1. Maryland School for the Deaf
Standards Based
IEP Goals and Objectives
Charlene Ward-Marr
IEP Coordinator
Frederick and Columbia
SY:
Part 2 of our training series.
It’s the logical next step after you’ve developed strong Present Levels.

2. Quick Review: Present Levels of Academic Achievement & Performance
a PLAAFP is…
a PLAAFP is not…
specific
a course description
individual
like anyone else’s PLAAPF
moderately brief
(depending on the student)
narrative of the student history throughout school
related to the content area
a description or copy of the curriculum
quantitative; data driven
subjective

3. Summary a/b PLAAFP: Bottom Line
The PLAAFP should be:
Clearly written and thorough
The foundation for everything in your student’s IEP
The foundation for the IEP goals
The basis for instruction and related services
An area that you take your time in writing
Thorough!
The stepping stone for the rest of the IEP

4. What are Standards-Based IEP Goals?
Specific knowledge and/or skills that the student is expected to achieve during the period of the IEP based on what that individual student needs to progress.
Goals are chosen as the learning and skills that will facilitate the student’s achievement of a specific grade-level standard.
We first have to understand that we are selecting a skill set or a piece of knowledge that we want the student to obtain.
Understand that we can’t teach them ALL the standards. This is where you need to identify the critical standard that matches the skill that is needed and break it down or “unpack” it.
Look forward and see how it ties to other grade levels and standards to help you decide what you should pick or what is most critical.
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5. Purpose of Standards-Based IEP Goals
Focuses on instruction
Communicates expectations
Serves as a basis for monitoring student progress
INSTRUCTION: so you are not teaching to the IEP- you are incorporating it into your instruction as a natural course of your day, and the student’s day
EXPECTATIONS: helps us see where we are going and what needs to be done; helps parents understand our expectations and helps us to understand theirs
MONITORING- we are responsible to ensure that progress is happening quarterly. If it isn’t, we need to re-meet, as an IEP team, discuss the reasons why, and then make the necessary adjustments that may better support the student.
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6. IEP Goals
A SMART statement of what a student can reasonably be expected to accomplish within twelve months
Specific
Measurable
Action Oriented
Realistic and Relevant
Time limited
You’ve seen this before- now we’re going to break it down into it’s component parts.
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7. Parts of a SMART goal Conditions: Specific, Realistic and Relevant
Description of relevant instruction, assessment
Accommodations (as appropriate such as the use of assistive technology)
Evaluation setting
Given a 3rd grade level reading passage…”(assessment level)
Given a visual schedule… (degree of support)
In an unstructured setting…(environment)
This is the SPECIFIC part of the design.
You may be writing it to increase a student’s assessment levels, or to provide support to their daily routine, or to address areas of the environment where the student demonstrates challenges accessing the curriculum due to their specific disability… REMEMBER YOUR IMPACT STATEMENTS IN YOUR PLAAFPs

8. Parts of a SMART goal
Measurable: this quantifies the anticipated degree of change the student will achieve by the end of the IEP cycle
Performance level
Number of demonstrations
Evaluation schedule
Describes how progress will be measured, including what tool or methodology will be used; who will collect data; when it will be collected, and if appropriate, where it will be collected.
In this area of the goal, you will need to make sure all three pieces are addressed- we fall short here routinely.

9. Parts of a SMART goal Clearly Defined Behavior: Action Oriented
Observable action verb
The “target” skill or behavior defines a skill or behavior that can be changed, observed and measured (ex: increase the number of words read correctly, increase in-seat behavior, increase correct punctuation)
Ask yourself “What will I see if he/she meets this goal?”
Determined by baseline data
NOT about what instruction is provided, but what will be measured
This is TANGIBLE- we need to be sure that it’s MEASURABLE… use your Blooms document if it helps; check for ambiguity! Use this question- What will I see if he/she meets this goal? More importantly- WHAT WILL IT LOOK LIKE?

10. Parts of a SMART goal Realistic and Relevant
Address the child's unique needs which are a result of the child's disability and not based on district curriculum, state or district tests, or other external standards.
Annual goals are written for the equivalent of one school year or approximately 180 days, regardless of when in the school year the IEP begins.
IEPs are always about expectations for what the student will do.
Refer back to your IMPACT STATEMENT for support here if you are feeling lost.
Remember- this is about how we will support the student to achieve.

11. Parts of a SMART goal Time Limit
monitor student progress at regular intervals
Goals are time-bound and must be both challenging and attainable within the specified period of time
Progress tracking quarterly
Quarterly progress- numbers are fine, but they are ineffective in reporting details. Please expand. Just as in the PLAAFP- if your data cannot speak for itself, you need to expand and write it out. Put on your parent lenses again and read it as though you were across the table- do you understand what KIND of progress the child is making??

12. IEP Team Considerations for Standards Based IEP Goals
The IEP team must select the grade-level standards that the student has not yet achieved (based on student’s present levels) and develop annual IEP goals based on the skills and knowledge a student needs to learn in order to achieve those grade level standards.
This is NOT about the CURRICULUM. Do not cut/paste the curriculum or even the direct standard to the IEP.
This is the HARD part to retrain our brains on- we need to take the standard that we want them to achieve at the grade level they are placed- then “unpack” it… take from it the piece that they need to know or master as a skill and then develop your SPECIFIC GOAL based on their PLAAFP

13. IEP Team Considerations for Standards Based IEP Goals
These annual IEP goals are not to be written using the CC content standard (Example: Student will read, comprehend, interpret, analyze and evaluate informational texts) directly, but are to be written as a statement to meet the individual learning needs of that student in order to acquire the grade level standard.
I see this everyday… we have to break it down.

14. IEP Team Considerations for Standards Based IEP Goals
Short term objectives are written, which are the intermediate steps between the PLAAFPs and the annual goal.
The goal is broken down into component parts, performance criteria established for each skill, the skill is taught and then assessed until mastery is reached.
These are as specific as the goals- the measurement does not have to be the same. A student can meet an objective without meeting a goal- and THAT’S PROGRESS. When reporting on quarterly progress… our system doesn’t let you break it down to objectives, so this is where it’s critical to use EXPANDED narrative information!

15. IEP Team Considerations for Standards Based IEP Goals
If students are not able to master grade-level standards in some areas, you may need to write a goal that uses a grade-level standard combined with a lower grade-level standard.
For example, a fourth-grade student may be reading at a second-grade level, but the student must still be accessing 4th grade curriculum during classroom instruction.
Therefore, during the student’s individual intervention activities, the student may be assigned second-grade reading materials to continue working on his/her specific reading skills to increase his/her overall reading level, while working on general comprehension and vocabulary skills on grade level during classroom instruction.
You’re teaching the common core to everyone- don’t put it in the IEP.
If you teach 4th grade, everyone is receiving that level of instruction in your classroom; however, when you break into independent work time, your student who requires more individualized instruction will have work in a lower grade level- SAME STANDARD…

16. Annual Goals Remember! The IEP goal is NOT the content standard
The IEP goal is part of a plan to make the content standards immediate and specific for the student
Aligning with State Standards and Accountability Systems

17. Summary
It is helpful to think of the IEP as both an instructional and accountability blueprint.
You put a lot of time and energy into detailing what will be taught during the IEP cycle.
Beyond the details of what will be taught, attention must be directed to the thoughtful selection of a few but very important goals with intense focus on monitoring progress.
Blueprint=design or layout/map for moving ahead

18. Examples Goals
By (date), given a third-grade level mixed math operations worksheet, Sally will correctly answer 16 out of 20 problems, as measured by weekly tests given by the classroom teacher.
In 36 weeks, given a 2nd grade level passage, Johnny will read ___ correct words with no more than ___ errors in one minute, as measured by running record data recorded at least monthly by the reading specialist.
By June 2016, given a story starter, Shelby will write ___ correct word sequences in 3 minutes as measured by timed samples at least twice monthly by classroom teacher.
Take a look…
See what you might do to develop objectives from these goals… how might you support these goals with objectives.

19. QUESTIONS
What … ?
How … ?
You may feel at a loss still… it’s okay- There will be more… we have a follow up to this training. This is the WHAT and the HOW. Next is some examples of your colleague’s work to demonstrate how well you are already applying the skills and training!

20. Charlene’s Schedule M-Th: Frederick Campus 8:00 am – 4:00 pm
F: Columbia Campus 8:00 am – 4:00 pm
Beginning November 2 through mid-January:
M, W, F: Frederick Campus
Tu, Th: Columbia Campus
Office: Ely Library (Frederick)
VP (Frederick):
V (Frederick):
Office: Steiner 123 (Columbia)
VP (Columbia):
V(Columbia):
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