and support? When developing an annual goal, the IEP team considers: What specific knowledge, skill, or behavior does the student need to learn to be involved and make progress in the general curriculum? What does the student need to learn to meet other educational needs that result from the disability (for example, a student may need mobility and orientation training in order to move around the campus safely, or a student may need to learn self-care skills to improve independent functioning)? How will student progress be monitored to determine effectiveness of the intervention and support? Other questions to ask when making decisions include: How does the goal relate to the needs identified in the present level? What is a reasonable and attainable level of performance that the student will achieve in the next 12 months? Will achieving this goal help the student be involved and make progress in the general curriculum? Remember, the goal should not duplicate the grade-level benchmarks or access points. What is the best way to monitor student progress towards the expected performance? Developing Quality IEPs (2012) DRAFT

Make It Measurable Handout P-6 Specific The action, behavior, or skill to be measured Tells what to measure and how to measure it Objective Yields same result no matter who measures it Quantifiable Numerical or descriptive information to compare to baseline Clear Understandable by all involved Each annual goal must be measurable so that progress towards the goal can be monitored to determine when the student has achieved the goal. You must measure student performance to monitor progress accurately and objectively and report it to parents. To measure something, you are able to observe it (or use an instrument to do so). Example: To measure the temperature, look at a thermometer. Example: To measure oral reading fluency, count the words read aloud correctly in a minute. Barbara Bateman and Cynthia Herr (in Writing Measurable IEP Goals and Objectives, 2003) identify the following characteristics of “measurable” goals, short-term objectives, and benchmarks. Specific: Describes exactly what to measure to determine whether the goals, objectives, and benchmarks have been accomplished Objective: Would yield the same conclusion if measured by several people Quantifiable: Allows a calculation of the progress a student makes starting from the original baseline performance Clear: Can be measured and understood without additional information Refer participants to the Measurement Section in Handout P-6: IEP Quick Check. Point out: You can use this section to check the annual goals, short-term objectives, and benchmarks you write to make sure they are measurable. Bateman & Herr, 2003 Developing Quality IEPs (2012) DRAFT

Measurable Annual Goals: Three Parts
Observable behavior: An explicit, observable statement of what the student will do Conditions: The specific situation, tools, or assistance to be provided (optional) Mastery criteria: Acceptable performance (how well the student must perform) A clear statement of an annual goal includes a description of the expected performance (observable behavior), conditions, and criteria of acceptable performance. • Observable behavior (You can see it.) Use verbs and phrases that describe actions to be observed. The behavior must be able to be measured. Conditions describe the situation or assistance that allows students to “show what they know,” including situations or scenarios; tools that will be provided, and locations that will be used. Criteria describe the student’s acceptable level of performance for mastery. The criteria indicate how performance will be evaluated and answers the question “How good is ‘good enough’ for the student to perform this skill or know this concept?” Let’s take a closer look at each of these parts of an annual goal. Developing Quality IEPs (2012) DRAFT

Handout: Action Verbs Observable Behaviors An observable behavior should be stated using verbs and phrases that describe actions that can be observed. Examples: Mark will describe… Mary will create… Melissa will compare…

Observable Behaviors Non-examples: know the multiplication tables
improve peer relations learn the scientific method understand the consequences of bad behavior Let’s practice replacing the non-examples with action verb choices.

Observable/Measurable Behavior?
Handout T-2 Handout: Observable and Measurable Observable/Measurable Behavior? Is it observable and measurable... or not? ✓ ✓ Read aloud Know Write an essay Improve Learn Point to Count objects Understand Illustrate Remember ✗ ✓ Slide appears with words only. Check and X marks appear on clicks to show answers. Observable /Measurable Behavior? Trainer Directions (Time: 5 minutes) Use: Handout T-2: Observable and Measurable? (Note: Handout T-2 matches slide.) First let’s think about what behaviors and skills are observable and measurable. In this activity, you will first identify which of the skills and behaviors listed in Handout T-2 are observable and measurable as stated. Put a check by the examples that are observable and measurable. Put an X by the examples that are NOT observable—and therefore not measurable. When you finish, compare your answers with a partner at your table. Try to reconcile differences of opinion. Then we’ll review the answers as a whole group. After 3 minutes, direct participants’ attention to the slide. How many of you had differences of opinion about whether some behaviors and skills were observable and measurable? Did you resolve them? Let’s take a look at the answers together. As we get to each example, give a thumbs up for measurable and observable or a thumbs down for NOT observable and measurable. Demonstrate thumbs up and thumbs down. Review answers: State each example and click to show the answer after participants give a thumbs up or down. Point out: Instead of using verbs that are not observable, such as “understand” or “remember” when writing annual goals, you should state specifically what the student would have to DO to show that he understands or remembers (for example, explain or state something). Note: Slide and Handout T-2 are adapted from New York City Department of Education (2009). Writing measurable IEP goals [PowerPoint slides]. Retrieved from ✓ ✗ ✓ ✗ ✗ ✗ Will you know it when you see it? Developing Quality IEPs (2012) DRAFT

Conditions Describe conditions, such as tools, assistance, situation, etc., under which the skill or behavior will be performed or used Given a (visual timer, large-print book, etc.) Using a (communication device, checklist, etc.) Without prompting In three academic classes/when eating in the cafeteria Many goals require a statement of the conditions under which the skill or behavior will be performed or used. Conditions may describe tools, such as assistive technology, equipment, materials, the level of prompts or assistance, or the situation/circumstances or environment where the behavior will be used. Conditions may also specify necessary accommodations. The conditions should be described in sufficient detail so that it is clear to all what is needed to allow the performance to happen. Often conditions are part of a phrase that begins: Given a…(visual timer, large-print book, etc.) Using a…(communication device, checklist, etc.) Without prompting/with supervision In three academic classes/when eating in the cafeteria To determine what conditions should be included in the annual goal consider: What will the learner be expected to use or not be allowed to use while performing? What will be the real-world conditions under which the performance will be expected to occur? Not all annual goals will require conditions. For example, for annual goals that involve writing, it is not necessary to include “When given a pencil and paper.” However, it is important to add enough description to the annual goal to make it clear to anyone who reads it what is expected from the student. Developing Quality IEPs (2012) DRAFT

Conditions Examples: Context- in the lunchroom, at a grocery store
Format- in a role play scenario, working in a small group Time- during a twenty minute period, four times for five minutes Tools- a story starter, using pictures of plants Non-examples: Context- during interaction with others (too broad) Format- any school situation (too vague) Time- during the school day (too vague) Tools- using a pencil to write with (obvious) Share examples and non-examples of conditions.

Mastery Criteria Handout P-6 Accuracy 90% accuracy; 9 out of 10 items correct Duration (time) Stays on task for 10 consecutive minutes Speed/Rate With fluency of 85 words correct per minute Within two minutes The third part of an annual goal is the criteria of acceptable performance. This is used to determine that the student has mastered the knowledge, skill, or behavior specified in the goal. In some IEP programs it is called the mastery criteria. Specifying the criteria of acceptable performance helps to make the goal measurable. Setting the criteria of acceptable performance requires the IEP team to consider the student’s current level of academic achievement and functional performance, as well as previous rate of progress. Using data in the present level statement as the baseline, the IEP team should set the criteria so that the student is challenged to attain high, but reasonable, levels of success. Point out: Handout P-6: IEP Quick Check has a section on the back called Types of Criteria that will help you select criteria when writing annual goals. Find that section now and follow along as we talk about the different types of criteria. When writing the criteria of acceptable performance, you should choose the measurement technique that makes sense for the skill or behavior. Criteria may be stated in different ways. Accuracy: One way to describe criteria is percent (%) accuracy or number out of a total correct. This will reflect the percent correct of a total amount or the number of correct answers (for example, with 90 percent accuracy, with 9 out of 10 answers correct). Duration: A second way to describe criteria is to specify the duration (time). Setting a goal for duration may be useful for goals dealing with behaviors that must be sustained over a period of time. The expected duration can be stated in terms of how many minutes, such as stays on task for 10 minutes. Speed/Rate: Another common way is to describe an acceptable rate of performance (for example, with fluency of 85 words correct per minute, or within two minutes). Developing Quality IEPs (2012) DRAFT

Other Mastery Criteria
Handout P-6 Timeframe (period of time) Over five consecutive assignments Over three consecutive weekly probes Distance Travels independently for 50 yards Set of required characteristics Complete all steps in a 10-step process on the job Timeframe: A timeframe can be part of the criteria when it is important to specify over what period of time the student will be expected to demonstrate mastery, such as “over five consecutive assignments” or “over three consecutive weekly probes.” There are variations used in relation to timeframe criteria, for example instead of the word “probes” which is often used in relation to progress monitoring, you may see the word “trials” or “opportunities.” These words all mean instances in which the student is assessed on the skill. A timeframe is specified when it is important to establish that the student is able to perform the expected behaviors consistently. Distance: Criteria for behaviors involving motor skills may be stated in terms of distance, such as travels independently for 50 yards. Set of required characteristics: Often annual goals reflect a complex set of skills or behaviors, and a simple criterion of accuracy or speed/rate cannot be applied. The criteria may be described in terms of a set of required characteristics or traits. A rubric or checklist may be used to assess whether the components required for mastery have been demonstrated. If the components are based on a known rubric, such as a district writing rubric, specifying the expected score or rating in the goal would clearly communicate how the student’s writing will be measured. For example: Write an essay that scores at least four out of six on the district writing rubric. Sometimes it may be critical that the student perform or exhibit all of the traits or components to carry out the task effectively. For example, if the goal is to complete a 10-step process for carrying out and checking tasks on the job, leaving out any of the steps would likely result in job performance that is unacceptable. The IEP team should look carefully at the analytic rubric or checklist used to evaluate the student’s performance on the goal to determine the importance of the traits or components before setting the criteria of acceptable performance. Developing Quality IEPs (2012) DRAFT

Cautions for Using Percent or Number of Items
Does it make sense? Cross the street safely four out of five times Cross the street safely five out of five times Is it reasonable? Exhibit appropriate behavior 90% of the time During a 30 minute observation period, Johnny will exhibit appropriate behavior (keeping hands to self) 90% of the time. Using a percent or number of items correct is a statement about expected accuracy often included in annual goals, sometimes without thinking about whether the percent or number of items makes sense. When stating expected accuracy, ask yourself if a performance of less than 100 percent would be meaningful and appropriate. For example, students must cross the street safely every time, not four out of five times. When using percent, make sure you can specify and measure the “whole” or “total” and that it is reasonable. For example, in a goal that states the student will exhibit appropriate behaviors 90 percent of the time, it is unclear what the total time is. The goal implies the student would need to be observed 24 hours each day to determine mastery, which would not be reasonable. Specifying a defined time period to assess student performance would be one way to make the use of percent reasonable (for example, During a 30-minute observation period, the student will exhibit appropriate behaviors 90 percent of the time). Ninety percent of 30 minutes is 27 minutes. Developing Quality IEPs (2012) DRAFT

Measurable Annual Goals: Examples
Given 10 two-step addition word problems, Leroy will solve 9 out of 10 problems correctly. Behavior: Solve the problems **Use yes/no cards** Now we’re going to look at some examples and non-examples of measurable annual goals. We’ll focus first on whether each goal contains an observable, measurable behavior, a condition, and a criteria for mastery. Have participants make response cards using index cards. Model writing “Yes” on one side and “No” on the other. Let’s look at this goal and see if it is a good example. (Read goal aloud.) We’ll need to consider each part of the goal. Click to bring up each part of the goal and ask the questions below. Have participants answer using their response cards. (Click) Behavior: Is “solve the problems” an observable and measurable behavior? Yes (Click) Conditions: Does “Given 10 two-step addition word problems” make sense and define what will be provided for the task? Yes (Click) Criteria: Is “9 out of 10 correctly” a clear criterion? Yes, it’s clear he must solve 9 out of the 10 problems correctly to demonstrate mastery. Is this a good example of an annual goal? Yes Notice that it is written in language that anyone could understand. Conditions: Given 10 two-step addition word problems Criteria: 9 out of 10 correctly Developing Quality IEPs (2012) DRAFT

Given a five-paragraph reading passage, Sam will correctly state the main idea and three supporting details over five consecutive trials. Let’s take a look at this goal. (Read the goal aloud.) Click to bring up each part of the goal and ask the questions below. Have participants answer using their response cards. (Click) Behavior: Can the behavior “state the main idea and three supporting details” be observed and measured? Yes (Click) Conditions: Are the conditions, “given a five-paragraph third-grade reading passage,” clearly stated and understandable? Yes (Click) Criteria: Do the criteria, “correctly” and “over five consecutive trials” clearly describe what the student is required to do to demonstrate mastery of the goal? Yes Is this a good example of an annual goal? Yes Point out: Notice that this goal requires Sam to perform the skill correctly over five consecutive trials to demonstrate mastery of the goal. The IEP team makes the decision whether or not the student needs to demonstrate the behavior over multiple trials to demonstrate mastery. Behavior: State the main idea and three supporting details Conditions: Given a five-paragraph reading passage Criteria: Correctly, over five consecutive trials Developing Quality IEPs (2012) DRAFT

Non-example Keisha will visualize the key elements of a passage with 90% accuracy. Let’s look at this annual goal. (Read goal aloud.) This is a non-example of a measurable annual goal. Let’s examine it together to see what is wrong with it. Ask the questions below. Have participants answer using their response cards. Behavior: Is the behavior in the goal, “visualize the key elements of a passage,” observable and measurable? No, visualize is not an observable verb. Note to Trainer: If yes/no answers have been mixed, have participants visualize a large ice cream sundae. Point out that we don’t know who really visualized it or not, because we can’t observe what people are thinking. Conditions: What about conditions? None are provided. Criteria: Does the criteria, “with 90 percent accuracy” make sense here? No, it does not have meaning here because we don’t know what the whole amount is. This would not be measurable. (Click) Now let’s look at how the goal could be rewritten to make it a good example: Keisha will accurately describe at least four of five key elements of a passage using a visualizing strategy. Behavior: “Describe the key elements of a passage,” is a behavior we can observe and measure. Conditions: “Using a visualizing strategy” works as the condition. Criteria: “Accurately” and “at least four out five key elements” give a clearer understanding of the criteria for mastery. Good example Keisha will accurately describe at least four of five key elements of a grade-level passage using a visualizing strategy. Developing Quality IEPs (2012) DRAFT

Sample Attendance Goals
Handouts: Attendance Sample Attendance Goals --- will have fewer than ___ unexcused absences each month or provide written documentation from a guardian or physician (based on district accepted reasons for the absence). --- will attend all assigned classes 100% of the time or provide written documentation from a guardian or physician (based on district accepted reasons for the absence).

Checking for Quality Handout P-6 Measurable Annual Goals Behavior relates to needs described in present level statement Criteria relates to data described in present level Do and Don’t IEP Quick Check Handout P-6 The IEP Quick Check is a good tool to use to improve the quality of annual goals. For each component of the IEP, the IEP Quick Check lists criteria for measurable annual goals that align with the compliance standards. Direct participant attention to Handout P-6: IEP Quick Check (Measurable Annual Goals section) and review the bulleted criteria for each part of an annual goal. Emphasize the importance of making sure that: The behavior in the annual goal addresses a need described in the student’s present level statement. The criteria in the goal relates to data in the present level statement regarding the student’s current (baseline) performance and rate of progress. Go over the Do and Don’t sections at the bottom of the column. Answer any questions about the criteria for measurable annual goals listed in the IEP Quick Check. Developing Quality IEPs (2012) DRAFT

Annual Goal: Tia Handout P-6 First Draft: Given a reading passage, Tia will read the passage with fluency. Let’s look at the first draft of one goals Tia’s IEP team wrote. When IEP teams are writing annual goals, the first draft of the annual goal can often be improved to make it better. First Draft: Let’s use Handout P-6: IEP Quick Check to determine if the first draft of the goal meets the criteria for a quality measurable annual goal. Walk participants through checking the first draft goal against the criteria listed in the Measurable Annual Goals section. Behavior: Point out that “read” is a verb– but the team may want to specify “read the passage aloud.” Conditions: Conditions described are “Given a second grade reading passage,” but it doesn’t say how long the passage should be. Criteria: Point out that the criteria “read the passage with fluency” is not measurable as stated. You would need to specify the criteria for fluency. Also, it indicates that Tia would be required to perform the skill only one time to demonstrate mastery. In order to know for sure that Tia has mastered this goal, she may need to demonstrate mastery performance more than once. (Click) Annual Goal (Improved): Notice that the team expanded the first draft to create an annual goal that is clearer and more specific. Behavior: The team added “read aloud” to be more specific. Conditions: The team included the phrase “a 200-word passage” Criteria: The team clearly defined fluency as “with 90 words correct per minute.” In addition, Tia must be able to do this for four out of five probes to show she has mastered this skill. Annual Goal: Given a reading passage, Tia will read the passage aloud with 90 words correct per minute in four out of five probes. Developing Quality IEPs (2012) DRAFT

Annual Goal: Tia Handout P-6 First Draft: Given a representative list of words, Tia will decode the words. Here is another goal the IEP team is writing for Tia. Use Handout P-6: IEP Quick Check to determine if the first draft of this goal meets the criteria for a quality measurable annual goal. Walk participants through checking the first draft goal against the criteria listed in the Measurable Annual Goals section. Behavior: Point out that “decode” is an observable verb. Its meaning is explained in Tia’s Present Level Statement. Conditions: Conditions described are “Given second grade words;” this is vague because it doesn’t state the source of the words. Criteria: No criteria for mastery is included. (Click) Annual Goal (Improved): Notice that the team expanded the first draft to create an annual goal that is clearer and more specific. Be sure to address each of the following parts of the annual goal statement. Behavior: The team kept the word “decode” as the behavior. Conditions: The words Tia will read are described more specifically: Tia will decode a representative list of 50 regularly spelled words with three phonemes or two syllables from the second grade core reading series. Criteria: Ninety percent accuracy is indicated. It works here because we know the total number of words is 50. The criteria also indicates that Tia must be able to read the words aloud over three consecutive trials (assessments) to show she has mastered this skill. Sometimes words like “decode” and “phoneme” are included in a goal because it is important for meaning. Make sure any terms are clearly explained in the present level statement by providing definitions or examples. Annual Goal: Given a representative list of 50 regularly spelled words with three phonemes or two syllables from the core reading series, Tia will decode the words with 90% accuracy in three consecutive trials. Developing Quality IEPs (2012) DRAFT

Annual Goals: Things to Remember
State the specific skill or behavior the student is expected to master as a result of specially designed instruction ✔ Write an expository essay with five paragraphs Express ideas in writing Avoid including multiple skills in one goal Avoid restating the curriculum or standards Avoid naming commercial materials or programs Not written in isolation. Written based on priority needs. Based on an analysis of information about the student’s performance and aligned with Sunshine State Standards. The first consideration in writing an annual goal is to determine the specific skill or behavior the student is expected to master. In other words, what will the student be expected to do? What will be the outcome of the instruction? “Write an expository essay with five paragraphs” is specific. “Express ideas in writing” is too general. You should avoid jargon and unexplained acronyms in annual goals. Don’t arbitrarily combine multiple skills or behaviors in the same goal. An annual goal that states “add and subtract multi-digit numbers, round to the nearest whole number, and measure to the nearest inch” complicates the progress monitoring process. Such discrete skills work better as short-term objectives or benchmarks. It is also important to remember that the IEP is not a substitute for the curriculum. The IEP team identifies what the student needs to learn to be involved and make progress in the general curriculum. An annual goal should not restate curriculum requirements or make global statements like “achieve the fourth-grade mathematics benchmarks.” It is understood that a fourth-grade student is working towards achieving fourth grade-level benchmarks. In addition, the team should avoid naming particular commercial materials or programs in annual goals. If a goal states that the student will use a particular commercial product, it leaves no flexibility in the event the product is not available or the teacher has knowledge of an approach that will better help the student achieve the goal. The IEP may have to be revised if a change of materials is needed. It is better to describe the attributes of the materials or programs in the IEP team meeting notes. Developing Quality IEPs (2012) DRAFT

Annual Goals Triad Sort
Quality Annual Goals Handout T-3 Use the T/IEP Quick Check to make decisions. In triads, read each card. Decide if the card contains an example or non-example of a quality annual goal. Separate the good and bad examples into two stacks. Decide what could be done to correct the bad examples. Handout P-6 Annual Goals Triad Sort Trainer Directions (Time: 15 minutes) Use: Handout T-3: Triad Sort Annual Goals Cards and Trainer Answer Key and Handout P-6: IEP Quick Check. Use your IEP Quick Check to help you make decisions. 1. Have participants form triads and locate a set of Annual Goals Cards on their tables. Give the following directions: For this activity, you will work with two others at your table (a triad) to identify good examples and suggest changes for non-examples of measurable annual goals. Read each annual goal card and sort the cards into two stacks–YES (good examples) and NO (non-examples). For items that are “NO,” suggest changes that can be made to make them “YES.” Use Handout P-6: IEP Quick Check (Measurable Annual Goal section) as a tool to determine if the measurable annual goals requirements are addressed completely for each example. Circulate to provide necessary assistance or clarification. After approximately five minutes, reconvene the whole group and review cards. Read each card aloud and ask for a volunteer to indicate if the item is “YES” or what is needed for the “NO” items. Refer to the trainer answer key in Handout T-3. Developing Quality IEPs (2012) DRAFT

You Try It: Write an Annual Goal for Devon
Handout P-6 Handout P-11 Handout P-10 Devon’s T/IEP team is writing a goal for Devon to learn to use a self-regulation strategy to complete open- ended assignments. Write a measurable annual goal based on the information Present Level Statement you wrote for Devon. Record your goal on the Measurable Annual Goal Form (Handout P-11). Use your notes and the IEP Quick Check (Handout P-6) to help you work. Write an Annual Goal for Devon Trainer Directions (Time: 20 minutes) Now you have the opportunity to help Devon’s IEP team write an annual goal. Devon needs to learn to use a self-regulation strategy to complete open-ended assignments. You will work with a partner. Conduct pair/share writing measurable annual goal activity. Review directions on the slide with participants. Have participants locate Handout P-10: Sample Present Level Statement for Devon. Have participants find a partner at their table. Have participants review the completed Handout P-10: Sample Present Level Statement for Devon in pairs. Instruct pairs to use Handout P-11: Measurable Annual Goal Form to write a measurable annual goal for Devon in the Social and Emotional Behavior domain. Encourage them to use Handout P-6: IEP Quick Check and their notes to guide their work. After 10 minutes, ask pairs to share their work with the other pairs at their table and discuss any differences. Workshop leaders should circulate to assist groups. Proceed to next slide to conduct a group review of the activity. Developing Quality IEPs (2012) DRAFT

Annual Goal: Devon First Draft: Given instruction in a self-regulation strategy, Devon will complete his assignments with no outbursts. Now we are going to look at the first draft and the final annual goal that Devon’s IEP team wrote. Compare the goal you wrote with each version. Here is the first draft of the goal. What are the concerns? Instruction in self-regulation strategies is an instructional strategy, not a condition. Instructional strategies should not be stated in annual goals. The behavior “complete his assignments” is not specific enough. Devon has problems when completing open-ended assignments, so open-ended assignments should be what the goal targets. The criteria implies that Devon will complete his assignments with no outbursts–100 percent of the time—which is what we would expect of typical sixth graders. However, the criteria does not indicate a time period (duration) that is needed to show that Devon has mastered this goal. Should it be over a month or longer? Solicit feedback from group on their goals. Conditions: “Given instruction in a self- regulation strategy” (This is an instructional strategy.) Behavior: Complete assignments Criteria: With no outbursts Developing Quality IEPs (2012) DRAFT

Better Annual Goal: Devon
Annual Goal: Using a self-regulation strategy (stop and think, calm yourself, ask for help), Devon will complete open-ended tasks, such as writing an essay or report, with no outbursts during Language Arts, Science, and Social Studies classes for nine consecutive weeks. Now let’s look at the team’s improved version of Devon’s annual goal. In the final annual goal the information provided is more specific. (Read goal aloud.) Proceed to next slide to view the three parts of this goal. This slide could be deleted as the information is repeated on the next slide. Developing Quality IEPs (2012) DRAFT

Better Annual Goal: Devon
Conditions: Using a self-regulation strategy (stop and think, calm yourself, ask for help); during Language Arts, Science, and Social Studies classes Now let’s look at the team’s improved version of Devon’s annual goal. In the final annual goal, the information is more specific. The conditions have been described as, “Using a self-regulation strategy (stop and think, calm yourself, ask for help)” and “during Language Arts, Science, and Social Studies classes.” Notice that the team described the type of self-regulation strategy, but did not specify a particular commercial program. This will enable Devon’s ESE teacher to select a program and customize the strategy for Devon without having to revise the IEP. The classes addressed in the conditions are the ones in which Devon currently had difficulty completing open-ended tasks without outbursts. The behavior is more specific, “complete open-ended tasks, such as writing an essay or report” to target the type of tasks that have led to his outbursts. The criteria is expanded to “with no outbursts, for nine consecutive weeks.” The team has high expectations for Devon, and they think he can achieve this goal based on the progress he made on his behavioral intervention plan (BIP) objectives over the past year. Behavior: Complete open-ended tasks, such as writing an essay or report Criteria: With no outbursts; over nine consecutive weeks Developing Quality IEPs (2012) DRAFT

Short-Term Objectives & Benchmarks
Short-term objectives and/or benchmarks are required for students with disabilities who take alternate assessments They may be written for other students with a disability Short-term objectives and benchmarks must be included for students with disabilities who take alternate assessments. In Florida, this includes students who work on access points and take the Florida Alternate Assessment. Federal and state law no longer require short-term objectives and benchmarks for students working on the regular NGSSS and tested on FCAT/EOC. However, they may also be written for a student with a disability whose IEP team determines they are needed. School districts may have different requirements, so it is important to check with your district ESE department. The purpose of short-term objectives and benchmarks is to enable the teachers, parents, and the student to determine how well the student is progressing toward achieving the annual goals. Writing quality short-term objectives and benchmarks can also guide instructional strategies. Short-term objectives/benchmarks serve as markers to measure student progress towards annual goals. You may choose to include short-term objectives/benchmarks even if not required.  Note to Trainer: Explain district preferences regarding short-term objectives and benchmarks. Developing Quality IEPs (2012) DRAFT

Short-Term Objectives & Benchmarks
Intermediate steps or subskills Benchmarks Major milestones that describe the expected student performance level during specific time periods in the year Short-term objectives are measurable intermediate steps or subskills that provide markers to measure student progress from the current baseline toward the annual goal. Benchmarks are major milestones that describe progress the student is expected to make during specific time periods of the year. Note that IEP benchmarks are not the same as NGSSS benchmarks. Both short-term objectives and benchmarks describe how the student will progress to reach the annual goal (the final step in the learning process). Remind participants of the relationship between present level statements, measurable annual goals, and short-term objectives or benchmarks. Developing Quality IEPs (2012) DRAFT

What’s the Difference? Handout P-6 Short-term objectives Same format as an annual goal Benchmarks Behavior and condition Criteria (if less than 100%) Date for mastery Like annual goals, the short-term objectives and benchmarks must be measurable. The IEP team may choose to use benchmarks, short-term objectives, or a combination of the two based on the needs of the student and the nature of the annual goals. Objectives use the same format as an annual goal. Once you’ve learned how to write an annual goal, you know how to write a short-term objective. Measurement of progress is a key issue in both objectives and benchmarks. In short-term objectives, a criterion to measure mastery or skill level is included. Benchmarks should include a clear description of the expected performance level within specified timeframes during the year and may also specify a mastery criteria. In the past, including a performance level assumed 100 percent as the criteria for mastery. However, if the criteria for mastery is less than 100 percent, it should be specified in the benchmark. Whether using objectives or benchmarks, the expectation is to measure and provide data to indicate progress being made toward the goal. Review Handout P-6: IEP Quick Check (Measurement section). Developing Quality IEPs (2012) DRAFT

Can You See the Difference?
Short-term objective Given 10 sets of one to five objects, Michael will count the sets with 90% accuracy. Benchmark Given 10 sets of one to five objects, Michael will count the sets with 90% accuracy by the end of the first nine weeks. Here are examples of a short-term objective and a benchmark. Either one might be used for an annual goal in which a student is expected to learn to count sets of 1–10 objects. The objective and the benchmark each reflect a substep to that goal. They look a lot alike, but they are different. These examples are provided to show you how benchmarks are different from short-term objectives. Look closely, what is the difference? Share your answer with the person next to you. What’s the difference? The benchmark indicates the date by which mastery is expected, the end of the first nine weeks. Notice that in this benchmark, a criterion of 90 percent is included in the benchmark, because the criteria is less than 100 percent. Developing Quality IEPs (2012) DRAFT

Objectives and Benchmarks
At least two per annual goal Provide a path student will take to attain the goal Link present level statement (baseline) and annual goal Align with the annual goal (not repeat) Guide instructional strategies Short-term objectives or benchmarks are required for students assessed on alternate assessment and for any student whose IEP team determines they are needed. Here are some suggestions: You must write at least two objectives and/or benchmarks for each goal, but you can write more. There is no formula to determine exactly how many are needed. The number should be adequate to describe the major steps or skills the student needs to learn to meet the goal. If the IEP team can only think of one substep, the goal may be too limited or the short-term objective or benchmark may be too broad. Provide a path the student will take to attain the goal. Annual goals are intended to reflect what a student is expected to accomplish in 12 months. The short-term objectives or benchmarks should indicate what the student needs to accomplish throughout the year to achieve the goal. If the student’s previous rate of progress has been slow, the short- term objectives will reflect smaller steps. Link present level statement (baseline) and annual goal. The short term objectives or benchmarks build on what the student currently knows or can do and lead to accomplishment of the annual goal. The progression of objectives or benchmarks is determined by: Examining baseline information about student needs in the present level statement Considering what is known about how the student responds to instruction. When developing objectives and benchmarks, do not describe the same skill that is in the goal. Guide instructional strategies. The objectives and/or benchmarks guide how, what, and when skills will be taught to the student. They also provide useful markers to facilitate reporting of progress to parents. Developing Quality IEPs (2012) DRAFT

Jenny’s Annual Goal Present Level (Baseline): Follows one-step directions presented orally Annual Goal: Given three-step directions, presented orally in classroom activities, Jenny will complete the steps in order in four out of five opportunities over three consecutive weekly trials. Let’s look at a few examples. We’ll start with an annual goal for Jenny, a fourth grade student who is working on Supported Level access points. For a student with a significant cognitive disability, learning to follow directions presented orally in classroom activities may require direct instruction that builds skills over time in a simple-to-more complex progression. The learning progression would be described in the short-term objectives or benchmarks. Notice that Jenny’s present level statement indicates that she is currently able to follow one-step directions in classroom activities. This is the baseline for Jenny. Jenny’s IEP team determined that in order for Jenny to be involved and make progress in the general curriculum, she needs to learn to follow three-step directions. Jenny’s educational need is to learn to follow three-step directions presented orally in classroom activities. The annual goal specifies that she needs to complete the steps in order when she is given three-step directions presented orally in classroom activities. For the team to feel confident that Jenny has mastered this annual goal, she must follow three-step directions over three consecutive weekly trials. In each weekly trial, she will be given five opportunities to follow directions and she must complete the steps in order in at least four of the opportunities (or sets of directions). Developing Quality IEPs (2012) DRAFT

Short-Term Objectives
Given two-step directions presented orally in classroom activities, Jenny will complete the steps in order in four out of five opportunities over three consecutive trials. Given three-step directions presented orally in classroom activities, Jenny will complete the steps in order with one reminder in four out of five opportunities over three consecutive trials. The team writes short-term objectives to describe the learning progression that will be required for Jenny to master the annual goal. Since Jenny can already follow one- step directions in classroom activities, they will begin with objective one, in which Jenny learns to follow two-step directions presented orally in classroom activities. Once Jenny has learned to follow two-step directions, she will learn to follow three- step directions with one reminder as described in short-term objective two. The final step in the progression is Jenny’s annual goal, which indicates that Jenny will follow three-step directions presented orally in classroom activities (with no reminders). You may return to previous slide to display Jenny’s goal. Jenny’s goal and short-term objectives showed a progression with increasing complexity (following two-step directions, following three-step directions with one reminder, and following three-step directions without reminders). Notice that in this learning progression the required behavior and selected conditions change. However, the criteria to determine mastery of each of the short-term objectives and annual goal are similar. Developing Quality IEPs (2012) DRAFT

Ralph’s Annual Goal Present Level (Baseline): Currently responds to his name and simple commands; does not initiate conversation with adults and peers Let’s see how an IEP team uses knowledge of the of Ralph’s current performance to plan annual goal and short-term objectives. Ralph’s present level statement indicates that he responds to his name and simple commands, but does not initiate communication with adults or children, so the team has identified an annual goal for Ralph: (Click) Read goal. Ralph will learn how to initiate conversations with adults and peers in school settings. Annual Goal: Ralph will express needs by initiating conversation with adults and peers in school settings, two times in three consecutive daily 30-minute observation periods. Developing Quality IEPs (2012) DRAFT

Short-Term Objectives
When prompted verbally, Ralph will ask adults and peers for desired objects or activities in the classroom… Ralph will ask adults and peers for desired objects or activities in the classroom, without prompts… Ralph will ask adults and peers for desired objects or activities in the cafeteria and art class… Notice that in each of the short-term objectives, the behavior is “ask adults and peers for desired activities.” The level of support and the setting changes in the learning progression . The first short-term objective requires Ralph respond to prompts to ask adults and peers for desired objects or activities in the classroom. This builds on his current baseline performance. Objective two requires Ralph to ask adults and peers for an object, without prompting, in the classroom setting. In objective three, the setting is expanded to include the cafeteria and art classroom. The annual goal is the last step in this learning progression. Ralph will initiate conversations with adults and peers to express needs in all school settings. You may return to previous slide to display Ralph’s goal. Notice that the learning progression reflects generalization and transfer of skills. That’s because Ralph has difficulty applying skills in different environments. He needs to be taught explicitly how to apply the skills in various settings. Developing Quality IEPs (2012) DRAFT

Checking for Quality Handout P-6 Short-Term Objectives and Benchmarks Behavior relates to needs described in present level statement Criteria relates to data described in present level Do and Don’t IEP Quick Check Handout P-6 The IEP Quick Check can be helpful when writing short-term objectives and benchmarks. Direct participant attention to Handout P-6: IEP Quick Check (Short-Term Objectives and Benchmarks section) and review the bulleted criteria for short- objectives and benchmarks. Point out that the criteria are almost the same as for measurable annual goals. Go over the Do and Don’t sections at the bottom of the column. Answer any questions about the criteria for short-term objectives and benchmarks listed in the IEP Quick Check. Developing Quality IEPs (2012) DRAFT

Objectives/Benchmarks Carousel
Handout P-6 Handout T-4 Read the goal, objectives, and/or benchmarks. Decide if the objectives or benchmarks are examples or non-examples. (Handout P-6) On a sticky note, indicate “YES” for examples, “NO” for non-examples. Move to the next poster at the sound of the chime. Objectives/Benchmarks Carousel Trainer Directions (Time: 15 minutes) Use: Handout P-6: IEP Quick Check and Handout T-4: Carousel Posters and Trainer Answer Key See Section Three in the trainer’s manual for directions on preparing posters. Give the following directions: In this activity you are going to review the annual goal and short term objectives or benchmarks on each poster. You will need to take Handout P-6: IEP Quick Check with you for the review. First, you will read the goal and short-term objectives or benchmarks and use Handout P-6 to decide if the examples are good or not. You will record decisions by placing a sticky note on the bottom of the poster with a “YES” if the example is good and a “NO” if the example is not. You will have two minutes per poster. Your group will move to the next poster when you hear the chime. Optional: Have participants place their answers under a paper flap attached to the poster. Remove the flap to reveal answers for review in step 4. Ask participants to find the matching marker on their table and proceed to the poster coded to their designated color. After three minutes, ring a chime and ask the groups to rotate clockwise to the next poster. Continue until groups rotate back to their original poster. Ask the original color group to review the ratings and check for agreement/disagreement within the ratings and prepare to report the results to the large group and tell why they think the responses are correct. Ask each group to report their results. Use “Carousel Posters–Answers” on page 2 of Handout T-4 to guide feedback. Discuss any discrepancies in ratings. Developing Quality IEPs (2012) DRAFT

Measuring and Reporting Progress
Checking or listing an assessment procedure indicates that it will be used on a regular basis to collect data on student performance. Assessment Procedures (used to measure progress): Teacher Developed Checklist or Chart Test(s): Teacher and/or Standardized Student Work Product Interview Graded Work Sample Curriculum-Based Assessments Documented Observation Other: The IEP team must specify the measurement or assessment procedures that will be used to measure student progress towards each annual goal. Assessment procedures should be selected based on the specific skill and criteria for success indicated in the annual goal. This slide includes the Assessment Procedures list in PEER. Tests developed by the teacher or standardized tests, such as tests that accompany a reading series, can be used to assess academic progress. Curriculum-based assessment can be used for annual goals that address academic competencies. Probes are used to determine progress on a regular basis. Documented observations may be useful for goals that relate to specific behaviors, such as positive social interactions or time on task. The student is observed on a regular basis and the frequency or duration of target behaviors are counted. The IEP team must also decide how and when the student’s progress toward the annual goal will be reported to parents. For example, the team may decide that for an annual goal that requires the student to answer comprehension questions from grade-level passages, data will be collected twice a week and progress will be reported to parents once every nine weeks. In contrast, for a behavior-oriented goal, the team may decide data should be collected every day and progress reported to parents every two weeks. It is no longer a requirement that progress on annual goals be reported as often as for typical peers. In the past, progress had to be reported with every report card. Progress may be reported to parents using methods, such as an automated report in the IEP program, a narrative report, or a documented phone conference. Developing Quality IEPs (2012) DRAFT

Quarterly Reports Quarterly reports are used to report student progress towards goals. Basic education teacher(s) needs to provide input. Comments need to be concise and to the point (if information does not fit in the space, then have a conference with the parent).

Assessment Procedures: Tia
Annual Goal: Given a reading passage, Tia will read the passage aloud with 90 words correct per minute in four out of five probes. Assessment Procedures: Standardized oral reading fluency tests (weekly) Reporting Progress: Progress reported every 9 weeks with report card and T/IEP quarterly report Let’s see how Tia’s IEP team decided to assess progress on this annual goal. They plan to use standardized oral reading fluency probes administered each week to measure Tia’s progress towards the annual goal. Her progress will be reported to her parents every nine weeks with her report card. Developing Quality IEPs (2012) DRAFT

You Try It Assessment Procedures: Devon
Handout P-11 Assessment Procedures: Teacher Developed Checklist or Chart Test(s): Teacher and/or Standardized Student Work Product Interview Graded Work Sample Curriculum-Based Assessments Documented Observation Other: Assessment Procedures for Devon Trainer Directions (Time: 10 minutes) Use Handout P-11: Measurable Annual Goal Form. Direct participant attention to the Assessment Procedures section on Handout P-11. They will answer the following questions: What are the assessment procedures for the annual goal? Explain that they may select from the procedures listed or write in another procedure in the space provided. They should also think about how often data will be collected. How often will progress reports be provided to the parent? Have participants work with their partner to decide what procedure(s) should be used to assess Devon’s annual goal and how often progress reports will be provided to Devon’s parents. Partners should document their decisions on Handout P-11. Point out: You may document more than one assessment procedure for an annual goal. However, if you do, you are committing to collect data on a regular basis using each of the assessment procedures you list. Have partners share and discuss their suggested assessment procedures with their table group. Then, have volunteers share their ideas with the whole group. Alternate Activity: Stand Up/Sit Down Report Out activity: Read each bulleted item on the list aloud. Participants stand up when the assessment procedure they chose is read aloud and sit down when assessment procedures they did NOT choose are read aloud. Discuss frequency of data collection and reporting progress to parents. Developing Quality IEPs (2012) DRAFT

Part 2: What You’ve Learned
Handout P-2 You can now Develop a quality present level statement Develop quality annual goals and short-term objectives or benchmarks. In this part of the workshop, you have learned how to develop quality present level statements and quality annual goals and short-term objectives or benchmarks. You are now ready to learn about services and supports. Take out Handout P-2: KWL Worksheet and complete column “What I Learned” for the Present Level of Academic Achievement and Functional Performance and Measurable Annual Goals and Short-Term Objectives/Benchmarks. Developing Quality IEPs (2012) DRAFT

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