1. Writing Measurable Goals and Measuring Progress
Indiana IEP Resource Center

2. Learning Outcomes
Present Levels of Academic Achievement and Functional Performance (PLAAFP) require meaningful student specific data.
Goal writing is a process connected to the rest of the IEP.
There are three key components of a measurable goal.
Writing Measurable Goals and Progress Monitoring are a part of the same process, not separate events.
If a goal is not effective, according to the collected data, a change is required.

3. The Goal Writing Process
Expected Outcomes
PLAAFP
Educational Needs
Annual Goals
Services
Progress
Monitoring

4. The Goal Writing Process: Expected Outcomes
Long term, shared vision for the student
Post Secondary Goal
High School Graduation
Passing a Test or Course
Events that happen once or infrequently
Drive the thinking about what to do now

5. The Goal Writing Process: PLAAFP
The PLAAFP is…
An objective descriptor of the student’s unique needs. (Bateman, 2006)
The starting point for all IEP decisions. (Yell, 2012)

6. The Goal Writing Process: What data should be included in the PLAAFP?
Statewide assessment results
District assessment results
Behavioral data (i.e. checklists, rating scales, discipline referrals)
Classroom performance information from all teachers
Intervention results
Observational data
Academic & behavioral comparison data for non- disabled students
What information does it give us?
What data gives you the information you need to plan?

7. The Goal Writing Process: Which Needs?
Keeping in mind the expected outcomes for this student, what three or four things that he doesn’t do now, would we like for Kelly to be able to do or to do better in a year?
To have better self-control
To have better functional reading skills
To talk or do things with peers more
To put on and take off coat
When a student needs to learn “to do” or “to do better” a Present Level of Academic Achievement and Functional Performance must be stated.
How do you decide what which needs to address?
Gate way skills, skills that lead to self sufficiency or self advocacy
Those behaviors that rise to the top- lead to removal from school land instruction,
Safety or Health
Ask a content area specialist about foundational skills

8. Found the PLAAFP! What Kelly needs to learn or learn to do better…
Kelly’s Present Skill Level
Better Self Control
Functional Reading Skills
Talk or do something with peers
Put on and take off coat
Averages 2-5 disruptive outbursts daily
Sight word vocabulary of 14 words, no decoding skills
When approached by a peer always runs away
Helps in dressing self by pulling pants up and shirt down
The data collected should tell what we need to know about the student’s ability in regards to this skill

9. PLAAFP Statement
Jeremy is a fourth grade student with a severe reading problem. He currently reads at an average rate of 24 words per minute out of his grade level reading textbook. His peers read at an average rate of 62 words per minute in the same book. Jeremy’s reading problems make it difficult for him to work successfully in general education classes that require him to learn by reading.

10. PLAAFP Cautions!
Writing vague descriptions of academic or functional needs
Writing statements that are not related to student’s disability
Writing statements based solely on standardized battery of tests
Writing PLAAFP statements that are not individualized
Using a student’s disability as the PLAAFP statement

11. APPENDIX C IDEA REGULATIONS (1997)
“There should be a direct relationship between the present levels of performance and the other components of the IEP.
Thus, if the statement describes a problem with the child’s reading level and points to a deficiency in reading skills, the problem should be addressed under both (1) goals and (2) specific special education and related services provided to the child.”

12. The Goal Writing Process: Educational Needs
PLAAFP tells us where the student is in the learning progression of a skill.
The Educational Need
identifies what the student should learn next in this skill progression.
includes academic and functional performance.
is based on student data.
PLAAFP tells us where the student has stopped in the learning progression of the target skill, the educational need answers what the student needs to learn next.
Kelly assists in dressing by holding his arms out as an adult pulls his sleeves on. He needs to learn to put his arms in the sleeves himself.

13. The Goal Writing Process: Goal Development
Annual Goals tell us:
What we expect a student to learn or be able to do in 1 year
How we will know when the student has learned or can do it
(Yell, 2012)

14. The Goal Writing Process: Goal Characteristics
The essential characteristics of IEP goals are that they must be measurable and be measured.
If a goal is not measurable it violates the IDEA and may result in the denial of FAPE (Bateman & Herr, 2006)
If a goal is not measured that violates the IDEA and may result in the denial of FAPE (Bateman & Herr, 2006)

15. The Goal Writing Process: Goal Requirements
Every Measurable Goal Must:
Allow a clear yes or no determination of whether or not it has been achieved
Tell evaluators what to do to determine if the goal was achieved without adding anything to the goal
Pass the stranger test (different evaluators can agree if the goal has been achieved)

16. The Goal Writing Process: Goal Components (Yell, 2012)
Three components of a measurable goal:
Target behavior
What do we want to change?
Stimulus material or conditions
How will we measure change?
Criterion for acceptable performance
How we will know if the goal has been achieved?

17. The Goal Writing Process
Target Behavior
Observable, measurable, verifiable, & repeatable
To write, to read aloud, to initiate interactions
NOT invisible or open to many interpretations
To understand, enjoy, improve, develop

18. The Goal Writing Process
Stimulus Materials or Condition
How will you MEASURE the target behavior?
The context, materials, or environment

19. The Goal Writing Process
Criterion for Acceptable Performance
How will you know when the child has achieved the goal?
May be stated in terms of accuracy, speed, quality, fluency
Collect data NOT subjective opinion

20. The Goal Writing Process: Example
In 32 weeks, when presented with a passage from the 2nd grade reading text (Condition), Jeremy will read aloud (Target) 48 words per minute with less than 2 errors (Criterion).

21. The Goal Writing Process: Example
In 32 weeks, when presented with a passage from the 2nd grade reading text (Condition), Jeremy will read aloud (Target) 48 words per minute with less than 2 errors (Criterion).

22. The Goal Writing Process: Example
Using the public transportation system , Jillian will get to and from her job placement during the work week, independently arriving at work on time
for any five consecutive days.

23. The Goal Writing Process: Example
Using the public transportation system, Jillian will get to and from her job placement during the work week, independently arriving at work on time
for any five consecutive days.

24. The Goal Writing Process: Example
When presented with 20, 1 to 5 digit numbers, Jenny will correctly identify the place value of each number independently in at least 4 of 5 trials over 2 consecutive weeks.

25. The Goal Writing Process: Example
When presented with 20, 1 to 5 digit numbers, Jenny will correctly identify the place value of each number independently in at least 4 of 5 trials over 2 consecutive weeks.

26. The Goal Writing Process: Example
When provided with an agenda book, Jose will record his homework assignments in English, Math, Social Studies and Science daily.

27. The Goal Writing Process: Example
When provided with an agenda book, Jose will record his homework assignments in English, Math, Social Studies and Science daily.

28. The Goal Writing Process: Example
Given a picture of interest, Mark will be able to independently write 2 sentences (no dictation or adult prompting) using correct punctuation and capitalization in at least 3 out of 4 trials in a two week period.

29. The Goal Writing Process: Example
Given a picture of interest, Mark will be able to independently write 2 sentences (no dictation or adult prompting) using correct punctuation and capitalization in at least 3 out of 4 trials in a two week period.

30. The Goal Writing Process: Example
In 36 weeks Jeremy will successfully complete 90% of the homework assigned in his social studies and science classes. To be successfully completed, assignments must be 90% correct.

31. Use of Percentages
Annual goals that contain percentage of accuracy are not helpful where the IEP fails to define a starting point, an ending point, or the curriculum in which student will achieve 80 to 85% accuracy (Rio Rancho Public Schools, 2003, p. 563).
In other words, percentages, by themselves, are meaningless.

32. Goal Cautions Are the goals measurable (3 components)?
Are the goals too broad or vague?
Do the goals misuse percentages?
Are the goals ambitious, but realistic?
Do the goals align with the PLAAFPs/Services?

33. Service Concerns General Education Environment Direct Service vs. vs.
Special Education Environment
Direct Service vs.
Indirect
Support

34. Progress Monitoring Is a scientifically-based practice
Assesses a student’s academic and functional performance
Evaluates the effectiveness of instruction

35. Progress Monitoring: Requirements
Measures a student’s progress toward his or her goal
Reports progress to parents regularly
Provides evidence to revise a student’s IEP if progress is not being made
Formative Evaluation - assessments are taken as the program/instruction is in process
Numbers not words
Not C.R.A.P. data
Doable

36. C.R.A.P. Data Can’t Rely on Any Part of it
“Qualitative narratives and teacher impressions fall in the C.R.A.P. data category.” (Johnston, 2010)

37. Progress Monitoring: Data Collection Methods
According to Johnston (2010) there are only two acceptable data collection models for evaluating instruction and intervention effectiveness:
Reviewing and evaluating permanent products that sample a student’s knowledge or achievement
Conducting quantified observations of behaviors

38. Permanent Products
Permanent Products are tangible results of any academic, functional, or social activity:
Grades
Checklists
Curriculum Based Measurements
Self-reports
Worksheets
Tests or Quizzes
Tangible evidence of a student’s performance
Ask for examples from the group before clicking to show the list!

39. Quantified Observation of Behavior
Quantitative vs. Qualitative Data
Consider this goal: Steve will write the correct time to the nearest 5 minutes when given a clock face with the hands in any position in 9 out of 10 opportunities.
Quantitative Data: The number of times Steve writes the correct time given the opportunity
Qualitative Data: Why does he continue to make mistakes? Will this just take time or is there something else?

40. Quantitative Observation: Types
Description
When to Use
Pros/Cons
Examples
Event Recording
A tally of frequency of a target behavior
When target behavior can be easily counted
Easy to do, but not helpful if frequency or duration are too high
Unassisted self-care
Leaves seat
Raises hand
Duration Recording
Length of time engaged in a target behavior
To determine how long behavior occurs, unless rate of behavior is too high for event recording
Can provide duration and frequency of behavior, but usually needs an outside observer
On task
Length of tantrum
Sustained eye contact
Latency Recording
Length of time from request to performance of target behavior
When behavior has a clear beginning
Tells how long it takes for a behavior to begin, but requires a means of recording time and outside observer
Beginning or ending a task
Returning to classroom after lunch
Interval Recording
Records when a target behavior occurs in a given time interval
Useful for estimating the number of occurrences, or for high frequency behaviors
Helps identify patterns of behavior, but only provides an estimate of occurrences; Requires close observation
Working on an assignment
Swearing
Scatter Plot
Interval recoding that reveals patterns of behavior and specific time periods
Useful for looking for patterns across a period of time
Creates a visual display of data, but may need an outside observer
Appropriate responses across learning tasks
Appropriate behavior on playground
ABC charts
Target behavior is recorded along with antecedents and consequences
Useful for identifying stimuli for targeted behavior, or for non-occurrence of behavior
Provides descriptive information about behavior and environment, but may require multiple observations to collect enough data
Following directions
Argumentative responses
Work completion

41. What is your largest obstacle to collecting data?
Data is a scary word!
What is your largest obstacle to collecting data?
5 Whys exercise…?

42. Frequency of Collection
According to the National Center for Response to Intervention (2012), Progress Monitoring should occur at least monthly.
The effects of measurement error are reduced as the number of data points recorded increases.

43. Progress Monitoring Questions
What to do with all of this data?
The best option is to chart data to make trends and changes easily visible.
Is this student progressing at an acceptable rate?
If the data trend is not approaching the student’s goal, then the student may not be progressing acceptably. This is a judgment call for the TOR.
Should instruction/methodology be adjusted?
This is one option. The level of service and support can also be considered.
Is the instructional change effective?
Data should indicate effectiveness of the change. Note when change was made.
Should the student’s goal be raised?
Data should indicate a trend for student progress. If the data indicate that the student has met or will meet the goal prematurely, the target can be raised.

44. Resources
Bateman, B.D.; From Gobbledygook to Clearly Written Annual IEP Goals; Verona, WI; Attainment Company; 2007.
Bateman, B.D., & Linden, M.A.; Better IEPs; Verona, WI; Attainment Company; 2006.
Johnston, T.C.; Data Without Tears; Champaign, IL; Research Press; 2010.
Yell, M.; Developing Educationally Meaningful & Legally Sound IEPs: Measurable Annual Goals; Video; D. Thomas, Producer; Indianapolis; 2012.

45. Progress Monitoring Resources