1. SpEd 576 Internship in Assessment Summer 2016
IEP Goal Writing
SpEd 576 Internship in Assessment
Summer 2016

2. Agenda IEP Goal Writing lecture Discuss Data meeting 3
Discuss Student Feedback Video
Prepare Parent Handout
Review Peer Editing Checklist
Continue writing

3. Connection to the Common Core- Using Standards for IEP goals
Standards do not define:
How teachers should teach
All that can or should be taught
The interventions needed for students well below grade level
The full range of support for ELL and Sped students
EVERYTHING needed to be career and college ready
Resource: Dynamic Learning Maps, Online Module, Common Core Overview.

4. So, what do they do?
They provide statements for where students should be performing by the end of the year/ grade level.
Provides a cumulative progression of skills from grade level to grade level that students must know and apply.

5. English/Language Arts & Literacy in history/social studies, science, and technical subjects
Two overall sections: K-5 & 6-12
Within those sections are “strands”
Reading
Writing
Speaking & Listening
Language
Literacy in history/social studies, science, and technical subjects **
Within strands skills are broken down further.
Strands can be read vertically, and horizontally.
** Literacy is embedded/ across the curriculum for k-5 and are separated out in 6-12.
Reading vertically can show you were a student should be by the end of the year, reading horizontally shows you how the same skill changes as the child progresses into the next grade.

6. Strand: Reading for Literature ( there are different skills/standards required for reading informational text)
Skills: key ideas, craft & structure,
Vertical alignment
Horizontal alignment

7. Common Core Math
Contain Domains that vary depending on grade level. For example: Number and Operations in Base Ten (kindergarten) expressions & equations (grade 6)
Contain Clusters of similar related standards.
Moves vertically, not necessarily horizontally across grade levels.

8. Grade 4
Grade 1

9. SOOOOO, how do we write goals??
Identify the area of need
Review Common Core Standards related to area of need
Select a standard that is similar to the need.
Use Blooms Verbs to craft a measurable goal that contains an instructional strategy and evaluation criteria.

10. Activity- Step 1
In your team you will work together to write an IEP goal specific to your case study.
Step 1: Identify Common Core Area of Need:
ELA: Reading, Writing, Speaking & Listening, Language
Math: Counting, geometry, algebraic thinking, base ten, measurement & data…
In math, pretty much anything goes.

11. Activity- step 2
Choose a common Core Standard that is similar to the area of need.
When choosing a standard, you will evaluate what the essential element of that standard is, and base your goal off of a the essence of the standard.
Then choose/identify a level of Bloom’s Taxonomy to shape your goal.
Common Core Standards can be found online at:

12. Using Blooms Taxonomy Action Verbs
Goals are statements of what students will be able to do, using action verbs help us define and identify those tasks.
Blooms taxonomy provide levels of critical thinking that help outline/ categorize student learning. Levels become more difficult/sophisticated as students move through them.

13. For example: If the standard is:
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Grade 3 RL. KD.1)
The essence of this standard is reading comprehension and textual evidence.
Possible Blooms verbs:
Knowledge Level:
Identify(by pointing), recall (by answering who, what, when)
Comprehension:
Explain, summarize, locate,

14. Activity- step 3
Decide on a RESEARCH BASED instructional method/intervention that will assist the student in obtaining that skill.
LD Online
Teaching Exceptional Children
LDA
What Works Clearing House

15. Activity- step 4
Choose an evaluation criteria (Speed, accuracy, frequency)
Frequently used examples of criteria:
4 of 5 trials
3 consecutive days
% accuracy
Remember to include out of HOW MANY TIMES– a measureable goal will yield the same conclusion no matter who collects the data.

16. Sample 1 GOAL:
With the support of multi-sensory systematic phonics instruction program, M will apply phonological knowledge to decode multisyllable words from a list of 10 grade level words with 90% accuracy as evidenced by a curriculum-based measurement.

17. Sample 2 Goal:
During one-to-one teaching, using Odyssey Math, A will accurately identify and show three different ways to combine coins valuing under $2.00 out of a field of 25 coins with 100% accuracy by December 15, 2015.

18. Sample 3 Goal:
Given an essay prompt, D. will use a checklist in addition to the rubric, to properly use conventions of language; such as semantics and word meaning, in his writing with 90% accuracy when writing a 5 paragraph essay.

19. Sample 4:
Using direct instruction , specifically The Spelling Mastery Program (which includes phonemic, morphemic, and whole word strategies), T will correctly spell 9/10 sight words from the Dolch first grade word list with 100% accuracy over 5 consecutive data sessions.

20. Sample Goal:
Using a rapid word recognition chart to improve speed of word reading fluency, J will accurately read instructional level words with 100% accuracy over 2 consecutive trials by May 2017.
Using a visual prompt, N will demonstrate comprehension of 2-step tasks by completing with 100% accuracy each task 8 of 10 trials by may 2017.

21. Sample Goal:
Using direct instruction, specifically the Fernald VAKT method, M will demonstrate the ability to pronounce and blend sounds of 10 words taken from a 1st grade high frequency words list with 100% accuracy over 3 consecutive measurements by May 2017.

22. Sample Goals:
Using a storyline graphic organizer, D will be able to identify key events in an instructional level reading passage by answering 9/10 of the silent comprehension questions correctly in ____ trials by December 2016.

23. assessment as learning
Student Feedback
assessment as learning

24. At their level for their level
A short video presentation for your student.
Can be video or powerpoint with narration.
Have some type of visual representation of strengths and needs
Use their strengths to encourage them to work on their needs.
SIMPLE interventions that they can easily attempt.

27. Let’s Watch a Video:

28. Data Meeting #3- TUESDAY
Fish Bowl format
You will deliver the information on the parent handout to an instructor acting as a parent.
Interns watching will be giving feedback on: content of your words, your body language, organization of handout and conference

29. Next CLASSES Thursday: Next Tuesday: Parent Handout Due Data meeting 3
Draft 3 DUE, including all resources and interventions in appendix sections- LAURA when you are complete so that she can compile your case study into 1 document.

30. References:
Resource: Dynamic Learning Maps, Online Module, Common Core Overview.
Resource for families: